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A mixed methods study on the effectiveness of the theoretical frameworks embedded within the Learning Focused schools model.

机译：混合方法研究以学习为重点的学校模型中嵌入的理论框架的有效性。

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摘要

Increased school accountability has intensified the scrutiny of research-based school reform models, particularly those intended to increase student achievement. Purportedly, one such model is the Learning Focused model. Although many at-risk schools utilize this model, there is little independent research that has assessed its ability to do what it claims, namely, improve student achievement and school culture. This study examined the theoretical frameworks embedded within the Learning Focused model and their connection to higher student achievement scores on the Georgia Criterion Referenced Competency Test (CRCT) and to a more positive school culture. Quantitative research questions determined (a) the statistical difference between CRCT scores in a Learning Focused school and a nonLearning Focused school, and (b) the improvement rate of a Learning Focused school compared to a nonLearning Focused school. The qualitative guiding question asked how the implementation of the model influenced school culture. A concurrent triangulated mixed methods approach with a comparison control-group design was implemented. Focus group qualitative data was analyzed for themes related to the theoretical frameworks within the model. Although a t-test failed to find significant difference between the CRCT scores, descriptive analysis of the improvement rates was positive. The qualitative analysis of focus group data from the Learning Focused school demonstrated that the faculty perceived the model as having the capacity to improve the academic achievement of students as well as improve the school culture. The findings promote positive social change through the identification of the model as a means to address the academic, social, and emotional needs of at-risk students.
机译：越来越多的学校问责制加强了对以研究为基础的学校改革模式的审查，尤其是那些旨在提高学生成绩的模式。据说，这样的模型就是“关注学习”模型。尽管许多处于危险中的学校都采用这种模式，但是很少有独立的研究评估其完成其声称的功能的能力，即改善学生的学习成绩和学校文化。这项研究检查了以学习为重点的模型中嵌入的理论框架，以及它们与乔治亚州标准参考能力测验（CRCT）中较高的学生成绩得分以及与更积极的学校文化的联系。定量研究问题确定了（a）以学习为重点的学校和非以学习为重点的学校的CRCT分数之间的统计差异，以及（b）与以非学习为重点的学校相比，以学习为重点的学校的改善率。定性的指导问题是该模型的实施如何影响学校文化。并发三角混合方法方法与比较控制组设计的实施。分析了焦点小组定性数据中与模型内理论框架相关的主题。尽管t检验未能发现CRCT评分之间的显着差异，但对改善率的描述性分析是积极的。对以学习为重点的学校进行的焦点小组数据的定性分析表明，教师认为该模型具有提高学生的学业成绩和改善学校文化的能力。通过确定模型，该发现可以促进积极的社会变革，从而解决高危学生的学术，社会和情感需求。

著录项

  • 作者

    Bearden, Robin R.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Education Tests and Measurements.;Education Administration.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 145 p.
  • 总页数 145
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;教育;
  • 关键词

  • 入库时间 2022-08-17 11:38:26

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