Student achievement in relationship to comprehensive school reform and selected teacher behaviors

As a result of low student achievement in a large school district in Georgia, the decision was made to implement a comprehensive school reform (CSR) model in each failing school so as to enhance the capability of teachers to increase student achievement. This study examined the extent to which stude...

Full description

Bibliographic Details
Main Author: Pennington, Bennie L.
Format: Others
Published: DigitalCommons@Robert W. Woodruff Library, Atlanta University Center 2007
Subjects:
Online Access:http://digitalcommons.auctr.edu/dissertations/2751
http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=4278&context=dissertations
id ndltd-auctr.edu-oai-digitalcommons.auctr.edu-dissertations-4278
record_format oai_dc
spelling ndltd-auctr.edu-oai-digitalcommons.auctr.edu-dissertations-42782016-07-16T03:01:24Z Student achievement in relationship to comprehensive school reform and selected teacher behaviors Pennington, Bennie L. As a result of low student achievement in a large school district in Georgia, the decision was made to implement a comprehensive school reform (CSR) model in each failing school so as to enhance the capability of teachers to increase student achievement. This study examined the extent to which student achievement was improved by a comprehensive school reform (CSR) model used in a large, independent school district in Georgia when controlling for selected school and teacher variables. A questionnaire was administered to 266 teachers at the schools that were implementing the CSR model. The dependent variable in the study was student achievement as measured by the extent to which a teacher rated the number of students who made gains as compared to where they started in reading and math skills and obtained an “A” or “B” grade. The major finding from the Pearson correlation analysis was that teacher experience was significantly related to thirteen independent variables in the study. The findings also suggest that experienced teachers with a record of three or more years of successful student outcomes should be used as teacher-leaders, model lead teachers, reading specialists and facilitators, math specialists and facilitators and in other roles as instructional support staff and should be allowed to conduct math, reading and classroom discipline professional development workshops for their local schools and for the school district. 2007-12-01T08:00:00Z text application/pdf http://digitalcommons.auctr.edu/dissertations/2751 http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=4278&context=dissertations ETD Collection for AUC Robert W. Woodruff Library DigitalCommons@Robert W. Woodruff Library, Atlanta University Center Educational Leadership
collection NDLTD
format Others
sources NDLTD
topic Educational Leadership
spellingShingle Educational Leadership
Pennington, Bennie L.
Student achievement in relationship to comprehensive school reform and selected teacher behaviors
description As a result of low student achievement in a large school district in Georgia, the decision was made to implement a comprehensive school reform (CSR) model in each failing school so as to enhance the capability of teachers to increase student achievement. This study examined the extent to which student achievement was improved by a comprehensive school reform (CSR) model used in a large, independent school district in Georgia when controlling for selected school and teacher variables. A questionnaire was administered to 266 teachers at the schools that were implementing the CSR model. The dependent variable in the study was student achievement as measured by the extent to which a teacher rated the number of students who made gains as compared to where they started in reading and math skills and obtained an “A” or “B” grade. The major finding from the Pearson correlation analysis was that teacher experience was significantly related to thirteen independent variables in the study. The findings also suggest that experienced teachers with a record of three or more years of successful student outcomes should be used as teacher-leaders, model lead teachers, reading specialists and facilitators, math specialists and facilitators and in other roles as instructional support staff and should be allowed to conduct math, reading and classroom discipline professional development workshops for their local schools and for the school district.
author Pennington, Bennie L.
author_facet Pennington, Bennie L.
author_sort Pennington, Bennie L.
title Student achievement in relationship to comprehensive school reform and selected teacher behaviors
title_short Student achievement in relationship to comprehensive school reform and selected teacher behaviors
title_full Student achievement in relationship to comprehensive school reform and selected teacher behaviors
title_fullStr Student achievement in relationship to comprehensive school reform and selected teacher behaviors
title_full_unstemmed Student achievement in relationship to comprehensive school reform and selected teacher behaviors
title_sort student achievement in relationship to comprehensive school reform and selected teacher behaviors
publisher DigitalCommons@Robert W. Woodruff Library, Atlanta University Center
publishDate 2007
url http://digitalcommons.auctr.edu/dissertations/2751
http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=4278&context=dissertations
work_keys_str_mv AT penningtonbenniel studentachievementinrelationshiptocomprehensiveschoolreformandselectedteacherbehaviors
_version_ 1718350578101256192