Evaluando los resultados de la reforma escolar total (Evaluating the Results of Whole-School Reform). ERIC Digest.

Autor/in	Hertling, Elizabeth
Institution	ERIC Clearinghouse on Educational Management, Eugene, OR.
Titel	Evaluando los resultados de la reforma escolar total (Evaluating the Results of Whole-School Reform). ERIC Digest.
Quelle	(2000), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Reihe	ERIC Publications; ERIC Digests in Full Text
Sprache	spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Change; Educational Improvement; Elementary Secondary Education; Evaluation Criteria; Federal Aid; Financial Support; Formative Evaluation; Program Evaluation + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Finanzielle Förderung; Programme evaluation; Programmevaluation
Abstract	This digest in Spanish examines what is involved in evaluating whole-school reform programs. Such evaluations are necessary to renew Comprehensive School Reform Demonstration (CSRD) program grants and are intended to help schools determine what is working and what needs to be changed. Two primary goals of CSRD evaluation are to create a flexible design and to keep the design realistic. Performance measures should be aligned with the intended outcomes of comprehensive reform programs and should produce data that are both quantitative and qualitative. The key to a comprehensive evaluation is to address key questions early in the program so that the process will reflect the needs, interests, issues, and resources unique to the school. Since the manner in which whole-school reform is implemented affects results, the evaluation design must reveal how well the program's implementation is working and what concrete results it has achieved. Elements that can derail an evaluation plan include districts that lack resources for the evaluation, the presence of key stakeholders who do not have the skills to work together, and educators' fear that the evaluation will be used against them. After gathering the data, the results should be formatted for ease of use and then used to improve the program. (Contains 11 references.) (RJM)
Anmerkungen	ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 541-346-5044; Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334; Web site: http://www.eric.uoregon.edu. For full text: http://www.eric.uoregon.edu/publications/digests/spanish/digest140.html.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC