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Author: Robin Lee Adams Publisher: ISBN: Category : Schedules, School Languages : en Pages :
Book Description
Year-Round Schooling (YRS), a calendar or scheduling concept, has become quite common in this country over the past thirty years. Generally schools have adopted YRS scheduling in an effort to: (1) increase efficiency in the operation of the schools and (2) enhance student development and learning. The University School at East Tennessee State University (ETSU), a public K-12 school located on the ETSU campus, implemented a YRS calendar in the Summer of 1996. Over a period of six years data were collected to assess the effectiveness of YRS at University School. Study participants (students, parents and teachers) were surveyed initially in the early spring (Phase 1) and early summer (Phase 2) of 1996 (prior to implementation of YRS) to establish a baseline for data collection. Identical Phase 1 and 2 surveys were conducted in 1997, 1999, 2000, and 2001. A final Phase 3 survey consisted of a series of interviews conducted at the end of the 2000-2001 school year. During the spring a series of standardized surveys developed by the National Association of Secondary School Principals (NASSP) were used to assess the school climate and stakeholder satisfaction. The summer survey, locally developed by the College of Education (COE), focused on the reactions to YRS. The final survey consisted of structured interviews with the stakeholder groups. During each year of the study, over 92% of the students, 80% of the teachers, and 39% of the parents responded. A select group of teachers, parents and students participated in the final interviews. The data analysis conducted for Phases 1 and 2 consisted of a comparison of each pair of yearly results, 96, 97, 99, 2000 and 2001 using an Analysis of Variance (ANOVA). Phase 1 comparisons indicated that satisfaction levels increased after the implementation of YRS and school climate improved. Phase 2 surveys indicated stakeholders were more positive in their beliefs about teaching and learning and opinions of YRS after implementation. The results of the personal interviews reinforced the beliefs and opinions reported in Phases 1 and 2. Additional comparisons of students by grade levels and cohorts indicate a positive acceptance of YRS.
Author: Robin Lee Adams Publisher: ISBN: Category : Schedules, School Languages : en Pages :
Book Description
Year-Round Schooling (YRS), a calendar or scheduling concept, has become quite common in this country over the past thirty years. Generally schools have adopted YRS scheduling in an effort to: (1) increase efficiency in the operation of the schools and (2) enhance student development and learning. The University School at East Tennessee State University (ETSU), a public K-12 school located on the ETSU campus, implemented a YRS calendar in the Summer of 1996. Over a period of six years data were collected to assess the effectiveness of YRS at University School. Study participants (students, parents and teachers) were surveyed initially in the early spring (Phase 1) and early summer (Phase 2) of 1996 (prior to implementation of YRS) to establish a baseline for data collection. Identical Phase 1 and 2 surveys were conducted in 1997, 1999, 2000, and 2001. A final Phase 3 survey consisted of a series of interviews conducted at the end of the 2000-2001 school year. During the spring a series of standardized surveys developed by the National Association of Secondary School Principals (NASSP) were used to assess the school climate and stakeholder satisfaction. The summer survey, locally developed by the College of Education (COE), focused on the reactions to YRS. The final survey consisted of structured interviews with the stakeholder groups. During each year of the study, over 92% of the students, 80% of the teachers, and 39% of the parents responded. A select group of teachers, parents and students participated in the final interviews. The data analysis conducted for Phases 1 and 2 consisted of a comparison of each pair of yearly results, 96, 97, 99, 2000 and 2001 using an Analysis of Variance (ANOVA). Phase 1 comparisons indicated that satisfaction levels increased after the implementation of YRS and school climate improved. Phase 2 surveys indicated stakeholders were more positive in their beliefs about teaching and learning and opinions of YRS after implementation. The results of the personal interviews reinforced the beliefs and opinions reported in Phases 1 and 2. Additional comparisons of students by grade levels and cohorts indicate a positive acceptance of YRS.
Author: James Pedersen Publisher: Rowman & Littlefield ISBN: 1475873867 Category : Education Languages : en Pages : 150
Book Description
Summer Versus. School II: The Balanced Calendar of School, Work and Life, 2nd Edition explores the successes and challenges of moving from the traditional 10-month calendar to implement ones that are more in line with the needs of modern families. Through real case studies from actual school districts in the state of Washington, this book examines research into instructional practices, programmatic challenges, and community involvement with schools that have adapted modified calendars.
