Student Achievement through Staff Development

By Bruce Joyce; Beverly Showers et al. | Go to book overview

2

Testing the Proposition:
Cases in Point

Good faith efforts to establish goals and then to collectively and regu-
larly monitor and adjust actions toward them produce results.
(Schmoker, 1996)

Let's examine a number of cases of schools, districts, and programs that generated effects on student achievement. In each school and district, educators reached into the research base on curriculum, instruction, and social climate to select and develop the content of staff development. We selected these cases to try to bring alive the process of building the communities, selecting the objectives, identifying the content for the focus of initiatives, and generating initiative-related staff development with its embedded study of student learning. The cases are varied: Some center around specific aspects of curriculum, some generate safety net programs for students at serious risk, and some redesign curriculums. Several are nested within broad staff development/school renewal efforts. They are not, by any means, the only successful programs, but they provide insight into the staff development elements that were critical to their success. Four characteristics are obvious from the outset:
Content. These programs all brought educators together to study content in curriculum and instruction. We believe that only content dealing with curriculum and instruction or the overall social climate of the schools is likely to considerably improve student learning. And the content has to be substantial. Minor variations on curriculum, instruction, or social climate are worthwhile, but cannot be expected to result in sizable changes in student learning. (See Chapter 3 for a survey of curricular and instructional approaches that have substantial effect sizes.)

-11-

Notes for this page

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items
Notes
Cite this page

Cited page

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Note: primary sources have slightly different requirements for citation. Please see these guidelines for more information.

Cited page

Bookmark this page
Student Achievement through Staff Development
Table of contents

Table of contents

Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this book

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen
Items saved from this book
  • Bookmarks
  • Highlights & Notes
  • Citations
/ 219

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA 8, MLA 7, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Search by... Author
    Show... All Results Primary Sources Peer-reviewed

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.