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An exploratory study of reform initiatives in relatively small Missouri school districts .

机译：密苏里州相对较小的学区改革举措的探索性研究。

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摘要

The purpose of this study was to identify commonly implemented school reform initiatives in relatively small Missouri school districts and determine the degree of relationship, if any, between those commonly implemented efforts and student academic success. The population for this study consisted of superintendents from 81 school districts in the state of Missouri with student populations of 500-2000 students. Quantitative and perceptual data were collected from a single data table and analyzed to determine, collectively and by grade level (a) commonly implemented reform initiatives in the school's represented in this study; (b) the amounts of fiscal and human resources invested in the implementation of those initiatives; (c) the stages of implementation of the initiatives; (d) the perceived levels of impact of the initiatives on academic success of the students in those schools; (e) if any significant relationships existed between full years of implementation, personnel hours, dollars spent, average daily attendance, persistence to graduation, superintendent's perceived impact, percent of students passing communications arts as measured by the MAP assessment and percent of students passing mathematics as measured by the MAP assessment; (f) if those relationships were noticeably different across the major grade levels of elementary, middle and high schools.;The study identified 297 initiatives implemented in 81 participating schools districts. The ratio of fiscal investment and personnel hours committed to the implementation and support of elementary grade related reform raises questions of why reform resources, across a rather robust sample of schools, would be so disproportionate toward elementary grades. Significant correlations were found between years of full implementation and superintendent perceived impact, personnel hours and dollars spent and percent passing communication arts and percent passing mathematics. No significant correlations were found between any of the variables of years of full implementation, superintendent's perceived impact, dollars spent, personnel hours invested, average daily attendance, persistence to graduation and the percent of students passing communication arts or mathematics.
机译：这项研究的目的是确定密苏里州相对较小的学区中普遍实施的学校改革举措，并确定那些普遍实施的努力与学生学业成就之间的联系程度（如果有）。该研究的人口由密苏里州81个学区的负责人组成，学生人数为500-2000名学生。从单个数据表中收集定量和感知数据，并进行分析，以按年级和集体确定（a）本研究中学校普遍实施的改革举措； （b）为实施这些举措投入的财政和人力资源的数量； （c）各项措施的实施阶段； （d）该等措施对该等学校学生的学业成就有何影响； （e）整年的实施，工作时间，花费的金钱，平均每日出勤率，对毕业的执着程度，学长的感知影响，通过MAP评估测验的通过传播艺术的学生百分比和通过数学的学生百分比之间是否存在重大关系根据MAP评估测得； （f）如果这些关系在小学，初中和高中的各个主要年级之间存在显着差异；则该研究确定了在81个参与的学区实施的297项举措。致力于实施和支持与小学年级相关的改革的财政投资和工作时间的比例提出了一个问题，即为什么在相当强大的学校样本中，改革资源与小学年级相比会如此不成比例。在多年的全面实施与管理者感知的影响，人员时间和金钱花费，通过交流艺术的百分比和通过数学的百分比之间发现了显着的相关性。在全面实施的年份，管理者的感知影响，所花费的资金，投入的人员小时数，平均每日出勤率，对毕业的坚持程度以及通过通讯艺术或数学的学生百分比之间的任何变量之间都没有发现显着的相关性。

著录项

  • 作者

    Masters, James P.;

  • 作者单位

    University of Missouri - Columbia.;

  • 授予单位 University of Missouri - Columbia.;
  • 学科 Education Leadership.;Education Administration.;Education Policy.
  • 学位 Ed.D.
  • 年度 2012
  • 页码 202 p.
  • 总页数 202
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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