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I. CEEE contributions to the school
reform knowledge base can be found on the
following Web pages:
In addition to onsite expertise, CEEE staff draw upon the following resources
to inform its school reform knowledge base when provide technical assistance
and professional development services:
II. The
School Reform knowledge base includes
the following scientifically based research resources:
- Borman, G., Hew, G., Overman, L., & Brown, S. (2002). Comprehensive
school reform and achievement: A meta-analysis. Summarizes specific
effects of 29 widely implemented models. See also 2003
publication for Review of Educational Research.
- The
CIERA School Change Framework -- Provides a framework for reform
in the delivery of reading instruction within a school
- The
Clearinghouse on Educational Policy and Management's article on Scientifically
Based Research (SBR). Discusses the history behind SBR in education
and its implications for school leaders
- The
Education Alliance at Brown University's CSR program reports, including
Claiming
Opportunities (Brown University, 2003) provides information, strategies
and tools for using comprehensive school reform as an opportunity to
make schools more responsive and responsible to English language learners
(ELLs)
- Kenneth Leithwood, Karen Seashore Louis, Stephen Anderson and Kyla
Wahlstrom (2004). How
Leadership Influences Student Learning. First in a series of publications
probing how education leadership can best promote learning concludes
that leadership’s impact tends to be greatest in schools where
the learning needs are most acute. How can leaders achieve this impact?
By setting directions – charting a clear course that everyone understands,
establishing high expectations and using data to track progress and
performance. By developing people – providing teachers and others
with the necessary support and training to succeed. And by making the
organization work – ensuring that the entire range of conditions
and incentives in districts and schools fully supports teaching and
learning. From the Center
for Applied Research and Educational Improvement and Ontario
Institute for Studies in Education.
- Mary Beth Celio and James Harvey (January, 2005). Buried
Treasure: Developing a Management Guide From Mountains of School Data.
This report explores what is required to develop a school district “management
guide” and provides an actual guide built on evidence-based indicators.
Indicators are discrete pieces of information designed to alert leaders
and members of the public about what is going on in large, complex systems.
They are, therefore, capable of alerting leaders to potential problems.
The seven indicators of interest in the management system described
in this report are achievement (reading and mathematics), elimination
of the achievement gap, student attraction (school’s ability to
attract students), student engagement with the school, student retention/completion,
teacher attraction and retention, and funding equity. One of several
implications is that success will lie in parsimoniously selecting a
few indicators; less, in this case, may be more.
III. The
School Reform knowledge base includes a
number of resources on how to plan and implement schoolwide reform:
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