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Tinder Elementary : a case study of the Quest network

Author: Caitlin Howley-Rowe; Educational Resources Information Center (U.S.)
Publisher: Charleston, W. Va. : AEL ; [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 : EnglishView all editions and formats
Summary:
In 1996, Quest staff began working with teams from school communities in three West Virginia county school districts to invigorate efforts for continuous school improvement. This first learning community consisted of students, teachers, administrators, parents, and community members, who ultimately wrote individual school visions and improvement plans and co-authored a supplemental guide for state-mandated school  Read more...
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Details

Genre/Form: Interviews
Material Type: Government publication, National government publication, Internet resource
Document Type: Book, Internet Resource
All Authors / Contributors: Caitlin Howley-Rowe; Educational Resources Information Center (U.S.)
OCLC Number: 50504246
Notes: Shipping list no.: 2002-0411-M.
Reproduction Notes: Microfiche. [Washington, D.C.] : Supt. of Docs., U.S. G.P.O., [2002]. 1 microfiche.
Description: 1 volume
Other Titles: Case study of the Quest network
Responsibility: Caitlin, Howley-Rowe.

Abstract:

In 1996, Quest staff began working with teams from school communities in three West Virginia county school districts to invigorate efforts for continuous school improvement. This first learning community consisted of students, teachers, administrators, parents, and community members, who ultimately wrote individual school visions and improvement plans and co-authored a supplemental guide for state-mandated school improvement plans. Tinder Elementary became involved in Quest in 1997 when four staff members and one parent attended the first elementary network rally. The school also involved Quest staff in two co-ventures in learning, during which Quest staff interviewed teachers and students, observed 24 classrooms, and planned with parents the piloting of a series of sessions on Successful, Motivated, Autonomous, Responsible, and Thoughtful (smart) learners. Although the school was highly involved in the project in many respects, there were some limitations to their participation. The project also had little impact on student achievement, though positive trends in grades 3 through 5 were apparent, and a few statistically significant improvements were located. Student Test of Cognitive Skills/2 total, nonverbal, and verbal scores were consistently higher in 1998 and 1999 than in 1996, when Tinder began its involvement in Quest. Appendixes contain the Quest brochure and framework; interview protocols for individual, group team members, and student focus groups; and a questionnaire, checklist, and instrument. (Contains 44 references and 17 tables.) (Dfr).

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