ERIC DOCUMENTS CITATIONS
[N.B. Most of the following ERIC documents abstracts indicate the inclusion
of survey instruments used in the research described.]
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Elementary Secondary Education or Elementary Education or Secondary Education [ERIC Descriptors]
ED316569 TM014523
Quality Assurance--North York Schools: School Review Process for Elementary
Schools.
Aug 1989
43p.; For a related document, see TM 014 522.
EDRS Price - MF01/PC02 Plus Postage.
Document Type: EVALUATIVE REPORT (142); TEST, QUESTIONNAIRE (160)
An overview of the elementary school review process used in North York
(Ontario) is provided. School reviews, which are part of North York's
Quality Assurance program, were piloted during 1987-88, when each family of
schools' assistant superintendent identified one school to participate in a
school review. The aim of the reviews was to collect data to recognize staff
accomplishments and to help principals and staffs improve their school
programs. A review committee was formed of representatives from each of the
Federations, the Principals' Associations, and Educational Research and
Evaluation Services. The 1987-88 review focused on the school plan,
students, programs, and plant and facilities. During 1988-89, 20 elementary
schools participated in the review. Ongoing advisory committees were formed
for each school, and a team of supervisory officers conducted each school
review during minimum 3-day visits. Teams conducted individual and group
reviews with staff and administrators as well as parents and students,
observed classroom activities and school facilities, and administered surveys
to parents and teachers. Each team presented a report to the advisory
committee, and the committee and principal developed an appropriate action
plan. Guidelines for assistant superintendents and principals and objectives
and topics of discussion of 1988-89 reviews are included. The parent and
teacher surveys are included. (TJH)
Descriptors: Annual Reports; Classroom Observation Techniques; Curriculum
Evaluation; Demography; *Educational Assessment; Educational Environment;
Educational Facilities; Educational Planning; Educational Quality; Elementary
Education; *Elementary Schools; Elementary School Students; Elementary School
Teachers; *Evaluation Methods; Foreign Countries; Parent Attitudes; School
Community Relationship; *School Effectiveness; *School Surveys; Teacher
Attitudes
Identifiers: Canada; North York Board of Education ON; *Quality Assurance
ED242009 EA016432
Brazosport Independent School District Community Survey Summary.
1981
34p.
EDRS Price - MF01/PC02 Plus Postage.
Document Type: RESEARCH REPORT (143)
Target Audience: Practitioners
Results of a 1980-81 survey of the perception of the Brazosport (Freeport,
Texas) community regarding the Brazosport Independent School District (BISD)
are summarized. The survey instrument consisted of: (1) a cover letter from
the superintendent; (2) Part I-- a series of multiple-choice questions on
various education issues in Brazosport; (3) Part II--a scaled-response
section on the importance of certain items to education and an evaluation of
BISD's performance in addressing these items; (4) Part III--demographic
questions for the survey population; and (5) Part IV--a comments section
inviting respondents to write additional remarks about the district and/or
public education. Results are based on surveys returned by 1013 citizens,
635 staff members, and 256 students. The results for Part I are presented in
11 tables, three which include comparisons of 1980 Gallup Poll results with
the BISD results. The results covering the five subject areas of Part II are
shown in 10 tables which rate the importance of issues and assess the
performance of the school district by individual groups. The Part II
responses are correlated for all three groups. The demographics of the
citizens and staff surveyed are summarized from responses to Part III. The
survey instrument is included. (JW)
Descriptors: Administrator Attitudes; Community Attitudes; *Community
Surveys; Correlation; *Educational Assessment; *Educational Environment;
Educational Research; Elementary Secondary Education; Evaluation Methods;
Parent Attitudes; Program Effectiveness; Program Evaluation; Public Opinion;
Questionnaires; *School Community Relationship; School Districts; *School
Effectiveness; *School Surveys; Student Attitudes; Teacher Attitudes
Identifiers: Gallup Poll; PF Project
ED355227 SP034388
Evaluation of a Program Focusing on Teaching Strategies for Culturally
Diverse Students.
Person, William A.; And Others
Nov 1992
11p.; Paper presented at the Annual Meeting of the Mid-South Educational
Research Association (21st, Knoxville, TN, November 10- 13, 1992).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: PROJECT DESCRIPTION (141); TEST, QUESTIONNAIRE (160);
CONFERENCE PAPER (150)
A critical challenge facing educators today is meeting the needs of
culturally diverse school populations. Since 1989, Mississippi State
University has provided a summer institute, Strategies for Instructing
Culturally Diverse Students, in which selected Mississippi elementary and
secondary teachers have identified strategies for addressing the educational
needs of culturally diverse students. The study described in this paper was
conducted to determine the extent to which institute participants have
implemented strategies for working with culturally diverse students in
classrooms and school districts. A sample of institute "graduates" (N=57)
completed a questionnaire which provided demographic information, primary
responsibilities, years of experience in education, gender, level of
education, and race. The "graduates" also indicated the extent to which they
had implemented strategies identified and studied in the institute.
