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首页> 外文期刊>Journal of Education for Students Placed at Risk (JESPAR) >Assessing Instructional Reform in San Diego: A Theory-Based Approach
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Assessing Instructional Reform in San Diego: A Theory-Based Approach

机译：评估圣地亚哥的教学改革：一种基于理论的方法

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This article provides an overview of the approach, methodology, and key findings from a theory-based evaluation of the district-led instructional reform effort in San Diego City Schools, under the leadership of Alan Bersin and Anthony Alvarado, that began in 1998. Beginning with an analysis of the achievement trends in San Diego relative to other California urban districts during this period, we then examine the theory of action that guided the San Diego effort, including the focus on instructional change as the primary means to improve student achievement and on the role of site-based instructional leadership and teacher professional development as central strategies for moving instructional practice. The article outlines the study design and introduces the set of papers in this special issue of JESPAR. Reviewing key findings and themes across the article, we conclude that although the reform demonstrated that instructional improvement at scale is possible, sustaining that reform may be more elusive.
机译：本文概述了方法，方法和主要结论，这些方法，方法和方法是从1998年开始在Alan Bersin和Anthony Alvarado的领导下对圣地亚哥市学校进行的以地区为主导的教学改革工作进行基于理论的评估的。通过分析圣地亚哥在此期间相对于其他加利福尼亚市区的成就趋势，然后研究了指导圣地亚哥努力的行动理论，包括将教学改革作为提高学生成就的主要手段以及基于站点的教学领导和教师专业发展的作用，作为移动教学实践的中心策略。本文概述了研究设计，并介绍了本期JESPAR的论文集。回顾文章中的主要发现和主题，我们得出的结论是，尽管该改革表明大规模改进教学是可能的，但坚持认为该改革可能更加难以捉摸。

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