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Strength and weakness of document analysis
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Methodology Essay, Week 9
Documents offer researchers a valuable tool for gaining unobtrusive insight into study subjects. Documents, which Hatch defines as “official written communication”, may take many forms, including manuals, newsletters, emails, memos, policy statements, and more (Hatch, 2002, p.117). They may be utilized in qualitative research to gain a view into official practices, beliefs, and policies in a manner that is far less subject to the interpretations of the researcher.
In “School Improvement Plans in Schools on Probation: A Comparative Content Analysis across Three Accountability Systems”, official documents consisted of school improvement plans created by schools designated as low performing by their respective assessment bodies. These documents were the primary focus of the study. The study’s authors conducted a documentary analysis of 103 school’s plans. They were “read, coded, and rated with the help of a code book.” (Mintrop, 2001, p.207). The researchers sought to determine whether or not specific patterns were common in the documents across the vario...
Applying Figure 1.1 from Victoria Bernhardt’s (2013) book Data Analysis for Continuous School Improvement it is this evaluator’s opinion that Portage High School is at a crossroads as a school of compliance and a school of continuous improvement (p. 4). Of the nine area of evaluation, Portage marks five in the area of compliance and four in the area of continuous improvement. Hence, the assessment is that Portage High School sits firmly as a school focused on compliance. This is a strong reflection of the building principal that feels that the use of data is wasteful endeavor. According the principal, “The experts in our building guide our processes; data does not drive our school. It’s only purpose is to determine
...ategies” that have been used and research shows how schools are impacted” (Ramsey, 2006, p.xv11).
With many opinions on why America 's education achievement level has dropped to its lowest point, many say school policies are the blame; some say that classrooms have a greater impact on educational achievement. The book, The classroom crucible. What really works, what doesn 't and why? written by Edward Pauly gives the reader an understanding on what causes student achievement and what the teachers feel is cause for some classroom to have greater test results than others. James S. Coleman, Eric Hanushek, Richard Murane and Edward Pauly have done intense research and started studies at different periods of time on what is causing for some schools and classrooms to have better results in test scores.
This program is generally focused to gather statistics on grade school inequalities that effect the entirety of the state. Researchers have suggested that school funding levels and student success rates are largely unrelated. The ability of schools to educate their children is affected solely by the teacher’s ability to teach. Yet for a number of years there has been a steady debate centered around the essentially counter-intuitive idea that the relationship between school resource levels and student performance is the only connection to California’s academic gap/ 1971, the California Supreme Court ruled this system of granted unequal funds to millions of children unconstitutional, promising California’s the state would standardize finances across all school districts. To do this California created Proposition 13 in 1978. This proposition reduced the local property tax revenues available to schools, and the state had to provide even more financial support to maintain similar funding levels across districts. Though it leveled the playing field for the middle class, this tactic created no growth in academic equality. In order to ensure a balance in opportunity to academically excel, California needs to scrutinize the funding system, to utilize all financial resources in ways that
The city of Denver and the challenges confronting its elected leaders, are no different than any other large city, one of the most problematic of which, includes enhancing the quality of public schools for ethnic minority students from lower socio-economic neighborhoods. Katherine Boo’s, “Expectations”, provides a narrative centered on Superintendent Michael Bennett and the implementation of his ambitious strategy to raise high school graduation standards throughout the Denver public school system. Bennett’s plan to achieve this lofty goal illustrates the “four tides,” or philosophies, of administrative reform: liberation management by allowing students from underperforming schools to attend any high quality public school of their choice; (2) a war on waste through the closure of Manual High School; (3) a watchful eye with computer tracking to ensure student accountability; and (4) scientific management with increased and meticulous academic standards.
An article from the Los Angeles Times showed that the majority of Californians give California schools “a grade of C or below” and half think that the quality of schools will continue to decline (Watanabe). While the economic downturn affected the public school system in a negative way, it was not the sole root of its problems. It just simply exacerbated existing issues. Because of widespread discontent with the public school system, many different solutions to reform the mainstream public school system have been brought up in public discourse.... ...
CPS, with a $6.6 billion FY2013 budget, is now taking a new strategy based upon a flawed “Student-Based Budgeting System”. The Board of Education is also struggling to solve the debt they have reached, and with their FY2014 plans, this year’s budget book is argued to be “one of the most poorly written budgets”. The way CPS is handling their budget is not benefiting the lives and education of students and is leaving CPS at a loss with giant financial issues. Parents want the best for their children, no question, and the highest educational standards will be something that parents have at the top of their list. There is enough support to say that people who have received better education have gotten further in life.
