Characteristics of Improved School Districts. Research Brief

Titel	Characteristics of Improved School Districts. Research Brief
Quelle	(2006), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leadership; School Restructuring; School Districts; Leadership Effectiveness; Educational Change; Educational Development; Educational Improvement; Educational Quality; Classification; Professional Development; Accountability; Resource Allocation; Interprofessional Relationship; Cooperation; Institutional Characteristics; Total Quality Management; Instructional Effectiveness; Teacher Collaboration; Teacher Expectations of Students; Academic Standards + Suchen Sie Ihr Suchwort? Führung; Führungsposition; Schulreformplan; Schulumwandlung; School district; Schulbezirk; Führungseffizienz; Bildungsreform; Bildungsentwicklung; Teaching improvement; Unterrichtsentwicklung; Quality of education; Bildungsqualität; Classification system; Klassifikation; Klassifikationssystem; Verantwortung; Ressourcenallokation; Co-operation; Kooperation; Quality management; Qualitätsmanagement; Unterrichtserfolg; Lehrerkooperation
Abstract	This research brief presents an overview of a 2004 study by G.S. Shannon and P. Bylsma entitled "Characteristics of Improved School Districts: Themes from Research" (Olympia, WA: Office of Superintendent of Public Instruction). The authors reviewed more than 80 research articles that investigated the attributes of schools and districts that have improved over time. After reviewing these studies, they concentrated on 23 conducted within the past 15 years that focused on multiple school districts rather than schools. As the authors analyzed the content, they identified 13 themes or characteristics of improved school districts that emerged from the data and developed a conceptual framework to express the relationships of those themes to each other. The authors grouped the 13 themes into four categories: (1) quality teaching and learning, (2) effective leadership, (3) support for systemwide improvement, and (4) clear and collaborative relationships. To improve school districts, the authors suggest: (1) holding staff accountable for high expectations; (2) paying close attention to instruction; (3) aligning standards, curriculum, assessments, and policies; (4) targeting professional development; (5) developing dynamic and distributed leadership; (6) sustaining improvement efforts; (7) allocating resources strategically; (8) delineating district roles and responsibilities clearly; and (9) managing the external environment as much as possible. This review of research studies demonstrates that school districts can improve over time. [This document was produced by The Center for Comprehensive School Reform and Improvement, administered by Learning Point Associates in partnership with the Southwest Educational Development Laboratory (SEDL) and WestEd, under contract with the Office of Elementary and Secondary Education of the U.S. Department of Education.] (ERIC).
Anmerkungen	Center for Comprehensive School Reform and Improvement. 1100 17th Street NW Suite 500, Washington, DC 20035. Tel: 877-277-2744; Web site: http://www.centerforcsri.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10