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Implementation of Turnaround Strategies in Chronically Low-Performing Schools

出版	ERIC Clearinghouse, 2012
URL	http://books.google.com.hk/books?id=-TIQvwEACAAJ&hl=&source=gbs_api

註釋There is some evidence to indicate that chronically low-performing schools, whether improving student performance or not, often report pursuing substantially similar policies, programs, and practices. However, while chronically low-performing schools may pursue similar school improvement strategies, there is some evidence that the level and quality of implementation, as well as the coherence, alignment, and persistence of implementation, may lead to different prospects for school turnaround. This study investigated how school improvement efforts were implemented in turnaround (TA) and non-improving (NI) schools, with a focus on the external and internal conditions that were perceived to support these efforts. Findings showed that differences between the TA and NI case study schools were apparent, although the study's necessary reliance on individuals' memories and on a small convenience sample dictate caution in interpreting these findings. With respect to central improvement efforts, respondents in TA schools compared with those in NI schools more frequently cited data use (chiefly for pinpointing individual students' progress and needs), targeted student supports (during or beyond the school day), and the use of common planning time for collaboration. Conversely, more NI case study schools identified adopting new curricula or instructional approaches as central to their work during the study period.