Effects of Comprehensive School Reform on Student Achievement and School Change: A Longitudinal Multi-Site Study

Autor/inn/en	Sterbinsky, Allan; Ross, Steven M.; Redfield, Doris
Titel	Effects of Comprehensive School Reform on Student Achievement and School Change: A Longitudinal Multi-Site Study
Quelle	In: School Effectiveness and School Improvement, 17 (2006) 3, S.367-397 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Educational Change; Academic Achievement; School Restructuring; Longitudinal Studies; Models; Elementary Schools; Geographic Location; Educational Environment; Teacher Attitudes; Teaching Methods; Reading Tests; Data Analysis + Suchen Sie Ihr Suchwort? Bildungsreform; Schulleistung; Schulreformplan; Schulumwandlung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Analogiemodell; Elementary school; Grundschule; Volksschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lesetest; Auswertung
Abstract	The longitudinal impacts on school change and student achievement of implementing varied Comprehensive School Reform (CSR) models was investigated in 12 elementary schools in diverse geographic locations. Each school was individually matched and compared to a demographically similar control school on measures of school climate, teacher satisfaction, observed classroom teaching methods, and student achievement on a battery of 4 individually administered reading tests. Data were analyzed for all CSR-control school pairs combined and separately for pairs representing 4 different CSR models (Balanced Early Literacy Initiative, Core Knowledge, Direct Instruction, and Success for All). Although results varied across location (rural versus urban) and models on different measures, overall CSR advantages were evidenced for teacher attitudes, school climate, and student achievement. Observations of teaching strategies further revealed their general conformity to the CSR models' pedagogical emphases (e.g., direct instruction, ability grouping, higher order questioning). The implications of the findings are discussed relative to processes of enacting and sustaining educational change using whole-school reform approaches. (Contains 5 tables and 2 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10