| The purpose of this study was to determine if Effective Schools Research characteristics transferred in belief as well as in practice to the schools of those attending the W.E.S.C.O. Conference. Specifically, to what extent was there a perception that characteristics indicative of implementation of Outcome-Based Education and Mastery Learning exist in these schools.;A review of the literature revealed that Effective Schools Research focused initially on identifying which characteristics were present in schools that were effective in teaching students from low socio-economic backgrounds. The second wave of research focused on replicating effective schools.;In many schools focusing on becoming more effective for students, Outcome-Based Education and the accompanying instructional management system, Mastery Learning, are being employed. The basic tenets of Outcome-Based Education are that all students can learn, success breeds success, and schools control the conditions that determine student success. Mastery Learning provides an instructional approach in which students achieve mastery before moving on to the next learning experience.;Instructional leadership, stewardship, and being able to cause change are necessary roles of the principal in the effective school. Gender plays a role in leadership behavior. Female principals tend to practice "power to" instead of "power over" and create a climate of community within the school.;Forty randomly selected schools representing various sizes of districts in Wyoming that had attended both the 1990 and the 1992 W.E.S.C.O. Conferences in Jackson, Wyoming, were given a survey consisting of nine philosophical premise statements and twenty-two operational practice statements. Data received were analyzed to determine percentages and numbers of participants who agreed and strongly agreed with survey statements. An analysis was also done to determine if male and female respondants responded significantly differently to the statements. Demographic data were compiled in percentage and number form.;From the analysis of the data, it was concluded that Wyoming educators participating in this study have not transferred their belief of Effective Schools characteristics into practice in the schools in which they work. Secondly, it was concluded that female educators believe in and practice implementation of Effective Schools characteristics in a more positive manner than male educators. |