Preliminary results suggest that respondents have either implemented
strategies, or have engaged in behaviors that are appropriate for positive
learning opportunities to occur. The 25-item survey instrument, presenting
average responses and standard deviations, is appended. (Contains 11
references.) (LL)
Descriptors: Cross Cultural Training; *Cultural Pluralism; *Educational
Practices; *Educational Strategies; Elementary Secondary Education; Higher
Education; Inservice Teacher Education; *Institutes (Training Programs);
Multicultural Education; Program Evaluation; Summer Programs; Surveys;
Teacher Attitudes; Teacher Behavior; *Teacher Effectiveness
Identifiers: *Diversity (Student); *Implementation Analysis; Mississippi;
Mississippi State University
ED337845 EA023323
The Impact of Tomorrow's Schools in Primary Schools and Intermediates. 1990
Survey Report.
Wylie, Cathy
1991
168p.; For 1989 report, see ED 326 954.
ISBN: 0-908916-09-04
EDRS Price - MF01/PC07 Plus Postage.
Document Type: RESEARCH REPORT (143)
In October-November 1990 trustees, principals, and teachers at 239 schools
and parents at 26 of these schools were surveyed. This provided a
comprehensive picture of how the "Tomorrow's Schools" reforms were felt at
the primary and intermediate levels. Four issues are identified. First is
the provision of continuity and training for boards of trustees. Second are
the higher workloads of principals and teachers. Third is the balance of
workload and resourcing between schools and government agencies. The final
issue is that the impact of changes are still new, inhibiting ownership of
reform by educators. Separate questionnaires were targeted to principals,
trustees, parents, and teachers. The chapter concerning principals includes
summaries on resources, school charter and policies, staff development,
principals' workload, and the impact of the reforms. The trustees chapter
reports on what trustees do, trustees' satisfaction, training, parents
issues, funding, achievement, and views of change. The parents chapter
includes data on their involvement and access to information. The teachers
chapter reports on curriculum and assessment, resources available, and
professional development support. Each of the chapters makes comprehensive
use of tables and graphs to represent findings.
Appended is information on the quantitative methodology used to conduct the
survey and 11 additional summary tables. (RR)
Descriptors: Administrator Attitudes; *Boards of Education; Elementary
Education; Foreign Countries; *Parent Attitudes; *Principals; School District
Autonomy; *School Effectiveness; School Organization; *School Restructuring;
*Teacher Attitudes
Identifiers: *New Zealand
EJ411184 SP519706
Empower Yourself for Better Classroom Management.
Ellsworth, J'Anne; Monahan, Alicia
Instructor, v99 n1 p72-75 Aug 1989
Document Type: JOURNAL ARTICLE (080); POSITION PAPER (120)
Target Audience: Teachers; Practitioners
Increasing true powers helps a teacher manage a classroom more effectively,
minimizing behavioral problems, and maximizing learning.
Personal and professional powers are described, and strategies to increase
these powers are outlined. Included is a questionnaire which teachers can
use to evaluate their "power potential." (IAH)
Descriptors: Classroom Environment; *Classroom Techniques; Discipline;
Elementary Secondary Education; Parent Attitudes; Professional Recognition;
*Questionnaires; Self Evaluation (Individuals); *Teacher Effectiveness;
*Teacher Student Relationship
Identifiers: *Empowerment
ED308972 PS018166
Parent Attitudes toward School Effectiveness in the Harrisburg City School
District's Elementary Division. Final Report.
Melnick, Steven A.; Fiene, Richard
7 Jun 1989
63p.
EDRS Price - MF01/PC03 Plus Postage.
Document Type: RESEARCH REPORT (143)
A survey on parents' attitudes about school effectiveness in the early
childhood and elementary programs was conducted in the Harrisburg,
Pennsylvania, City School District. All students in grades K4 through 5 were
given surveys to take home; 3,328 surveys were returned. The survey measured
parental attitudes toward six dimensions of school effectiveness: (1)
home-school relations; (2) clear school mission; (3) high expectations; (4) a
safe and orderly environment; (5) instructional leadership; and (6) frequent
monitoring of student progress. Findings indicate that relatively few
parents gave negative marks to the Harrisburg City Schools.
