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Download full textContann Dabney, Contributor; Terry Hofer, Contributor; Beth Jackson, Contributor; Smriti Jacob, Contributor; Jeannine Medvedich, Contributor; Andrew Morrill, Contributor; Shakinna Patterson, Contributor; Joe Sassone, Contributor; Giselle Sherry-Marsh, Contributor; Andrew Swanson, Contributor; Ashleigh Tillman, Contributor; Susan Villani, Contributor; Melinda Wallace, Contributor; Noel White, Contributor – WestEd, 2025
This guide was developed for district leaders and leadership teams to use as a supplement to the "Four Domains for Rapid School Improvement: A Systems Framework" and its related survey system. The Four Domains framework, from WestEd's Center for School Turnaround and Improvement, was created to assist states, districts, and schools as…
Descriptors: School Turnaround, Educational Improvement, Program Implementation, School Districts
Direct linkKnapp, Mariella; Kilian, Michaela; Katschnig, Tamara – Journal of Pedagogy, 2020
Education policies are socio-spatially sensitive and, depending on the local situation, can be interpreted and understood differently. The concept of perceived learning support spaces (e.g. student cooperation, student-teacher relationships) refers to an understanding that students' school experiences are situated within the school. Using the…
Descriptors: Middle School Students, Educational Policy, Foreign Countries, Teacher Student Relationship
Ryan Jackson, Kathleen; Fixsen, Dean; Ward, Caryn – Center on School Turnaround at WestEd, 2018
The National Implementation Research Network (NIRN) and the National Center for School Turnaround (2018) published the "Four Domains for Rapid School Improvement: An Implementation Framework" as a companion to the Center for School Turnaround's (2017) recent publication of "The Four Domains for Rapid School Improvement: A Systems…
Descriptors: School Turnaround, Educational Improvement, Program Implementation, School Districts
European University Association, 2016
The purpose of this document is to provide guidelines for the continued implementation of reforms in doctoral education building on the Salzburg Principles and Recommendations. It is directed at university leaders who want to continue and deepen the implementation of Salzburg at the strategic level, ensuring a consistent, institution-wide approach…
Descriptors: Doctoral Programs, Educational Change, Program Implementation, Foreign Countries
Coby V. Meyers; Sam Redding; Dallas Hambrick Hitt; Carlas McCauley; Lenay Dunn; Katy Chapman; Eric Ambroso; Min Chen-Gaddini – Center on School Turnaround at WestEd, 2017
The Center on School Turnaround at WestEd has developed a framework to assist states, districts, and schools in leading and managing rapid improvement efforts. The framework shares, in practical language, the critical practices of successful school turnaround in four domains, or areas of focus, that research and experience suggest are central to…
Descriptors: School Turnaround, Educational Improvement, Models, Systems Approach
Piper, Benjamin – International Review of Education, 2016
"Ubuntu" is an African philosophy of human kindness; applying it in the Global South would fundamentally alter the design of the education sector. This essay argues, however, that the field of international educational development is not, in fact, structured to support an education influenced by "ubuntu" ideals. Specifically,…
Descriptors: International Education, Educational Philosophy, African Culture, Educational Change
McCauley, Carlas; Cashman, Joanne – Center on School Turnaround at WestEd, 2018
As researchers, decision-makers, and practitioners focus on continuous improvement in education, local-level change is gaining importance. Yet, many local school improvement efforts fail to be fully implemented. Even those that are fully implemented often fail to sustain improvements because the schools are embedded in systems that face multiple…
Descriptors: School Turnaround, Educational Improvement, Stakeholders, School Districts
Holm-Nielsen, Lauritz B.; Thorn, Kristian; Olesen, Jeppe Dorup; Huey, Tina – Higher Education Management and Policy, 2013
In this paper, the authors discuss the rationale behind making talent development at the PhD, post-doctoral and early career levels an equal fourth pillar of the university's mission, alongside the more traditional pillars of the triple helix. Using Denmark and Aarhus University as a case study, the paper describes how increased institutional…
Descriptors: Talent Development, Institutional Mission, Universities, Case Studies
Herlihy, Corinne M.; Kemple, James J. – MDRC, 2004
The Talent Development Middle School model was created to make a difference in struggling urban middle schools. The model is part of a trend in school improvement strategies whereby whole-school reform projects aim to improve performance and attendance outcomes for students through the use of major changes in both the organizational structure and…
Descriptors: Mathematics Achievement, Talent Development, Academic Achievement, Program Descriptions
Balfanz, Robert; Mac Iver, Douglas J.; Byrnes, Vaughan – Journal for Research in Mathematics Education, 2006
This article reports on the first 4 years of an effort to develop comprehensive and sustainable mathematics education reforms in high poverty middle schools. In four related analyses, we examine the levels of implementation achieved and impact of the reforms on various measures of achievement in the first 3 schools to implement the Talent…
Descriptors: Middle Schools, Instructional Materials, Talent Development, Mathematics Education
Plank, Stephen B.; Young, Estelle – 2000
Comprehensive school reform efforts are an increasingly visible part of the educational landscape. Policymakers, educators, and researchers are eager to assess the effectiveness of these models, especially regarding their utility in the most troubled settings. This paper reports results from one such reform, the Talent Development Middle School…
Descriptors: Educational Change, Educational Policy, Middle School Students, Middle Schools
Schneider, Jean Suchsland – Roeper Review, 2006
This descriptive study investigated two areas: (a) perceived changes in gifted and talented (G/T) programming in Iowa from the time a state mandate was implemented to the time of the study, and (b) perceived effects of the mandate on G/T programming in Iowa. Perceptions of middle-level teachers of gifted and talented students (n = 111) were…
Descriptors: Middle Schools, Gifted, Educational Change, Program Implementation
Peer reviewedMcPartland, James; Balfanz, Robert; Jordan, Will; Legters, Nettie – Journal of Education for Students Placed at Risk, 1998
A case study of a large nonselective urban high school in Baltimore (Maryland) describes the design and implementation of a comprehensive package of school reforms, the Talent Development Model with Career Academies. Qualitative and quantitative evidence is provided on significant improvements in school climate, student attendance, promotion…
Descriptors: Academic Achievement, Attendance, Career Academies, Case Studies
