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首页> 外文学位 >The impact of resource allocation on professional development for the improvement of teaching and student learning within a site-based managed elementary school: A case study.
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The impact of resource allocation on professional development for the improvement of teaching and student learning within a site-based managed elementary school: A case study.

机译：资源分配对专业发展的影响，以改善基于站点管理的小学内的教学和学生学习：一个案例研究。

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摘要

The purpose of this study was to investigate how much funding a site-based managed school allocated toward promoting effective professional development at an elementary school level. Additionally, the study examined a district and school's practice of allocating resources for professional development and determined how funding and where the funding for professional development originated. Furthermore, an evaluation process was used to identify the strengths and weaknesses of the school's professional development programs as they compared to an evidence-based professional development model.;This study used conceptual frameworks adapted from the research literature to guide data collection and analysis for four research questions: (a) How are personnel used for the delivery of professional development? (b) How are resource allocation decisions for professional development determined? (c) How much funding is directed toward professional development and from what sources do these funds originate? (d) How is professional development used to promote organizational capacity and student achievement?;This descriptive-analytic case study was conducted in one elementary school, Sutherland Elementary, in a decentralized unified school district, Glenn Park Unified, located just 30 miles outside of Los Angeles' metropolitan area in Southern California. The district and school were selected on the basis of: (a) implementation of innovative professional development; (b) evidence of administrative freedom to allocate funds to professional development; and (c) significant gains in the school's Academic Performance Index (API) over the last 5 years.;Data analysis revealed that Sutherland Elementary and Glenn Park Unified School District employed several research-based strategies pertaining to professional development that aimed at building the capacity of the organization and the individuals. Additionally, the data uncovered that while Sutherland Elementary had the autonomy to decide upon professional development activities, the district supported the school site. An evaluation of Sutherland's allocation practices for professional development revealed a disconnect with the research provided by the evidence-based model. However, the data also highlighted that Sutherland Elementary and Glenn Park Unified School District received a greater amount of professional development resources than could be accounted for in the school and district's expenditures due to partnerships with universities and educational foundations.;The study provided conclusions addressing the six core strategies of the conceptual framework, the role of the district office in a decentralized setting, and the analysis between the decentralized setting of Glenn Park Unified as compared to a centralized management style. Five major themes surrounding professional development practices appeared to illustrate the overall success of the school and district: (a) a vision for learning; (b) data-driven decision making; (c) effective utilization of resources; (d) collaboration; and (e) site autonomy. Recommendations for successful professional development practices at other schools and districts included: (a) establishing a clear vision and goals for teaching and learning; (b) utilizing data to make professional development decisions; (c) establishing the needed access to ongoing, on-site, fulltime coaching; (d) adopting a financial plan that mirrors those used in the private sector; (e) collaboration across the school and district; and (f) encouraging site autonomy for professional development decisions coupled with district support as needed. Finally, suggestions for future research consisted of: (a) uncovering the impact of lost instructional time for the purpose of professional development; (b) investigating how to efficiently fund on-site coaches and understand the knowledge and skills coaches must possess to be effective; (c) comparing the professional development practices of decentralized and centralized districts on a larger scale; and (d) performing experimental studies for the purpose of establishing statistically significant correlations between professional development practices and student learning outcomes.
机译：这项研究的目的是调查以站点为基础的管理型学校分配了多少资金，以促进小学阶段有效的专业发展。此外，研究还研究了地区和学校为专业发展分配资源的做法，并确定了资金来源以及专业发展资金的来源。此外，与基于证据的专业发展模型相比，还采用了评估过程来确定学校专业发展计划的优缺点。本研究使用了根据研究文献改编而成的概念框架来指导四项数据的收集和分析研究问题：（a）如何使用人员进行专业发展？ （b）如何确定专业发展的资源分配决定？ （c）多少资金用于专业发展，这些资金来自什么来源？ （d）如何利用专业发展来提高组织能力和学生成就？;该描述性分析案例研究是在萨瑟兰小学的一所小学中进行的，该校区位于分散式统一学区格伦公园统一校区，距格伦公园仅30英里洛杉矶在南加州的都会区。选择地区和学校的依据是：（a）实施创新的专业发展； （b）有行政自由地将资金分配给专业发展的证据； （c）在过去5年中该学校的学业成绩指数（API）显着提高。数据分析显示，萨瑟兰小学和格伦公园统一学区采用了几种与研究有关的与职业发展有关的策略，旨在建立能力组织和个人。此外，数据还显示，尽管Sutherland Elementary具有自主权来决定专业发展活动，但学区支持了学校所在地。对Sutherland专业发展分配实践的评估表明，它与基于证据的模型提供的研究脱节。但是，数据还强调指出，由于与大学和教育基金会建立了伙伴关系，萨瑟兰小学和格伦公园统一学区获得的专业发展资源数量超出了学校和学区支出中所占的比例。概念框架的六项核心策略，权力下放的地区办公室的角色以及格伦公园统一的权力下放与集中管理风格之间的分析。围绕专业发展实践的五个主要主题似乎说明了学校和学区的整体成功：（a）学习愿景； （b）以数据为依据的决策； （c）有效利用资源； （d）合作； （e）网站自主权。对其他学校和地区成功的专业发展实践的建议包括：（a）为教学和学习确立清晰的愿景和目标； （b）利用数据做出专业发展决定； （c）建立进行中的现场全职教练的必要途径； （d）通过与私人部门相仿的财务计划； （e）整个学校和学区的合作； （f）鼓励现场自主进行专业发展决策，并根据需要提供地区支持。最后，对未来研究的建议包括：（a）为了专业发展的目的，发现浪费的教学时间的影响； （b）研究如何有效地资助现场教练并了解教练必须具备的知识和技能才能有效； （c）在较大范围内比较权力下放区和集中区的专业发展做法； （d）进行实验研究，以建立专业发展实践与学生学习成果之间的统计学显着相关性。

著录项

  • 作者

    Cain, Lisa Marie.;

  • 作者单位

    University of Southern California.;

  • 授予单位 University of Southern California.;
  • 学科 Education Finance.;Education Elementary.;Education Administration.
  • 学位 Ed.D.
  • 年度 2007
  • 页码 223 p.
  • 总页数 223
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;初等教育;
  • 关键词

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