Welcome and general orientation for the ARSI online web report. Click here to enter report.
This Website
Description of what the ARSI Evaluation Portfolio online is; includes Sitemap with links. Click here to enter report.
The overview is intended to help orient the reader by providing basic background information. It includes descriptions of: the genesis of ARSI; the larger cultural and policy landscape within which the initiative unfolded; and the organizational structure and the ARSI “model” which emerged. Click here to enter report.
A general introduction to the portraits, survey results, and reports that comprise this section of the ARSI reports. Click here to enter report.
A Portrait of an ARSI Teacher Partner in Oneida, Tennessee
The first portrait is the story of a single ARSI Teacher Partner, Barbara Shoemaker, in Oneida, Tennessee. This report illuminates the key design features of the ARSI Teacher Partner program. It describes how these features contributed to this Teacher Partner’s personal and professional growth, and how, in turn, she relied on these same features to focus and frame her work with other teacher leaders. Click here to enter report.
A Portrait of Two ARSI Regional Teacher Partners in Lincoln County, Kentucky
In Kentucky, one of the six participating ARSI states, the Teacher Partner concept gave rise to the Regional Teacher Partners. This second portrait is about a partnership in action consisting of two ARSI Regional Teacher Partners, Ann Booth and Gloria Davis. Ms. Booth’s work was mostly at the middle and high school level, while Ms. Davis worked primarily at the elementary level. Their story exemplifies how ARSI teacher leaders maximized scarce resources and called on one another for support while seeking to improve math and science in their local regions. Click here to enter report.
A Portrait of a Collaborative ARSI Team in Knott County, Kentucky
Our third portrait situates the efforts of four local women working at various levels of the school system in Knott County within the historical context of earlier,19th century educational reforms also led by women. We highlight how the current reformers stepped out of their traditional roles to work both individually and collaboratively to give form and substance to the ARSI program in their region, and how through the process of doing so they grew personally and professionally. Click here to enter report.
The ARSI Teacher Partners and Their Reflections on Their Work as Leaders
One of the most effective ways ARSI served mathematics and science education improvement in Appalachia was in building the leadership capacity within local communities of educators. The leading edge of that capacity building effort was through ARSI’s promotion and support for the work of the Teacher Partners (TPs). TPs were classroom teachers who took on a wide range of leadership roles and responsibilities through ARSI. Wanting to understand the role of Teacher Partners better, Inverness Research asked all ARSI Teacher Partners to respond to a set of findings and quotes gleaned from a smaller sample. What follows is a selection of some of the most illuminative and insightful Teacher Partner reflections we received. Click here to enter report.
The ARSI Resource Collaborative Coordinators, District Liaisons, and Regional Teacher Partners: Support Structures for Teacher Leadership
This report provides snapshots of three important support structures or roles designed to support the Teacher Partners. First, we describe the ARSI Resource Collaborative Coordinators (RCCs); second, the ARSI District Liaisons (DLs); and finally, the ARSI Regional Teacher Partners (RTPs). We discuss how these roles contributed to the development of leadership at the regional and school system levels by supporting and connecting the Teacher Partners. Click here to enter report.
ARSI Teacher Partners and District Liaison Survey Data
In the form of a Microsoft PowerPoint presentation we offer the responses and results of ARSI surveys administered to ARSI Teacher Partners and District Liaisons in the spring of 2006. Click here to enter report.
A general introduction to two reports that take the evaluator’s perspective on ARSI. Click here to enter report.
The Evaluator’s Summary Statement: Ten Years Of The Appalachian Rural Systemic Initiative
The Inverness Research Associates´ summary statement describing the major contributions of ARSI over the past ten years. Click here to enter report.
Investing In The Improvement Of Mathematics And Science Education In Rural Appalachia: Ten Years Of ARSI and Its Accomplishments
This report provides the reader with a summary of the rationale, work, and accomplishments of ARSI over its ten year lifespan. Drawing on the data collected by Inverness researchers and on our knowledge gained by evaluating many other rural initiatives, the summary is also intended to place ARSI in a broader perspective and to illuminate how the long-term investment in has provided the foundation for ongoing improvement of mathematics and science education in the Appalachian region. Click here to enter report.
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