The PATS Project: A State of Tennessee School Reform Initiative.
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| Title: | The PATS Project: A State of Tennessee School Reform Initiative. |
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| Language: | English |
| Authors: | Butler, E. Dean, Memphis State Univ., TN. Coll. of Education. |
| Peer Reviewed: | N |
| Page Count: | 80 |
| Publication Date: | 1990 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Affiliated Schools, Classroom Environment, College School Cooperation, Educational Cooperation, Educational Environment, Educational Improvement, Elementary Secondary Education, Higher Education, Institutional Characteristics, Program Effectiveness, School Effectiveness, School Restructuring, Student Attitudes |
| Geographic Terms: | Tennessee |
| Abstract: | 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) |
| Entry Date: | 1991 |
| Accession Number: | ED332294 |
| Database: | ERIC |
| Abstract: | 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) |
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