Author: Joseph W. Mattingly Publisher: ISBN: Category : Educational change Languages : en Pages : 724
Book Description
The goal of this study was to investigate the relationships between school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover in the context of year-round education (YRE) calendars. The research design of this study utilized an e-mail invitation to participate with a uniform resource locator (URL) embedded in the message to link participants to an internet-based questionnaire. The questionnaire was delivered to 1,254 teachers employed in nine participating school districts in Kentucky that operated on YRE school calendars. The response rate was 60%. Teachers ( N = 748) responded to an internet-based questionnaire consisting of six scales on the variables of school climate, school culture, teacher efficacy, collective efficacy, teacher job satisfaction and intent to turnover. An open-ended question from the internetbased questionnaire was examined as qualitative support for the findings from the quantitative data. Quantitative analysis involved examining descriptive statistics and correlations among research variables at the teacher level. Data were analyzed using Pearson's r correlations, ANOVA and hierarchical regression analysis. The findings demonstrated overall statistically significant positive correlations with study variables. High to moderate statistically significant positive correlations were found between school climate, school culture; teacher efficacy, collective efficacy, teacher job satisfaction and teacher intent to turnover. After statistically controlling for demographic variables (ethnicity, gender, age, and years of YRE teaching experience, the addition of school climate subscale scores (collegial leadership, professional teacher behavior, achievement press, institutional vulnerability), school culture subscale scores (inquiry practice, teaching learning community and collective problem solving) into the second block of the regression equation resulted in an additional 16% of the variance; After statistically controlling for school climate subscale scores (collegial leadership, professional teacher behavior, achievement press, institutional vulnerability) , school culture subscale scores (inquiry practice, teaching learning community and collective problem solving), the addition of teacher efficacy subscale scores (student engagement, teacher instructional practices and classroom management) into the third block of the regression equation resulted in an additional 18% ( p
Author: Jonathan Dale Propper Publisher: ISBN: Category : Educational evaluation Languages : en Pages : 598
Book Description
Although research indicates the establishment and sustainability of a positive school climate contribute to school improvement, school leaders do not always assess and properly analyze the perceptions of its stakeholders. When school districts are void of proper assessment and data analysis methods, school leaders may inadvertently ignore conflicting stakeholder perceptions. If this gap in perceptual congruence among stakeholders is not addressed, districts can make uninformed educational decisions, which can lead to a poor school climate. In contrast, if these discrepancies are properly identified through a systematic method of data collection and analysis by which all stakeholders' perceptions are accounted for and valued, school leaders can move forward with a plan of action for school improvement. The purpose of this mixed-methods study was to identify and analyze the perceptual congruence that existed among stakeholder groups when assessing dimensions of school climate, so that it could inform district leaders of next-step school improvement efforts. The researcher identified perceptual discrepancies that exist between groups of students, staff, parents, and administrators when considering certain dimensions of school climate by analyzing survey data. Once discrepancies were discovered, focus groups comprised of the various stakeholder groups were asked to reflect on the survey data results and provide further insight on the findings. Data was collected after the administration of a school climate survey and through the facilitation of several stakeholder focus groups. The participants represented four buildings within a small, rural school district in Pennsylvania. Subjects included school staff, students, parents, and administrators. By discussing and questioning the gap in perceptual congruence among stakeholder groups, the school organization could begin to acknowledge the areas for improvement in their educational climate.
Author: Joyce L. Epstein Publisher: Corwin Press ISBN: 1483320014 Category : Education Languages : en Pages : 508
Book Description
Strengthen programs of family and community engagement to promote equity and increase student success! When schools, families, and communities collaborate and share responsibility for students′ education, more students succeed in school. Based on 30 years of research and fieldwork, the fourth edition of the bestseller School, Family, and Community Partnerships: Your Handbook for Action, presents tools and guidelines to help develop more effective and more equitable programs of family and community engagement. Written by a team of well-known experts, it provides a theory and framework of six types of involvement for action; up-to-date research on school, family, and community collaboration; and new materials for professional development and on-going technical assistance. Readers also will find: Examples of best practices on the six types of involvement from preschools, and elementary, middle, and high schools Checklists, templates, and evaluations to plan goal-linked partnership programs and assess progress CD-ROM with slides and notes for two presentations: A new awareness session to orient colleagues on the major components of a research-based partnership program, and a full One-Day Team Training Workshop to prepare school teams to develop their partnership programs. As a foundational text, this handbook demonstrates a proven approach to implement and sustain inclusive, goal-linked programs of partnership. It shows how a good partnership program is an essential component of good school organization and school improvement for student success. This book will help every district and all schools strengthen and continually improve their programs of family and community engagement.
Author: Sam Redding Publisher: IAP ISBN: 1617356700 Category : Education Languages : en Pages : 205
Book Description
Thirty-six of the best thinkers on family and community engagement were assembled to produce this Handbook, and they come to the task with varied backgrounds and lines of endeavor. Each could write volumes on the topics they address in the Handbook, and quite a few have. The authors tell us what they know in plain language, succinctly presented in short chapters with practical suggestions for states, districts, and schools. The vignettes in the Handbook give us vivid pictures of the real life of parents, teachers, and kids. In all, their portrayal is one of optimism and celebration of the goodness that encompasses the diversity of families, schools, and communities across our nation.
Author: Pamela Cantor Publisher: Routledge ISBN: 100039977X Category : Education Languages : en Pages : 245
Book Description
This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Author: Robin Lee Adams
Author: Robin Lee Adams
Author: James Pedersen
Author: 
Author: Joseph W. Mattingly
Author: 
Author: Jonathan Dale Propper
Author: Joyce L. Epstein
Author: Sam Redding
Author: United States. National Education Commission on Time and Learning
Author: Pamela Cantor