A Rural High School's Collaborative Approach to School Improvement

Autor/inn/en	Chance, Patti L.; Segura, Susan N.
Titel	A Rural High School's Collaborative Approach to School Improvement
Quelle	In: Journal of Research in Rural Education, 24 (2009) 5, S.1-12 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-0670
Schlagwörter	Rural Schools; Graduation Rate; Educational Improvement; Federal Programs; Academic Achievement; Teacher Collaboration; Cooperation; Educational Change; Educational Indicators; Instructional Leadership; High Schools + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Teaching improvement; Unterrichtsentwicklung; Schulleistung; Lehrerkooperation; Co-operation; Kooperation; Bildungsreform; Educational indicato; Bildungsindikator; Instruction; Leadership; Bildung; Erziehung; Führung; High school; Oberschule
Abstract	This study examines the events and behaviors associated with the improved and sustained student achievement in a rural high school. The rural high school highlighted in this study showed significant improvement and sustained achievement over a three year period as defined in the following areas: (a) test scores, (b) achievement of Adequate Yearly Progress, and (c) attendance and graduation rate. This case study identified various factors associated with the change process, including leadership behaviors, organizational structure, and particular characteristics of the school within its rural context. Qualitative analyses suggest that both organizational practices and instructional leadership behaviors contributed to developing successful collaborative efforts that, in turn, led to improved student achievement. Three essential elements identified for successful collaboration were (a) scheduled time for teacher collaboration; (b) structured and focused collaboration time devoted to improving instruction and student achievement, and; (c) leadership behaviors that focused on student-centered planning and accountability. Relationship and contextual factors associated with rural schools and small communities were identified as advantageous to developing a collaborative process for school improvement. (As Provided).
Anmerkungen	Penn State University College of Education, Center on Rural Education and Communities. 310B Rackley Building, University Park, PA 16802. Tel: 814-863-2031; Web site: http://www.jrre.psu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10