NotesFAQContact Us
Search Tips
ERIC Number: ED332294
Record Type: RIE
Publication Date: 1990-Apr
Pages: 80
Abstractor: N/A
Reference Count: N/A
The PATS Project: A State of Tennessee School Reform Initiative.
Butler, E. Dean; And Others
The first-year results of a Tennessee college-school partnership program to implement a data-based school improvement change model--the Positive Attitudes in Tennessee Schools Project (PATS)--are summarized in this report. Two major goals of the first year (1989-90) included assessing and improving school climate and enhancing student and teacher self-esteem. Faculty from 6 state higher education institutions were paired with 41 participating schools, which included 4 special, 20 elementary, 6 middle/junior high, and 11 senior high schools, to monitor their development. Longitudinal research was conducted to determine the influences on school and classroom climates resulting from school improvement initiatives and to assess the differential impact of changes on a number of dependent variables. Instruments included the Tennessee Classroom Climate Inventory (TCCI), Tennessee School Climate Inventory (TSCI), Self Concept as a Learner-Revised (SCALR), and a teacher self-esteem assessment. Findings indicate overall positive assessments of the schools' instructional programs, but widespread student dissatisfaction in the areas of participation and classroom interaction. Findings also point to variations existing between schools and communities. Generally, students reported stable academic self-images, but differed in their perceptions of classroom climates. Appendices include state training tables, school and classroom climate tables, self-concept as learner tables, and a summary of student data. (35 references) (LMI)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Memphis State Univ., TN. Coll. of Education.
Identifiers: Positive Attitudes in Tennessee Schools; Tennessee
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Boston, MA, April 16-20, 1990). For a related report, see EA 022 747.