{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/22483"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/22483","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The quality review visit: Two case studies","abstract":"These two case studies examined the process that both the Eagle Ridge School District and the Vitalus building followed in preparation for their Quality Review Visit. It was the goal of this research project to understand and clarify how two Illinois public schools addressed four inquiries as they prepared for the Quality Review. Through the investigation, the following questions were addressed: (a) How were the individuals chosen to be involved in the preparation of outcomes and other documentation as well as the visitation process and who were they? (b) How did this building prepare for the Quality Review visit? (c) How were the data, as reflected in the School Improvement Plan Framework, prepared for the visit? (d) How is the building responding to the status report generated by the Quality Review team? Four major themes emerged during the analysis phase of the interviews and the documents. They include: (a) timing and time as a factor in implementing the Quality Review process, (b) lack of uniform technical knowledge to prepare for the process, (c) limited knowledge about the Quality Review by the superintendents, and (e) cognitive and emotional response from educators outside the benchmarked grade levels who were involved with the Quality Review process. Finally, this research notes the changes that have been made by the ISBE to upgrade the Quality Review process since the onset of the Eagle Ridge and the Vitalus visits. This study's directions for future research are suggested.","abstract_html":"These two case studies examined the process that both the Eagle Ridge School District and the Vitalus building followed in preparation for their Quality Review Visit. It was the goal of this research project to understand and clarify how two Illinois public schools addressed four inquiries as they prepared for the Quality Review. Through the investigation, the following questions were addressed: (a) How were the individuals chosen to be involved in the preparation of outcomes and other documentation as well as the visitation process and who were they? (b) How did this building prepare for the Quality Review visit? (c) How were the data, as reflected in the School Improvement Plan Framework, prepared for the visit? (d) How is the building responding to the status report generated by the Quality Review team? Four major themes emerged during the analysis phase of the interviews and the documents. They include: (a) timing and time as a factor in implementing the Quality Review process, (b) lack of uniform technical knowledge to prepare for the process, (c) limited knowledge about the Quality Review by the superintendents, and (e) cognitive and emotional response from educators outside the benchmarked grade levels who were involved with the Quality Review process. Finally, this research notes the changes that have been made by the ISBE to upgrade the Quality Review process since the onset of the Eagle Ridge and the Vitalus visits. This study's directions for future research are suggested.","abstract_has_math":false,"creators":["Knight, Susan Sherman"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ed.D.","degree_level":"Dissertation","degree_discipline":"Education, Administration","degree_department":null,"school":null,"contributors":["Thurston, Paul W."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2011,"date_issued":"2011-05-07T13:41:18Z","date_published":"2011-05-07T13:41:18Z","updated_at":"2026-07-22T22:25:20Z","subjects":["Education, Administration"],"languages":["eng"],"rights":["Copyright 1994 Knight, Susan Sherman"],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9512431","(UMI)AAI9512431"],"render_values":[{"text":"AAI9512431","href":null,"code":true},{"text":"(UMI)AAI9512431","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/22483","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Thurston, Paul W."]},{"key":"dc:creator","label":"Author","values":["Knight, Susan Sherman"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2011-05-07T13:41:18Z","10000-01-01","1994"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education, Administration"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 1994 Knight, Susan Sherman"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["AAI9512431","(UMI)AAI9512431","http://hdl.handle.net/2142/22483"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["These two case studies examined the process that both the Eagle Ridge School District and the Vitalus building followed in preparation for their Quality Review Visit. 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They include: (a) timing and time as a factor in implementing the Quality Review process, (b) lack of uniform technical knowledge to prepare for the process, (c) limited knowledge about the Quality Review by the superintendents, and (e) cognitive and emotional response from educators outside the benchmarked grade levels who were involved with the Quality Review process. Finally, this research notes the changes that have been made by the ISBE to upgrade the Quality Review process since the onset of the Eagle Ridge and the Vitalus visits. This study's directions for future research are suggested.","Made available in DSpace on 2011-05-07T13:41:18Z (GMT). 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It was the goal of this research project to understand and clarify how two Illinois public schools addressed four inquiries as they prepared for the Quality Review. Through the investigation, the following questions were addressed: (a) How were the individuals chosen to be involved in the preparation of outcomes and other documentation as well as the visitation process and who were they? (b) How did this building prepare for the Quality Review visit? (c) How were the data, as reflected in the School Improvement Plan Framework, prepared for the visit? (d) How is the building responding to the status report generated by the Quality Review team? Four major themes emerged during the analysis phase of the interviews and the documents. They include: (a) timing and time as a factor in implementing the Quality Review process, (b) lack of uniform technical knowledge to prepare for the process, (c) limited knowledge about the Quality Review by the superintendents, and (e) cognitive and emotional response from educators outside the benchmarked grade levels who were involved with the Quality Review process. Finally, this research notes the changes that have been made by the ISBE to upgrade the Quality Review process since the onset of the Eagle Ridge and the Vitalus visits. This study's directions for future research are suggested.","Made available in DSpace on 2011-05-07T13:41:18Z (GMT). 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