To Continue, Press On [electronic resource] : Sustaining Continuous School Improvement / Caitlin Howley.
Not much research has been done on the factors that affect schools' willingness to undertake school-improvement efforts with the assistance of outside organizations. To address this lack, staff of the Quest project at AEL, Inc. conducted a multi-method exploratory study of issues considered sig...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2001.
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MARC
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| 100 | 1 | |a Howley, Caitlin. | |
| 245 | 1 | 0 | |a To Continue, Press On |h [electronic resource] : |b Sustaining Continuous School Improvement / |c Caitlin Howley. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 2001. | ||
| 300 | |a 32 pages. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001). |5 ericd. | ||
| 500 | |a Also distributed on microfiche by U.S. GPO under edition 1.310/2:456548. | ||
| 520 | |a Not much research has been done on the factors that affect schools' willingness to undertake school-improvement efforts with the assistance of outside organizations. To address this lack, staff of the Quest project at AEL, Inc. conducted a multi-method exploratory study of issues considered significant to schools' engagement with reform. Focus group interviews of February 1999 Quest conference participants (N=41) were conducted, and phone interviews were made to teachers less engaged or not involved in the Quest network (N=26). Study participants were also asked to complete the Quest Engagement Survey form (N=58). Responses were numerically coded and analyzed statistically. Survey responses indicated that personal beliefs about education and change were most significant to both beginning and ongoing participation. Focus-group and individual interviews suggested that building-level administrative support for participation had been most important to both initial and sustained involvement. These and other findings suggest that organizations supporting school improvement ought to consider ongoing needs assessment as a means to target support and assistance that remains relevant to participating schools as reform continues. This report concludes with 39 references and an appendix containing a Quest brochure and Framework for Continuous School Improvement. (RT) | ||
| 650 | 1 | 7 | |a Change Strategies. |2 ericd. |
| 650 | 0 | 7 | |a Consultation Programs. |2 ericd. |
| 650 | 1 | 7 | |a Educational Change. |2 ericd. |
| 650 | 1 | 7 | |a Educational Improvement. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Needs Assessment. |2 ericd. |
| 650 | 0 | 7 | |a Program Improvement. |2 ericd. |
| 710 | 2 | |a AEL, Inc. |0 http://id.loc.gov/authorities/names/n00100191. | |
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