Parents who expressed an opinion gave the schools positive marks by more than
a four to one margin. More than 60 percent of parents gave the elementary
schools positive marks on all scales except the scale on instructional
leadership. Parents were 70 percent positive on the frequent monitoring of
student progress scale, 65 percent positive on the safe and orderly
environment scale, 69 percent positive on the clear school mission scale, 52
percent positive on the instructional leadership scale, and 62 percent
positive on the home-school relations scale. Recommendations for improvement
are offered. The survey and related materials are appended. (RH)
Descriptors: Demography; Educational Environment; Elementary Education;
*Elementary Schools; Family School Relationship; Institutional
Characteristics; Institutional Mission; Instructional Leadership; *Parent
Attitudes; *School Effectiveness; Teacher Expectations of Students
Identifiers: Harrisburg City School District PA; Monitoring
ED306311 TM013265
Developing and Evaluating a Method of Using Student Performance and
Attitude Data as a Measure of Teacher Effectiveness.
Brauchle, Paul E.; And Others
Apr 1987
20p.; Paper presented at the Annual Meeting of the National Council for
Measurement in Education (Washington, DC, April 21-23, 1987).
EDRS Price - MF01/PC01 Plus Postage.
Document Type: CONFERENCE PAPER (150); EVALUATIVE REPORT (142); RESEARCH
REPORT (143)
The results of the first year of study of an approach in Tennessee using
student performance assessments in the evaluation of teachers are summarized
and the results of a field test on student performance and attitude are
presented. The Tennessee approach places the responsibility for selecting
and presenting the data on the teachers.
About 130 trained evaluators in individual face-to-face meetings with
teachers attempted to ascertain the teacher's performance on two items they
presented: (1) evidence of student academic achievement commensurate with
student background/ability; and (2) evidence of improvement in student
attitude toward learning. Results from a sample of 201 teachers--out of the
1,745 Tennessee Career Ladder teachers who were evaluated in 1985-86--were
used. There was limited reliability in the measurement of the two items
since evaluators' ratings on them differed widely for the same teachers. The
evaluators appeared to have developed unique operational definitions of the
scale points. The scales were valid in that the scale point definitions
suggested by evaluator comments on the dialogues matched the semantically
developed anchor point definition. Based on these results, an operational
definition for five scale anchor points was constructed. Findings suggest
that the performance items should not be used in their present form as part
of the Career Ladder scores for teachers, but should be continued as field
test items. Evaluators should receive specific training in the meaning and
definitions of the scale points and how to reliably assess documentation on
student performance. If evaluators are adequately trained, student
performance and attitude data as presented by teachers can become a reliable
part of a teacher evaluation system. (SLD)
Descriptors: *Academic Achievement; *Attitude Measures; Career Ladders;
Educational Assessment; Elementary Secondary Education; *Evaluation Methods;
Interrater Reliability; Public School Teachers; *Rating Scales; State
Programs; *Student Attitudes; *Teacher Effectiveness; Teacher Evaluation;
Test Construction; Testing Programs
Identifiers: Tennessee Career Ladder Program
ED277733 TM870009
The Development of the Pilot Form of the Parent Attitudes toward School
Effectiveness (PATSE) Questionnaire.
Gable, Robert K.; And Others
Apr 1986
66p.; Paper presented at the Annual Meeting of the National Council on
Measurement in Education (San Francisco, CA, April 1986). Appendix A not
included in report. Tables 3 and 5 contain small print.
EDRS Price - MF01/PC03 Plus Postage.
Document Type: RESEARCH REPORT (143); CONFERENCE PAPER (150); TEST,
QUESTIONNAIRE (160)
Target Audience: Researchers
The development of the Parent Attitudes toward School Effectiveness (PATSE)
questionnaire was conducted in two phases. The pilot test form contained 47
items reflecting parents' attitudes toward 6 categories: (1) school and
community relationships; (2) clear school mission; (3) high expectations; (4)
safe and orderly environment; (5) instructional leadership; and (6) frequent
monitoring of student progress. The measure was constructed in a five-point
Likert rating scale format, including both negatively and positively worded
statements. The categories and items were generated from literature reviews
on school effectiveness, teacher questionnaires used in the Connecticut
Secondary School Effectiveness Project, and an expert panel. The measure was
completed by about 30 percent of parents receiving a mail survey; item
analyses and reliability data were generated from the 625 respondents.
Results supported use of the PATSE scales. A few items were able to be
deleted, and high intercorrelations among scales were noted. Family and
school variables were briefly examined. The second phase of test
construction examined construct validity using principal component analysis
and oblique rotation. Ten resulting components accounted for 55 percent of
total variance. Sample score reports include the 47 items. An eight-page
bibliography concludes the document. (GDC)
Descriptors: *Attitude Measures; *Construct Validity; Content Validity;
Elementary Secondary Education; Factor Structure; *Parent Attitudes; Parent
School Relationship; Rating Scales; *School Attitudes; *School Effectiveness;
*Test Construction; Test Interpretation; Test Reliability; Test Validity
Identifiers: Connecticut; *Parent Attitudes toward School Effectiveness
ED283900 UD025552
Three Surveys of Staff and Parent Opinions about the Los Angeles Unified
School District Instructional Program, Spring 1985.
