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The knowledge ecology inventory: Ass...

Guiney, Susan Zahra.

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The knowledge ecology inventory: Assessing knowledge ecology in schools.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The knowledge ecology inventory: Assessing knowledge ecology in schools./
作者:	Guiney, Susan Zahra.
面頁冊數:	162 p.
附註:	Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2037.
Contained By:	Dissertation Abstracts International65-06A.
標題:	Educational administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3135340
ISBN:	9780496825646

The knowledge ecology inventory: Assessing knowledge ecology in schools.
Guiney, Susan Zahra.

The knowledge ecology inventory: Assessing knowledge ecology in schools. - 162 p.

Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2037.

Thesis (Ed.D.)--Teachers College, Columbia University, 2004.

This item must not be sold to any third party vendors.

This dissertation focuses on the research questions: (1) what dimensions characterize a knowledge ecology in schools and (2) to what degree can behavioral observation scales and related procedures be utilized to develop a reliable and valid test to measure knowledge ecology in schools.

ISBN: 9780496825646Subjects--Topical Terms:

2122799
Educational administration.

The knowledge ecology inventory: Assessing knowledge ecology in schools.
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245 1 4 $a The knowledge ecology inventory: Assessing knowledge ecology in schools.
300 $a 162 p.
500 $a Source: Dissertation Abstracts International, Volume: 65-06, Section: A, page: 2037.
500 $a Sponsor: Lisa A. Petrides.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2004.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a This dissertation focuses on the research questions: (1) what dimensions characterize a knowledge ecology in schools and (2) to what degree can behavioral observation scales and related procedures be utilized to develop a reliable and valid test to measure knowledge ecology in schools.
520 $a The methods are formulated on DeVellis' Scale Development and on APA/AERA Standards for Educational and Psychological Testing. An empirical grounding of the dimensions through a search of education and business literature was completed. The search defined items that do not solely define a knowledge ecology, but when they exist in combination, a knowledge ecology exists. An expert panel of business and educational professionals was surveyed. The key attributes of school knowledge ecology from the expert survey are knowledge, information, data, leadership, culture, inquiry, change, professional development, communication and reform.
520 $a A Likert instrument was derived from the expert responses that proposed attributes to 5 major categories appropriate to teachers in school settings: School Goals and Values, Professional Development, Curriculum and Instruction, School Climate and Culture, and Communication and Technology.
520 $a Teachers verified the dimensions and determined if their school possessed more or less of a knowledge ecology. The convenience sample tested the model in operation in 5 suburban elementary schools with similar demographics selected because of recognition and through participation in the New York metropolitan area Tri State Leadership Consortium, an accreditation organization that promotes data based decision making. While the expert panel validated the attributes of a school knowledge ecology, the school survey tested the model, also referred to as the model of a thoughtful school.
520 $a Reliability for the entire instrument is through Cronbach's alpha and also for questions within each category. Overall reliability exceeds the acceptable measure in education. All categories except one (Curriculum and Instruction) meet or exceed this acceptable measure. Content validity, discriminant validity, and construct validity also are determined.
520 $a Three key findings of this study are schools lack an ecological perspective; educational politics and culture often create barriers to the development of school knowledge ecologies; and schools underutilize technology. Implications on administration, research and policy are far reaching through an ecological approach to education.
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