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Creating a context for success: A jo...

Harmer, Sheryl Lorraine Pothier.

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Creating a context for success: A journey of schools moving from policy to action.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Creating a context for success: A journey of schools moving from policy to action./
作者:	Harmer, Sheryl Lorraine Pothier.
面頁冊數:	184 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2041.
Contained By:	Dissertation Abstracts International66-06A.
標題:	Education, Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3178078
ISBN:	0542176246

Creating a context for success: A journey of schools moving from policy to action.
Harmer, Sheryl Lorraine Pothier.

Creating a context for success: A journey of schools moving from policy to action. - 184 p.

Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2041.

Thesis (Ed.D.)--University of Washington, 2005.

School success calls for an educational context that fosters growth in a variety of domains such as cognitive functioning, academic skill development, and social-emotional competence. Social-emotional competence is often not recognized as a critical foundation of skills that must be intentionally addressed for school success in general and the development of cognitive and academic skills specifically. As a result, policies focused on social competence are often developed without attention to research, inconsistently implemented, and ineffectively linked to clear standards and accountability.

ISBN: 0542176246Subjects--Topical Terms:

626645
Education, Administration.

Creating a context for success: A journey of schools moving from policy to action.
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245 1 0 $a Creating a context for success: A journey of schools moving from policy to action.
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500 $a Source: Dissertation Abstracts International, Volume: 66-06, Section: A, page: 2041.
500 $a Chair: Bradley Portin.
502 $a Thesis (Ed.D.)--University of Washington, 2005.
520 $a School success calls for an educational context that fosters growth in a variety of domains such as cognitive functioning, academic skill development, and social-emotional competence. Social-emotional competence is often not recognized as a critical foundation of skills that must be intentionally addressed for school success in general and the development of cognitive and academic skills specifically. As a result, policies focused on social competence are often developed without attention to research, inconsistently implemented, and ineffectively linked to clear standards and accountability.
520 $a Research provides evidence of effectiveness when specific individual, classroom, and school prevention and intervention programs are implemented with fidelity. However, even programs that have demonstrated effectiveness often fail to attain desired outcomes in "real-world" circumstances when factors unrelated to the program itself intervene. Educators often give thoughtful attention to selection of evidence-based programs without equal focus on setting the conditions under which that program will be implemented. Those conditions and the factors that have influence upon them can be described as the "context" of the school and must be understood and mitigated to realize program outcomes and sustained effects.
520 $a This study was a multiple case, descriptive and explanatory analysis of three elementary schools that implemented the same, comprehensive social skills program focused on bullying prevention. Data were obtained through personal interviews, surveys, document and artifact review, and limited on-site observations. Patterns of influence were identified and clustered as consistent strands among all three cases.
520 $a Five contextual strands were identified as most influential for effective program implementation: School Culture and Beliefs, Motivation, Obstacles and Problem-solving, Change Management and Principal Leadership. As a result of further data analysis, those influences were found to cluster into three broad organizing contexts---Structural, Process, and Social. Findings may be useful in forming policy; developing effective programs and implementation support; and designing professional development opportunities for building and district administrators.
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