Case Histories from a Longitudinal Study of School Effects.
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| Title: | Case Histories from a Longitudinal Study of School Effects. |
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| Language: | English |
| Authors: | Teddlie, Charles, Stringfield, Sam |
| Peer Reviewed: | N |
| Page Count: | 51 |
| Publication Date: | 1992 |
| Document Type: | Reports - Evaluative Speeches/Meeting Papers |
| Descriptors: | Case Studies, Educational Improvement, Elementary Education, Longitudinal Studies, Qualitative Research, Research Methodology, Rural Schools, School Effectiveness, State Action, Suburban Schools, Urban Schools |
| Geographic Terms: | Louisiana |
| Abstract: | This paper presents recently completed case histories of three pairs of elementary schools (one urban pair, one rural pair, one suburban pair) that have been observed over a 7-year period during the Louisiana School Effectiveness Study, phases III and IV. These pairs of schools were studied extensively in 1984-85 and again in 1989-90, using staff interviews and classroom observations. Four distinct types of schools are described, including stable/more effective (2 schools), improving (2 schools), stable/less effective (1 school), and declining (1 school). The paper argues that historical case studies constitute the best methodology for exploring and understanding the stability of school effects over time. Emerging characteristics of schools classified as urban, suburban, and rural are shown to play a large role in the school effectiveness and improvement processes described in this paper. Extensive tables of school pair comparisons and context differences are included. (25 references) (Author/MLH) |
| Entry Date: | 1992 |
| Accession Number: | ED346603 |
| Database: | ERIC |
| Abstract: | This paper presents recently completed case histories of three pairs of elementary schools (one urban pair, one rural pair, one suburban pair) that have been observed over a 7-year period during the Louisiana School Effectiveness Study, phases III and IV. These pairs of schools were studied extensively in 1984-85 and again in 1989-90, using staff interviews and classroom observations. Four distinct types of schools are described, including stable/more effective (2 schools), improving (2 schools), stable/less effective (1 school), and declining (1 school). The paper argues that historical case studies constitute the best methodology for exploring and understanding the stability of school effects over time. Emerging characteristics of schools classified as urban, suburban, and rural are shown to play a large role in the school effectiveness and improvement processes described in this paper. Extensive tables of school pair comparisons and context differences are included. (25 references) (Author/MLH) |
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