Schools Without Failure Affect Student Outcomes.

Autor/inn/en	Neff, Franklin W.; Ahlstrom, Winton M.
Institution	Missouri Univ., Kansas City. Inst. for Community Studies.
Titel	Schools Without Failure Affect Student Outcomes.
Quelle	(1978), (473 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Achievement; Administrator Role; Affective Behavior; Classroom Environment; Cognitive Ability; Comparative Analysis; Educational Research; Elementary Education; Elementary School Students; Objectives; Organizational Climate; Problem Solving; Productive Thinking; Program Effectiveness; Rewards; Self Concept; Social Relations; Student Attitudes; Student Reaction; Teacher Role + Suchen Sie Ihr Suchwort? Performance; Leistung; Affective disturbance; Active behaviour; Affektive Störung; Klassenklima; Unterrichtsklima; Denkfähigkeit; Bildungsforschung; Pädagogische Forschung; Elementarunterricht; Goal definition; Zielsetzung; Organisationsklima; Problemlösen; Produktives Denken; Reward; Belohnung; Selbstkonzept; Soziale Beziehung; Schülerverhalten; Schülerkritik; Lehrerrolle
Abstract	The purpose of this program evaluation was to provide a comprehensive assessment of the effectiveness of the Schools Without Failure (SWF) program. In a study of the SWF program in several schools in a midwestern, metropolitan school district, three sets of variables were measured: student outcomes, classroom characteristics reflecting SWF program elements, and school organization characteristics reflecting SWF program elements. Student variables assessed included achievement, productive thinking, sense of competence as a learner, responsibility, attitudes toward school, and ability to work with others. Classroom variables were involvement in learning, relevance of curriculum, responsibility, thinking, and success orientation. School organization variables consisted of goals, teacher role, principal role, rewards, and faculty group problem solving for program improvement. Several measurement instruments were employed in a two year comparison study of fourth and fifth grade students in SWF and control classrooms. Results indicate that the SWF program had no consistent impact on student cognitive variables but had a positive impact on affective/social variables. SWF classroom characteristics indicate possible positive cognitive and affective outcomes. Several SWF school organizational characteristics were associated with positive impact on student outcomes. In general, there were more findings of a favorable program impact than would be expected in a large, well-designed study. It is concluded that SWF programs are likely to have a favorable impact and unlikely to have a negative impact on student outcomes. (Author/RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC