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Connections between district policy related to professional development and school capacity in urban elementary schools

Author: Peter Youngs; Educational Resources Information Center (U.S.)
Publisher: [Washington, DC] : U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, [2000]
Edition/Format:   Book   Microform : National government publication : Microfiche : English
Summary:
This study investigated connections between school district policy related to professional development in four urban districts nationwide and school organizational capacity in one elementary school in each district. The elementary schools served large numbers of low-income students, had histories of low achievement, had shown progress in student achievement in recent years related to their sustained professional  Read more...
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Details

Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Peter Youngs; Educational Resources Information Center (U.S.)
OCLC Number: 49777532
Notes: Shipping list no.: 2002-0148-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [2001]. 1 microfiche.
Description: 1 volume
Responsibility: Peter Youngs.

Abstract:

This study investigated connections between school district policy related to professional development in four urban districts nationwide and school organizational capacity in one elementary school in each district. The elementary schools served large numbers of low-income students, had histories of low achievement, had shown progress in student achievement in recent years related to their sustained professional development, participated in site-based management, and had received significant professional development assistance from one or more external agencies. Researchers made two to four visits to each school for up to 4 days at a time, observing professional development activities and classroom instruction, interviewing school and district staff and external providers of faculty development, and collecting pertinent documents (E.G., achievement data and demographic and fiscal information). Results indicated that school district policy could help schools enhance teachers' knowledge, skills, and dispositions; professional community; and program coherence. Results also showed that the way in which individual schools made use of supportive policies to strengthen capacity depended upon the strong leadership of principals and others. (Contains 28 references.) (Sm).

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