Literaturnachweis - Detailanzeige
Autor/inn/en | Berry, Tiffany; Sloper, Michelle; Pickar, Hannah; Talbot, Harry |
---|---|
Titel | Aligning professional development to continuous quality improvement. A case study of Los Angeles Unified School District's Beyond the Bell Branch. |
Quelle | In: International journal for research on extended education, 4 (2016) 1, S. 65-84
PDF als Volltext (1); PDF als Volltext (2) |
Sprache | englisch |
Dokumenttyp | online; gedruckt; Zeitschriftenaufsatz |
ISSN | 2196-3673; 2196-7423 |
DOI | 10.3224/ijree.v4i1.24776 |
URN | urn:nbn:de:0111-pedocs-228994 |
Schlagwörter | Fallstudie; Planung; Schule; Lehrer; Programm; Außerschulischer Lernort; Stadt; Personalentwicklung; Qualitätssteigerung; Außerschulische Jugendbildung; Professionalität; Qualität; Lehrpersonal; Los Angeles, Calif.; USA |
Abstract | There is a strong, empirical link between facets of afterschool program quality and a range of positive youth outcomes. However, implementing quality programs that are more likely to produce positive youth development require a high-level of knowledge and expertise among program staff. Training staff on the critical components of high-quality programming requires approaches that are systematic, ongoing, data-driven, inclusive of all staff, embedded into their organizational roles, and supported by organizational leadership. We present a case study of a preliminary continuous quality improvement (CQI) system at the Beyond the Bell (BTB) Branch of the Los Angeles Unified School District. We discuss the components of a CQI system (i.e., strategic planning, development of tools, staff development and data use) as well as reflect on important organizational factors that promote CQI. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2021/4 |