Planning for school improvement: A curriculum model for school‐based evaluation

1995 ◽  
Vol 70 (3) ◽  
pp. 175-187 ◽  
Author(s):  
James L. Doud
Keyword(s):  
School Improvement ◽  
Curriculum Model ◽  
School Based

Advancing Evidence-Based Practice Through Program Evaluation

2018 ◽  
Author(s):  
Julie Q. Morrison ◽  
Anna L. Harms
Keyword(s):  
Program Evaluation ◽  
School Improvement ◽  
Change Agents ◽  
Evidence Based ◽  
School Based ◽  
Tier System ◽  
Challenges And Opportunities ◽  
Education Today ◽  
Evaluation Of Evidence ◽  
Evaluation Approaches

The demand for results-driven accountability is pervasive in all aspects of education today. The shift in emphasis from compliance to accountability for closing achievement gaps and improving student outcomes creates challenges and opportunities for school-based professionals. School-based professionals have a significant role to play in supporting school improvement efforts and improving outcomes for students in their role as program evaluators. Despite the need for advanced knowledge and skills in program evaluation, resources dedicated to developing the competencies of school-based professionals in evaluation approaches, methods, and tools are scarce. This book addresses this need by serving as a practical resource for school-based professionals seeking to use program evaluation to enhance data-based decision making and accountability as informed by implementation research and within the context of a multi-tier system of supports framework. Throughout this book, school-based professionals are positioned as change agents guiding their school or school districts in the adoption, implementation, and evaluation of evidence-based interventions and systems of support to meet students’ academic and behavioral needs.

scholarly journals SELECTED SCHOOL BASED FACTORS’ INFLUENCE ON VALUE ADDITION IN SECONDARY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN RACHUONYO SOUTH SUB-COUNY, HOMABAY COUNTY, KENYA

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Phelix Almand Amoke ◽  
James Ochieng Sika
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
School Improvement ◽  
Secondary Schools ◽  
School Effectiveness ◽  
Primary Data ◽  
Value Addition ◽  
Basic Model ◽  
School Based ◽  
Significant Relationships

<p>Educational accountability has mainly focused on final academic performance in judging schools’ effectiveness without regard to where the students started. Judging schools' effectiveness solely based on final academic performance is unfair to school systems. Hence, the need to determine value addition in secondary education taking into consideration KCPE scores as intake abilities and KCSE scores as exit abilities. Moreover, public secondary schools in Rachuonyo South Sub-County recorded the highest negative academic progresses, -3.262 and -3.745, in the secondary education of 2013 and 2014 cohorts in Homa Bay County. However, the cause of the negative academic progresses is unknown. Hence, there is need to examine selected school-based factors’ influence on value addition in the secondary education of the two cohorts. The objectives of the study are to examine performance appraisal’s influence on value addition in secondary education; to examine continuous assessments’ influence on value addition in secondary education and to examine classroom push and pull factors’ influence on value addition in secondary education. A conceptual model developed from the basic model of school effectiveness by Scheerens (2000) and a correlational research design guided the study. The sample of the study comprised 49 Deputy Principals, 49 Directors of Studies and 780 students randomly sampled. Primary data were collected using questionnaires. Findings revealed that TPAD (β=0.386, p=0.029) and CPP (β=0.364, p=0.034) have positive significant relationships with value addition, while CATs have insignificant relationship with value addition (β1=0.277, p=0.104) for 2013 cohort. For 2014 cohort, TPAD (β=0.633, p=0.000) and CATs (β=0.356, p=0.02) have positive significant relationships with value addition, while CPP has insignificant relationship with value addition (β=0.22, p=0.136). Moreover, findings revealed that school-based factors contributed to 19% and 38% variance in academic achievements of the 2013 and 2014 cohorts respectively. The findings of the study may be used as a tool for school improvement, checking school progress and accountability, informing policymaking, reporting to parents and the community about school.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" /></p>

scholarly journals Penerapan SEM (Sport Education Model) dalam Konteks Kurikulum 2013

2018 ◽  
Author(s):  
Rama Kurniawan
Keyword(s):  
High School ◽  
Portfolio Assessment ◽  
Research Result ◽  
Sport Education ◽  
Global Studies ◽  
Student Groups ◽  
Record Keeping ◽  
Curriculum Model ◽  
School Based ◽  
Level 3

The aim of this study was to know how the implementation of the curriculum model Sport Education (SE) in the high school based on curriculum 2013. A total of 34 students (24 girls and 10 boys) in one of the Senior High School in Lamongan were involved in this study. The student groups are given learning scheme by using a curriculum model SE. Data were collected through observation during the learning (14 lessons). Team portfolios analysis were also used to see the extent to which the implementation of the activities of the students in groups. The research result showed that the activity of the students who refers to characterize the Sport Education program that seasons, team affiliation, formal competition, the culminating event and record keeping) is going well, while activity in the category festivity is enough. Teachers as mediators of learning seen less in encouraging students to conduct festivity, while in other activities, the teacher is able to perform well. For portfolio assessment teams are at level 3. The evidences of the implementation of the Sport Education can be used in the school with curriculum 2013. The existence of a model-based scientific approach such as Sport Education provides an alternative model that can be used in the context of the curriculum 2013 for physicaleducation. Good results from the implementation of the SE which is based on various global studies can be used as a reference as part of efforts to achieve the objectives of physical education in terms of affective, cognitive, and social aspects.

