ERIC Number: ED467676
Record Type: RIE
Publication Date: 2002-Feb
Moving Forward...From Where You Are to School Improvement That Lasts: A Research-Based Guide.
This guide is designed for anyone who wants to work together with others to improve schools. Its aim is to create a high-performing learning community that is able to meet the highest goals for every student in its care. It identifies the "bottom line" of school-improvement efforts, that is, which elements research, best practice, and theory indicate are most important. In the research provided, school staffs and other stakeholders can find solid information that they can use to build a knowledge base that represents the very best that is known about school improvement, school-change processes, teaching and learning, and the cultures in which they occur. Contents are divided into topics that appear routinely in research and other school-improvement literature. The guide concludes with a series of "toolboxes" that can assist in establishing roles and relationships between school and district staffs and the larger community; enabling shared decision-making; developing focus and building coherency for a school-improvement plan; finding time for adult learning, planning, and collaborative work; supporting professional learning communities; and promoting and fostering leadership. (Contains 102 references.) (RT)
Descriptors: Educational Change, Educational Improvement, Elementary Secondary Education, Guidelines, Partnerships in Education
Northwest Regional Educational Laboratory, 101 S.W. Main St., Suite 500 (One Main Place Building, 5th Floor) Portland, OR 97204 ($19.25). Tel: 503-275-9500; Fax: 503-275-0458; Web site: http://www.nwrel.org/.
Publication Type: Guides - Non-Classroom; Information Analyses
Education Level: N/A
Audience: Policymakers; Community; Practitioners
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR. School Improvement Program.
Grant or Contract Numbers: N/A