Search results for: School improvement
Page 1/2 11 items
The primary purpose of this study was to measure important characteristics of professional development that may influence its effectiveness. The second purpose was to determine if any of the characteristics of effective professional development predicted teachers’ use of new knowledge/skills. The results reveal that the professional development instrument appears to be a viable tool for capturing teacher perceptions about characteristics of professional development. The instrument could provide information for state and district leadership about the quality of teachers’ professional development.
Updated: May. 29, 2017
Features of Effective Professional Learning: A Case Study of the Implementation of a System-Based Professional Learning Model*
This research broadly focuses on two distinct concerns: the first relates to what constitutes high-quality professional learning; and the second relates to the implementation of professional learning at the classroom level. This paper addresses each of these concerns by identifying the features of effective professional learning: focus, learning components, feedback, collaborative practices, temporal elements and coherence. The analysis of the three-case study schools suggests that the greatest benefit of system-based professional learning is the level of coherence it can provide.
Updated: Jan. 09, 2017
This work presents an integrative review on school climate research. The review focuses on five essential dimensions of school climate: Safety, Relationships, Teaching and Learning, Institutional Environment, and the School Improvement Process.
Updated: May. 25, 2014
Guided in part by social-ecological analysis and social-cultural theory, engagement is conceptualized as a dynamic system of social and psychological constructs as well as a synergistic process. This conceptualization invites researchers, policymakers, and school-community leaders to develop improvement models that provide a more expansive, engagement-focused reach into students’ family, peer, and neighborhood ecologies.
Updated: May. 25, 2014
The Professional Learning Community as Subversive Activity: Countering the Culture of Conventional Schooling
The objective for this study was to gain new knowledge about the experience of teachers in the early stage of professional learning community (PLC) development. This study reports findings from semi-structured focus group interviews with teachers in an urban/suburban high school after one year of school-wide professional development introducing the PLC as a school-wide practice. The authors conclude that The authors claim that as long as PLC work is perceived by teachers as a professional development option that they may choose to embrace or ignore, then systemwide change is unlikely to occur. The authors suggest that by establishing an urgent cause, the leader may then offer assistance to the staff in addressing the problem in the form of an initiative to cultivate collaborative reflective practice with the goal of transforming the school into a PLC.
Updated: Feb. 04, 2014
The current paper examines the design of a professional development model. The purpose of this model is to improve student achievement. The model has been designed by combining and supplementing elements from school-improvement literature and existing professional development models. The combined elements resulted in six aspects which incorporated in a new model which includes presentation of theory, demonstration of skills, practice in a secure environment, pre-conference, observation and post-conference.
Updated: Apr. 27, 2011
This article presents case study research which explored the use of school performance feedback and its’ perceived effects. The findings show that all schools used the feedback in writing school improvement plans. However, it was found that the extent of genuine school improvement varied across schools as did the perceived effects of the use of performance feedback.
Updated: Apr. 04, 2011
Schools face a lot of data on the functioning of their school which they can use to make improvements in teaching, learning and the organization. This explorative study in the Netherlands shows that teachers mainly use classroom level data for making instructional decisions at classroom level, and school leaders mainly use school level data for policy development decisions. The article concludes with suggestions with regard to enhancing the effectiveness of data-driven decision making.
Updated: Aug. 03, 2010
'Great Conversation' for School Improvement in Disadvantageous Rural Contexts: A Participatory Case Study
The core empirical basis of this article is based upon the author’s recent participatory action research case study conducted in a rural school in one of the most disadvantageous districts of Sindh, Pakistan. This article explores how a teacher educator may empower a rural school by engaging key stakeholders in therapeutic enquiry, utilizing 'Great Conversation' as an alternative pedagogy for school improvement and reforms.
Updated: Jun. 29, 2010
Learning From Success as Leverage for a Professional Learning Community: Exploring an Alternative Perspective of School Improvement Process
This case study examined the evolving stages of a collective learning-from-success process at one comprehensive (middle and secondary) public school that participated in a national program aiming to foster ongoing collective professional learning. Data revealed that this collective process moved through three distinct stages: invitation and framework building; collective inquiry into colleagues’ professional successes; and experimentation and dissemination. This study reinterprets the professional learning community to include the collective learning-from-success process, thus providing a new outlook for linking concepts with practical capabilities in light of public school reality.
Updated: May. 25, 2010