Coherent school improvement: Integrating outcomes-based assessment and trauma-informed practice

2020 ◽  
pp. 136548022095364
Author(s):  
C. Allison Reierson ◽  
Stephen R. Becker
Keyword(s):  
Student Achievement ◽  
School Districts ◽  
School Improvement ◽  
Literature Review ◽  
Central Question ◽  
School Based ◽  
Organizational Activity ◽  
Trauma Informed ◽  
Trauma Informed Practice ◽  
School Improvement Initiatives

This literature review tests a framework for coherent implementation of school improvement initiatives. Often in education, initiatives are introduced as disparate, isolated approaches towards improved student learning. As a result, teachers, school-based administration and school districts frequently change their focus, contributing to fragmentation, stagnation and initiative fatigue. Robinson et al. offer ‘five domains of organizational activity’ as key areas of focus for coherent school improvement. We investigate application of Robinson et al.’s five domains to two seemingly disparate school improvement initiatives: outcomes-based assessment (OBA) and trauma-informed practice (TIP) as both represent significant areas of focus in our context. We construct our literature review around the central question: Can two divergent aspects of school improvement: outcomes-based assessment and trauma-informed practice, be aligned through Robinson et al.’s five domains, to coherently support their integration in schools? We found that Robinson et al.’s five domains were a useful tool for alignment of these diverse initiatives and were able to extrapolate beyond application to OBA and TIP, to other school improvement initiatives. Coherence benefits administration, teachers, and most importantly, promotes student achievement. When all elements of school improvement are part of a cohesive whole, all members the school community are better able to understand their role in driving student achievement.

scholarly journals The School-Based Psychosocial Curriculum Model

2021 ◽  
pp. 383-407
Author(s):  
Tracy L. Cross ◽  
Jennifer Riedl Cross ◽  
Lori Andersen
Keyword(s):  
Curriculum Model ◽  
School Based

scholarly journals PERAN KEPALA SEKOLAH DALAM UPAYA MEWUJUDKAN PERUBAHAN SEKOLAH

2018 ◽  
Author(s):  
Achmad Krisbiyanto
Keyword(s):  
Quality Improvement ◽  
School Improvement ◽  
School Change ◽  
School Quality ◽  
Daily Life ◽  
School Community ◽  
School Based ◽  
Improvement Programs ◽  
School Based Management ◽  
Principal Roles

School change is every effort done by school community to improve their school quality. In Indonesia, school change is done by implementing School Based Management for Quality Improvement. Many school improvement programs and activities are planned, implemented, controlled, and evaluated continuesly. School change is successful if the change internalizes in people at school and instituzionalizes in school daily life. Therefore, the school change needs a principal roles as a catalyst, creator, facilitator, and stabilazator.

scholarly journals Social and Emotional Development of Gifted Students: Introducing the School-Based Psychosocial Curriculum Model

2017 ◽  
Vol 40 (3) ◽  
pp. 178-182 ◽  
Author(s):  
Tracy L. Cross ◽  
Jennifer Riedl Cross
Keyword(s):  
Psychosocial Development ◽  
Emotional Development ◽  
Gifted Students ◽  
Talent Development ◽  
Social And Emotional Development ◽  
Social And Emotional ◽  
Curriculum Model ◽  
School Based

This column introduces the school-based psychosocial curriculum model. The model incorporates Erik Erikson’s theory of psychosocial development and applies it to a planned program of talent development.

scholarly journals When school-based, in-service teacher training sharpens pedagogical awareness

2018 ◽  
Vol 23 (1) ◽  
pp. 5-20
Author(s):  
Lea Lund
Keyword(s):  
Teacher Training ◽  
School Improvement ◽  
Professional Learning Communities ◽  
Learning Communities ◽  
Professional Learning ◽  
Classroom Behavior ◽  
Research Question ◽  
School Based ◽  
Cooperative Process ◽  
Educational Thinking

Research in the field of professional development (PD) stresses the importance of the development of professional learning communities (PLCs) designed to promote the process of inquiry in teaching. PLCs are of great importance with regard to both school improvement and in-service teacher training. This article shows that it is possible to teach teachers to reflect on their beliefs and actions, making them visible to teachers and their colleagues during a cooperative process of inquiry in the classroom. The empirical data stem from a 2-year, school-based, in-service teacher-training program involving 16 teachers at two Danish high schools. The research question is ‘how can teachers’ reflections, pedagogical awareness, and perspectives on their beliefs be sharpened by in-service teacher training?’ With regard to school improvement, two conclusions are drawn: (1) teachers’ pedagogical awareness is sharpened and their classroom behavior and educational thinking change when their routine actions and thinking are questioned and scrutinized; (2) teachers who experiment systematically with their own teaching alongside their colleagues find the process and product rewarding.

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