ERIC Number: ED243230
Record Type: RIE
Publication Date: 1984-Apr
Reference Count: 0
Impact of Instructional Improvement: A Statewide Program.
Roberts, Jane M. E.; Kenney, Jane L.
Maryland's School Improvement Through Instructional Process (SITIP) program involves all 24 local education agencies in implementing one or more of the following research-based instructional models: Active Teaching, Mastery Learning, Student Team Learning, and Teaching Variables. Following a review of background information, state education agency initiatives and assistance activities are described, an evaluative overview is presented, and local impact is discussed. The state initiatives consisted of planning, training activities, and technical assistance to local education agencies. Planning was flexible, interactive, ongoing, and based on an open systems approach, resulting in a high degree of local participation and commitment to the program at nearly all sites. State-sponsored training activities included an assistant superintendent's retreat, an instructional leadership conference, and followup workshops. Technical assistance was provided by an eight-person team that provided statewide leadership while encouraging local ownership and that developed networks and teaching/learning opportunities for local teams to share successes and build expertise. Impacts of the SITIP program on student achievement, student attitudes, teacher's knowledge of models, school environment, and administrators and central office staffs are reported, along with concerns and recommendations by local SITIP participants. (TE)
Publication Type: Reports - Evaluative; Speeches/Meeting Papers
Education Level: N/A
Audience: Policymakers; Administrators; Practitioners
Sponsor: National Inst. of Education (ED), Washington, DC.; Maryland State Dept. of Education, Baltimore.
Authoring Institution: Research for Better Schools, Inc., Philadelphia, PA.
Identifiers: Maryland; Maryland State Department of Education; School Improvement Through Instructional Process
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 23-27, 1984).