Récoché, K., & Abu-Arab, A. (Eds.). (2014). NUR1001 Professional and scholarly communication. (2nd ed.) Sydney: Pearson Australia
An effective school leader possesses skills to create, implement, evaluate, improve and share a staff development plan. I met with Ben Rhodes, Sandy Creek Middle School’s principal, to interview him on the specific elements of his yearly staff development plan. We began with the design process focusing on the district and school goals. District goals include improving literacy across the content areas in reading and writing, Guaranteed and Viable Curriculum (GVC). Guaranteed and Viable Technology (GVT), and Closing the Achievement Gap (Equity in Excellence). Using a variety of assessments to focus on specific needs, Ben Rhodes and Mary Sonya, our Pupil Achievement Specialist, examined CSAP, Explore, MAP, and RAD data. They use the Colorado Growth Model to help guide them to determine if students have made adequate yearly progress. Together, they created the plan that included the district goals mentioned above as well as continuing to include new technology skills, information on special education changes with Response to Intervention (RTI), maintaining current staff implementation of literacy goals and a new goal of raising achievement in math.
Achievement gaps in schools across America impinge on racial-ethnic and socioeconomic status groups. For generations school systems focus on improving the achievement gaps for low-income and minority students. Statistics have provided evidenced that the school systems made enormous progress between 1970 and 1988, but came to a halt thereafter. Presently in the 20th century the gap has widened and the need for improvement is challenging for the school administr...
36). The school leadership team reviewed the Continuous School Improvement Plan to assess the needs of the school and student achievement. Data from state assessments, school incident reports, and other local data was used to suggest strategies, professional development, and budget requirements for school improvement. The findings were shared with stakeholders. The system has determined through the SWOT analysis, the development and implementation of a strategic plan to improve the school organization. This plan will allow the school to use limited resources with input from stakeholders. Also, the plan will provide opportunities for input in the areas of parent engagement, improved and increased communications. Recognizing the strengths and weaknesses, and adding opportunities and threats into actions through the planning process will make this school a quality educational organization in our community and
“The U.S. Congress is--eight years late--taking up the rewriting of No Child Left Behind, and one of the key issues under discussion is just how big the federal footprint on local public schools should be. No Child Left Behind requires that students take an annual standardized test for purposes of holding schools ‘accountable’ from Grades 3-8 and once in high school” (Strauss, Principal). In recent years, legislation has created new government-funded markets for education entrepreneurs. Standardized tests have caused spending to shift away from the salaries, benefits, and pensions of teachers into standardized testing, curriculum, and technology. Teachers are no longer being taught to tailor their curriculum to meet a variety of students' needs and interests, but instead are being encouraged to focus more on preparing for standardized testing. Productivity is no longer what a student learns throughout an individualized education, but what each student’s productivity measures as from a score (Antush, John C.). Standardized testing can help make sure children are on the right track for their education, but it can also create problems and allow teachers to create a less diverse, unique, and beneficial educational opportunity for their
Organizing Schools for Improvement, illustrated five factors that need to be integrated in order for school systems to fully excel in enhancement. The longitudinal study conducted was done over a fifteen-year period within the Chicago area. This study concluded that there are five essential supports needed in order for a school to achieve and excel for student outcomes.
When all stakeholders share similar core values and agree on the aims of education, reform efforts stand a better chance for success. Knowledge, skills, critical thinking, and citizenship are core values found at the heart of my beliefs for education. I also believe it is the aim of education to prepare students as contributing members of society. In schools where core values and education aims are revisited due to reform implementation, strategies are identified along with a plan for implementation, monitoring and evaluation. The federal government, state, districts, school leadership, teachers, students and parents all have significant responsibilities to make reform efforts a success.
Many places around the country have begun to factor in these teachers and schools in the success of their students. In Indiana, an educational revolution has begun. If this new method is effective, it will surely alter the educational system of the United States of America. In this new system of educational evaluation, “teachers across the state will be rated 1 through 4, with 1 being the lowest” (Elliot and Butrymowicz). One factor in this grading process will be the grades of the teacher’s students. By adding this into the overall evaluation, it incorporates the teacher’s edification skills along with the knowledge and prowess the teacher has instilled in their students. Along with this rating system, there will be a consequence for teachers that, after 2 years, fail to meet a rating requirement of at least three. Due to this, teachers that attain a rating of one or two symbolizing their need for improvement for consecutive years will be eligible to be let go by their district. The othe...