Publication No. 472.
1985
173p.; For the Spring 1983 report, see ED 249 233.
EDRS Price - MF01/PC07 Plus Postage.
Document Type: STATISTICAL MATERIAL (110); EVALUATIVE REPORT (142)
This report summarizes findings of the Los Angeles Unified School
District's third annual Basic Activities Survey (BAS), held in spring 1985.
The BAS measures opinions of certificated staff, classified staff, and
parents concerning the district's performance in the areas of curriculum,
teaching methods, and instructional materials. The sample included all types
of schools from all eight regions of the school district, levels
prekindergarten through grade 12. Among the results were the following: (1)
certificated staff, classified staff, and parents rated their own school's
program more favorably than the district's program; (2) parents gave higher
ratings to the district program than did the staff; (3) all three groups
agreed on the importance of teaching general academic skills; (4) staff
strongly approved upgraded standards for homework, attendance, and
discipline; and (5) teachers were only moderately satisfied with the
instructional support they received from administrators and district/regional
offices. Findings of follow-up surveys of certificated and classified staff
are included. The report discusses how the 1985 Parent BAS results compare
with findings of national polls. Based on survey results, recommendations
are made for continued district improvement and growth. Appendices provide
tables with survey results, information on sample selection, and copies of
survey instruments. (PS)
Descriptors: Academic Standards; *Curriculum Evaluation; Educational
Improvement; Elementary Secondary Education; Employment Potential;
Evaluation; *Instructional Materials; Job Skills; *Parent Attitudes; Parent
Participation; School Districts; *School Effectiveness; Surveys; *Teacher
Attitudes; Teacher Effectiveness; Urban Schools
Identifiers: *Los Angeles Unified School District CA
ED252601 TM850078
Assessing Parent Opinions About Education.
Chase, Clinton I.
[1983
8p.; Appended material is in small print.
EDRS Price - MF01/PC01 Plus Postage.
Document Type: RESEARCH REPORT (143)
Recent national reports on the quality of education are open to criticism
because of their lack of broad-based, hard data.
Therefore, the purpose of this study was to develop some clear data referents
for the debate on the quality of school systems across the nation. Its focus
was on a national sample of parents of school children, and the objective was
to elicit their feelings and beliefs concerning a number of aspects of their
children's schools. Over 5,000 parents from 22 states responded to the
National Study of School Evaluation (NSSE) Parent Opinion Inventory.
Respondents came from a wide variety of towns and cities; however, large
metropolitan areas were probably underrepresented. The results indicated
that parents: (1) tend to be more pleased than displeased with their schools;
(2) were most pleased with the general psychological climate of their
schools, next best pleased by program, and next by student activities; and
were least happy with "school problems" (how well children are being taught
to cope in a complex world) and parent involvement in schools. Two
statistical tables are appended. (BW)
Descriptors: *Educational Quality; Elementary Secondary Education; National
Surveys; *Parent Attitudes; *Public Schools; School Attitudes; *School
Effectiveness
ED230587 TM830361
The Development of a Parent Attitudinal Questionnaire As a Measure of
School Success.
Matthews, Doris B.; Casteel, Jim Frank
[1983
27p.
EDRS Price - MF01/PC02 Plus Postage.
Document Type: RESEARCH REPORT (143); TEST, QUESTIONNAIRE (160)
Target Audience: Practitioners
The School District Questionnaire described in this paper evolved from the
Orangeburg (North Carolina) School District's plans to implement programs for
improvement. The content-based questionnaire, which provides the school
district with specific attitudinal feedback from parents, can be used for
both pre- and posttesting following implementation of planned changes. It
was developed by an evaluation team composed of curriculum specialists, test
construction experts, and the district superintendent, with suggestions from
parents, teachers, and school board members. The initial version of the
questionnaire consisted of 55 negative and positive statements that were
designed to elicit responses about parents' ideas of the ideal school system.
A Likert scale of five follows each statement.
Teacher reviews, pilot testing, and subsequent revisions of the instrument
reduced the number of items to 51 in the final version.
The initial version of the questionnaire, instructions to teachers involved
in content validation, instructions to parents involved in pilot testing, and
the final version of the instrument are attached as Appendices A through D.
(LC)
Descriptors: *Attitude Measures; Educational Improvement; Elementary
Secondary Education; *Parent Attitudes; *Questionnaires; *School Districts;
*School Effectiveness; *Test Construction; Test Validity
Identifiers: Likert Scales; *School District Questionnaire
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