Improving Secondary Students' Academic Achievement through a Focus on Reform Reliability: 4- and 9-Year Findings from the High Reliability Schools Project
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| Title: | Improving Secondary Students' Academic Achievement through a Focus on Reform Reliability: 4- and 9-Year Findings from the High Reliability Schools Project |
|---|---|
| Language: | English |
| Authors: | Stringfield, Sam, Reynolds, David, Schaffer, Eugene C. |
| Source: | School Effectiveness and School Improvement. Dec 2008 19(4):409-428. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2008 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Secondary Education |
| Descriptors: | Educational Change, Secondary School Students, Academic Achievement, Student Improvement, Longitudinal Studies, Outcomes of Education, Foreign Countries, Reliability, School Effectiveness |
| Geographic Terms: | United Kingdom (Wales) |
| DOI: | 10.1080/09243450802535190 |
| ISSN: | 0924-3453 |
| Abstract: | The authors describe a reform effort in which characteristics derived from High Reliability Organization research were used to shape whole school reform. Longitudinal analyses of outcome data from 12 Welsh secondary schools indicated that 4 years after the effort was initiated, student outcomes at the sites were strongly positive. Additional quantitative and qualitative data, gathered 5 years after the end of the intervention, indicated that the majority of the schools continued using the high reliability principles and continued making strong academic progress. Results are discussed in terms of the original High Reliability Schools model, systemic effects, and sustainability. (Contains 4 tables and 6 notes.) |
| Abstractor: | As Provided |
| Number of References: | 36 |
| Entry Date: | 2008 |
| Accession Number: | EJ820111 |
| Database: | ERIC |
| Abstract: | The authors describe a reform effort in which characteristics derived from High Reliability Organization research were used to shape whole school reform. Longitudinal analyses of outcome data from 12 Welsh secondary schools indicated that 4 years after the effort was initiated, student outcomes at the sites were strongly positive. Additional quantitative and qualitative data, gathered 5 years after the end of the intervention, indicated that the majority of the schools continued using the high reliability principles and continued making strong academic progress. Results are discussed in terms of the original High Reliability Schools model, systemic effects, and sustainability. (Contains 4 tables and 6 notes.) |
|---|---|
| ISSN: | 0924-3453 |
| DOI: | 10.1080/09243450802535190 |
