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Record identifier : 569454
Personal Name - Primary Intelectual Responsibility : Ford, Jody L
Title and statement of responsibility : Comprehensive school reform from the perspective of fourth-grade educators in Wyoming [Thesis]
Publication, Distribution,Etc. : University of Phoenix, 2009
Language of the Item : eng
Dissertation of thesis details and type of degree : Ed.D
Body granting the degree : , University of Phoenix
Summary or Abstract : The qualitative phenomenological study determines the perceptions of 30 fourth-grade educators according to the lived experiences with the statewide school improvement program North Central Association Commission on Accreditation and School Improvement (NCA-CASI) and commonly known throughout the state as NCA. The study revealed common themes that emerged from analysis of the responses. The study also addressed issues surrounding the program and comprehensive school reform efforts. The study included eight broad questions that focused on perceptions about the NCA program; the impact of feedback; teacher input contribution; connecting continuous improvement with each cycle of the school improvement program; personal changes in educator practices or thought processes; the process before, during, and after implementation; and future NCA program suggestions of additional professional development and aligning standards and assessments. The analysis of the information involved an extensive reading of all the transcriptions followed by a recording of common themes in a journal with a coding system and creating spreadsheets of common information and categorizing into research questions. Themes of organizational improvement, feedback, visionary leadership, professional development, alignment of standards and assessments, accountability, recognition, appreciation, and support were revealed from the data..
Topical Name Used as Subject : School administration
: Elementary education
Information of biblio record : TL
 
 
 
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