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The purpose of the study was to report normative AEL CSIQ (AEL Continuous School Improvement Questionnaire) data for the total of 132 schools who had completed it by 2002. The normative data were developed and reported by type (level) of school, locale type (Johnson) codes, and schools nominated to be high performing learning communities. This latter group of schools requires description. Within the total of 132 schools, there was a special subgroup of schools who were nominated by either AEL or Tennessee Department of Education staff as being high-performing schools and professional learning communities. These special schools, which are referred to as the Known schools, were viewed as possessing positive characteristics relative to continuous learning and improvement by both the students in the school and by the adult professional staff. These special schools were nominated to possess the characteristics of high-performing learning communities--there was no guarantee that they were, in fact, high-performing learning communities. Indeed, one of the chief purposes of the norming study for the AEL CSIQ was to study the normative data from the set of Known schools (Meehan, Wiersma, Cowley, Craig, Orletsky, & Childers, 2002, p. 7). This report includes the following sections: Introduction; Methods; Findings and Discussion; and Conclusions and Recommendations.

Descriptors: Teacher Effectiveness, Test Reliability, Academic Standards, Curriculum, Lifelong Learning, Questionnaires, Educational Improvement, Test Construction, Teacher Attitudes

AEL, Post Office Box 1348, Charleston, WV 25325-1348. Tel: 800-624-9120 (Toll Free); Fax: 304-347-0487; e-mail: aelinfo[at]; Web site:

Autor: Meehan, Merrill L.; Wiersma, William; Cowley, Kimberly S.


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