Element+6+Research+on+reforms+and+innovative+programs

11/14/10 See update on 'Gwendelyn's Page' in the Wiki

Encouraging them to reach out to the extensive research and knowlege pertinent to the desired reforms and to look into promising innovative programs.

You placed these "fast-trackers" at Hickory in hopes that O'Connor and the aging teaching staff would learn from them regarding new, innovative programs.

Hickory High has a very supportive parent group who are civic minded, young, technically advanced, and middle class.

The district's reform efforts allowed a core of Hickory teachers to participate in activitites. They took technology-based industry tours and attended forums on the implementation of pilot programs to reform the schools. **__#6 Motivate Staff to Look Into Promising and Innovative Reforms/Programs __** Getting the staff to work together and on the same page as far as the school’s mission and vision are concerned will go far in motivating them to contribute to finding an appropriate reform program for Hickory Ridge. The district’s reform efforts allowed a core of Hickory teachers to participate in activities that included technology-based tours and attending forums on the implementation of pilot programs to reform schools. Many of the younger teachers may already have knowledge of reform programs that may be appropriate at HRHS, and with new willingness to work together Mr. O’Connor might successfully appoint some catered think tank sessions to look over the extensive research and pertinent knowledge that exists for the desired reforms and promising innovative programs. In situations where staff can work collaboratively with one another in varying groups and in varying roles and by extending their responsibilities, they come to recognize the worth of their work as individuals and to the school as a whole. They become happier in their work, and more willing to take on challenges and take risks (Lance, 2010). The parents of HRHS also want to be involved in what is going on at school, and they should be enlisted in the many tasks involved in school reform. As stated by Guhn (2009), it is important, however, to make sure that parental support is not overly-present or given too much weight as it can be counterproductive by introducing more stress to the process. The positive energy that is brought by the support of the parents can be a catalyst for the staff. Greater community and parent involvement are well-known as valuable contributors to successful education reform, and connecting the school with the community through ICT (communication technology), is one way to keep the energy flowing from the parents into the staff (Hohfeld, Ritzhaupt, & Barron, 2010). Consistent, open communication regarding needs between staff and parents will ensure that parent support is at a level healthy for the school environment. ICT and technology integration is one way to conveniently facilitate this through the use of email, automatic phone messaging, classroom websites/blogs, and other digital means. =A case study of two schools: identifying core values conducive to the building of a positive school culture=
 * [|Expand] [|+]
 * 1) [|Ann Lance] University of Birmingham, a.c.lance@bham.ac.uk

Abstract
This article is based on a case study of two ethnically diverse urban primary schools in England. Both schools have been recognised locally and nationally for their engagement in projects which exemplify innovative practice. The article traces the impact of school effectiveness and improvement theory on primary schools in England, identifying an ethical approach to leadership as a critical factor. It seeks to explore evidence of the values which underpinned the practice within the two case study schools. The commitment of the headteachers to their individual schools, their respect for the pupils and their families and their attention to providing a breadth of learning experience are identified as being key factors. Further research into the critical role which positive values play in pedagogical reform is suggested.


 * Title ||  || Connecting Schools, Community, and Family with ICT: Four-Year Trends Related to **//School//** Level and SES of Public Schools in Florida ||   ||
 * [[image:http://csaweb112v.csa.com.ezproxy.fgcu.edu/1x1.gif height="10"]] ||
 * Author ||  || [|Hohlfeld, Tina N.]; [|Ritzhaupt, Albert D.]; [|Barron, Ann E.] ||   ||
 * [[image:http://csaweb112v.csa.com.ezproxy.fgcu.edu/1x1.gif height="10"]] ||
 * Source ||  || Computers & Education; v55 n1 p391-405 Aug 2010 ||


 * Abstract ||  || Community and family **//involvement//** in schools is a well-documented antecedent to student success; yet, educators often find it challenging to increase **//involvement//** with parents and members of diverse communities. One solution is to use information and communication technology (ICT) as a bridge between schools, families, and the community. This research first presents a conceptual framework for uniting schools, families, and community members using ICT and then uses statewide data collected in Florida from the 2003-2004 to 2006-2007 **//school//** years to investigate significant trends in how schools communicate with, involve, and provide ICT access and education for community and family members. Results were analyzed at each **//school//** level, as well as by the differences between high and low socio-economic status (SES) schools. Findings indicate that during the study schools at every level and SES group significantly increased their contributions for ICT access and education of families and communities. However, high schools serving the most economically advantaged students provided the most ICT contributions to their families and communities. On the other hand, in support of bridging the digital divide, low SES elementary and middle schools provided significantly more contributions for ICT access and education of their community and parents, than their high SES counterparts. Recommendations and implications are provided. (Contains 13 tables and 6 figures.) ||