| 来源类型 | Research Reports
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| 规范类型 | 报告
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| DOI | https://doi.org/10.7249/RR2837
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| 来源ID | RR-2837-KVEC
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| Implementation and Outcomes of the Appalachian Renaissance Initiative in Eastern Kentucky Schools |
| Andrea Phillips; Julia H. Kaufman; John F. Pane; Emma Lee; Andy Bogart
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| 发表日期 | 2019
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| 出版年 | 2019
|
| 页码 | 118
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| 语种 | 英语
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| 结论 |
- The ARI comprised 26 different activities: 17 activities focused on building capacity for principals and teachers, and nine specifically targeted student learning.
- The ARI created numerous structures to communicate about activities to districts, schools, and teachers.
- Principal and teacher knowledge about ARI activities varied considerably from district to district in the fourth year of the ARI.
- For the activities where KVEC set participation goals for educators and students, those participation goals were met.
- As expected, at least some principals and teachers from each district participated in the ARI each year.
- KVEC developed a theory of action for disseminating the ARI that was broadly aimed at fostering widespread engagement and adoption among participants and nonparticipants. It does not appear that the ARI met its goal of spreading to reach all teachers and students in the participating districts.
- Staffing challenges and lack of buy-in for ARI activities may have been key reasons for the low spread of ARI-induced change in some cases.
- Across a broad set of schoolwide measures of achievement, our analysis did not detect strong signals that ARI was improving student outcomes.
- The great majority of participating principals and teachers recommended sustaining ARI activities that they knew about, although low percentages recommended that their district or school be charged with sustaining a specific activity of the ARI.
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| 摘要 |
- When leveraging the strengths of regional education agencies to implement large-scale initiatives, seek mechanisms to help ensure the intended changes will occur at the local level.
- Consider communicating opportunities directly and personally to teachers when possible to bolster knowledge of and participation in activities.
- Consider intensive coaching or classroom support to improve educator effectiveness.
- Provide a set of activities with a focus on particular aspects of students' learning, possibly in specific subject areas, to help principals and teachers link activities to improvements in teaching and learning, as well as to school goals.
- Consider how to align activities more closely with school goals and needs for all or the majority of students, as this may increase principal and teacher buy-in.
- Consider infrastructure and resource constraints other than funding that may hinder participation.
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| 主题 | Education Reform
; Educational Program Evaluation
; Personalized Learning
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| URL | https://www.rand.org/pubs/research_reports/RR2837.html
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| 来源智库 | RAND Corporation (United States)
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| 引用统计 |
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| 资源类型 | 智库出版物
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| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/108961
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推荐引用方式
GB/T 7714 |
Andrea Phillips,Julia H. Kaufman,John F. Pane,et al. Implementation and Outcomes of the Appalachian Renaissance Initiative in Eastern Kentucky Schools. 2019.
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