The Faces behind the Numbers: Pathways for Strengthening Student Learning Progress and Recovery by Engaging in Continuous Improvement

Autor/inn/en	Oropallo, Kathleen; Bush, Angela; Bemiss, Elizabeth M.
Titel	The Faces behind the Numbers: Pathways for Strengthening Student Learning Progress and Recovery by Engaging in Continuous Improvement
Quelle	In: Preventing School Failure, 67 (2023) 3, S.155-164 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2023.2204835
Schlagwörter	Academic Achievement; Achievement Gains; Achievement Gap; Student Centered Learning; Educational Improvement; Middle Schools; Mentors; Student Needs; Middle School Students; COVID-19; Pandemics; Attendance; Alabama + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching improvement; Unterrichtsentwicklung; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Anwesenheit
Abstract	This article delineates the success of a leadership plan that one middle school in Center Point, Alabama implemented as a response to a Comprehensive School Improvement (CSI) designation due to performing in the bottom 5% of all middle schools across the state. School leadership, in partnership with coaching from Studer Education, worked tirelessly to improve school culture and engage in continuous improvement to benefit student achievement. Prioritizing student-centered practices and learning progression allowed leaders to identify barriers to student progress and shifted the focus away from isolated performance. Drawing on three effective execution practices (individual accountability, reliability, and consistency) aided in the middle school's ability to utilize transparent data to implement strategic continuous improvement. Moreover, leadership partnered with the school community and launched mentoring programs designed to support students with varying social and academic needs. This school's commitment to continuous improvement speaks to the transformation the school achieved during and post-pandemic. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01