Facilitating School Improvement

By Helen Raptis.

Published by The Social Sciences Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

The School Improvement Grants Program was established in British Columbia in 2001. Seven high-poverty, low-achieving schools were awarded $25,000 each for planning and implementing school improvement projects. At the end of the first cycle of projects in 2004, significant effects were obtained in teacher learning, staff collaboration, teacher professional development, and parental involvement. However, student outcomes did not improve significantly. This paper analyzes the reasons for these findings and makes recommendations for teachers, administrators and policy-makers when planning for future school improvement initiatives.

Keywords: School Improvement, School Effectiveness, Action Research

The International Journal of Interdisciplinary Social Sciences, Volume 2, Issue 1, pp.119-126. Article: Print (Spiral Bound). Article: Electronic (PDF File; 517.668KB).

Dr. Helen Raptis

Assistant Professor, Department of Curriculum and Instruction, Faculty of Education, University of Victoria, Victoria, British Columbia, Canada

Helen Raptis has been an assistant professor since 2003 and has published internationally in over a dozen journals and books. Her interests are in historical and contemporary perspectives on sociologicial issues facing our schools today. She has published research on at-risk, high-poverty learners; children for whom English is a second language; aboriginal learners; and gendered learning. This year she was named a University of Victoria Learning and Teaching Scholar and will undertake a research project to modify a graduate level course to better meet the needs of overseas graduate students.


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