Many Schools, One Complex Measure: St. Louis District Synthesizes the Lessons of Reform

Autor/inn/en	Kedro, M. James; Short, William E.
Titel	Many Schools, One Complex Measure: St. Louis District Synthesizes the Lessons of Reform
Quelle	In: Journal of Staff Development, 25 (2004) 3, S.44-49 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	State Standards; Performance Tests; Educational Change; High Stakes Tests; Instructional Innovation; Accreditation (Institutions); Surveys; Academic Achievement; Models; Public Schools; School District Size; Faculty Development; Missouri + Suchen Sie Ihr Suchwort? Leistungsbeurteilung; Leistungsermittlung; Leistungsmessung; Leistungsüberprüfung; Bildungsreform; Educational Innovation; Bildungsinnovation; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Survey; Umfrage; Befragung; Schulleistung; Analogiemodell; Public school; Öffentliche Schule; School district; School districts; Size; Schuleinzugsbereich
Abstract	Measuring the extent of professional development in a large school system is complex. It's challenges to gauge training and its effects when schools choose different instructional reform models, and the task is more formidable when the models are chosen at different times and change. This study evaluates the effectiveness of Schools of Opportunity project of St. Louis Public Schools District. The project provides extra funds for instructional innovations to those schools in the district that are not doing well in different state's high-stakes performance test in order to meet state standards and earn full accreditation. Recommendations for improvements and implications of the study are being discussed. (Contains 2 tables.) (ERIC).
Anmerkungen	National Staff Development Council. 5995 Fairfield Road Suite #4, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.nsdc.org/news/jsd/index.cfm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10