Abstract

Effective school research focuses school improvement on the variables that are within the control of educators and have the greatest potential to impact student achievement: 1) instructional leadership, 2) instructional personnel, 3) instructional environment, and 4) instructional programming. In an era of high accountability with many initiatives being proposed for school reform, effective school research continues to provide valuable research-based information to the school principal, superintendent and larger educational community. By examining the school in relation to this research-based information, educational leaders are informed about factors that promote student achievement. This study surveyed teachers and administrators on eight middle school campuses in East Texas public schools serving students in grades 6-8. Surveying teachers and administrators about the perceived presence or absence of effective school research indicators serve as an impetus to engage in dialogue about school improvement as results suggest teachers and administrators who perceived effective school research variables on their campuses were more likely to receive Exemplary or Recognized ratings from the Texas Education Agency.

Description

This article was originally published in North Carolina Middle School Journal, from the North Carolina Association for Middle Level Education.

Publisher

North Carolina Association for Middle Level Education

Date of publication

12-1-2007

Language

english

Persistent identifier

http://hdl.handle.net/10950/549

Document Type

Article

Publisher Citation

Vaughn, V., Gill, P.B., & Sherman , R. (2008). Effective School Research: Teachers' and Administrators Perceptions of Its Existence on Campus. North Carolina Middle School Journal, 24(1).

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