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1.
As a growing number of schools and districts are found to be underperforming under the requirements of NCLB, school and district administrators are increasingly searching for research-based whole school improvement programs, including comprehensive school reform (CSR) models and education service providers (ESPs), in order to create dramatic changes and improvements within schools. Limited available research on the effectiveness of these models constrains what education consumers know about how a model will meet the unique needs of a particular school. This article reviews the experience of practitioners who have been through the selection and implementation process of whole school improvement models in order to identify emerging themes that education consumers embarking on this process should consider. During the qualitative data collection process for three Comprehensive School Reform Quality (CSRQ) Center reports, CSRQ staff held phone conversations with school and district administrators. The researchers analyzed 86 of these conversations and grouped them into similar topic areas. Common themes emerged for both the selection process and the implementation of whole school improvement models.  相似文献   

2.
This article presents a review of widely implemented, externally developed whole school improvement models. The models serve elementary, middle, and high schools and schools operated by education service providers. A systematic review of the research was conducted using rigorous evidence standards. Across models, the whole school improvement approach demonstrates promising results, with the majority of the evidence pertaining to elementary school models. However, there is relatively little research evidence that the majority of the models reviewed positively impact student academic achievement. For the majority of the models, most of the core components (i.e., practices or strategies) are linked to empirical evidence. An examination of the models' designs and materials revealed that model providers offer a range of services and supports for successful implementation. The use of research evidence in conjunction with other considerations is discussed.  相似文献   

3.
ABSTRACT

The right to education for all children, including asylum-seeking children, is enshrined in the UN Convention on the Rights of the Child. However, there is little research available to describe the educational provision provided to unaccompanied asylum-seeking children (UASC) in England. Crucially, it is not known whether the educational needs are met by the provision available to UASC. In the most recent figures, the number of UASC in England has risen by 130% since 2013, to 4,480. Schools, ‘virtual schools’ responsible for children in care, social workers, and policymakers wish to know how this population is currently being served and how they might better serve them. This paper presents the findings from a mapping exercise on education available to UASC in England including 12 semi-structured interviews with virtual school heads, teachers, social workers, and charity education providers; document analysis; a workshop at the Department of Education with key stakeholders; and summary statistics. It highlights gaps in data and provision; conceptualises types of provision into bespoke, mainstream, and English language; and analyses how provision interacts with assessment and support needs. What emerges is a framing of provision through an integration lens and an agenda for future research and practice.  相似文献   

4.
In consultation with experts in the fields of education research and whole school improvement, researchers at the Comprehensive School Reform Quality (CSRQ) Center created a framework for evaluating the scientific rigor of research studies that report on the efficacy of whole school improvement models. In this paper, the authors begin with a brief introduction to the challenges of developing standards of acceptable research practices and establishing a method of review that enables cross-program comparisons. The authors discuss CSRQ Center standards in reference to six primary areas of review: design, assessment, implementation, sampling, timing, and data analysis. Each standard is presented and the empirical rationale for evaluation criteria is explored. The authors conclude by presenting guidelines for researchers who report on the outcomes of evaluations of whole school improvement models. This discussion highlights the importance of ongoing conversation about the nature of evidence and components of research practice that illuminate program effectiveness within a larger framework of contemporary education policy and whole school improvement legislation.  相似文献   

5.
The school reform movement is under way. Like previous reform movements, this one has competing constituencies and goals. There is, however, growing consensus among powerful constituencies about the roles of schools in an emergent national agenda. This agenda emphasizes economic and social improvement via school reform. It also prioritizes the relationship among schools, familes, family agencies, and health organizations; it invites changes in schools and their relationships with home environments and cornmunitybased, family, and health agencies. Schools, in varying degrees, are being “reinvented.” The question is not whether physical education will be impacted, but how. After all, reinvented schools imply reinvented subjects and subject-matter relationships, including the relationship between physical education and health education. There are attendant implications for the preparation of teachers and teacher educators. These and other implications invite proactive planning and decision making.  相似文献   

6.
This article continues the analyses of the impact of an innovative teacher education programme aimed at school improvement in a developing country context (A. Khamis, P. Sammons, 2004. The development of a cadre of teacher educators: some lessons from Pakistan. International Journal of Educational Development, 24(3), 255–268). Building on recent publications that have analysed outcomes of the teacher education programme and how the cadre of teacher educators has worked to initiate improvement in schools in Pakistan. The article considers the ‘teacher education for school improvement model’ based on findings from the case studies of nine co-operating school. Lessons are presented to further inform the development of teacher education programmes and the measurement of effectiveness of such programmes in developing country contexts. The article further considers relevant international research on educational change and reform to draw further lessons. These lessons include the need to pay greater attention to the cultural contexts and milieu in Pakistan, and the need to create models of school improvement and teacher education that originate within developing country contexts rather than the adaptation of European/North American models that are based on sources of data in those contexts. The article concludes by arguing for the need to develop better theoretical understandings from the current innovations underway and placing the onus on intervening agencies to better inform educational change strategies promoted in developing country contexts.  相似文献   

7.
Scholars and professional organizations have called for an increased emphasis on social justice training in applied psychology graduate programs, including school psychology programs (SPPs). During the past decade, emerging research has identified some features of high-quality social justice education, including a clear program mission statement and relevant field-based experiences. However, relatively little literature has described how faculty can pursue comprehensive change in their graduate programs to move training toward a social justice orientation. The purpose of this article is to describe how principles of organizational consultation can be applied to cultivate a program-wide emphasis on social justice issues in school psychology training. In particular, this article reviews relevant literature on social justice education and describes an adapted 5-stage model of organizational consultation for coordinating cohesive program change. Specific recommendations for implementing high-quality social justice training are provided, and directions for future research are discussed.  相似文献   

8.
This paper aims to address conceptual and methodological challenges of doing research in the field of inclusive education and revisit school effectiveness research literature to inform future research. First, we present the rationale for inclusive education and briefly review the evolution of special needs education. Then, we discuss limitations of current research on inclusive education. Next, we present school- and classroom-level findings of school effectiveness research to highlight how it can influence the inclusive education research agenda. We conclude by presenting future directions for research.  相似文献   

9.
This article argues that the notion of distributed leadership and management has potential to illuminate school-level relationships, a significant area of school effectiveness and improvement research and development activity. It reports how research findings were used inductively to model effectiveness of senior management teams in British primary schools, which represent one form of distributed leadership and management. Difficulties in establishing effectiveness are reviewed; a heuristic model of team operation is put forward as a basis for identifying team effectiveness; relevant criteria employed by informants in research schools and inspectors are summarised in relation to the model, supported by findings from observation of meetings; and key findings and judgements of effectiveness are synthesised as a speculative contingency model of team effectiveness focusing on balancing contradictory beliefs in a management hierarchy and in equal contribution within the team. An agenda for research, practice and policy is suggested.  相似文献   

10.
This article investigates how school building design can support primary school feeding programmes in low- and middle-income countries. Furthermore it argues for schools to become community “development hubs”; incorporating both local access to education and also to programmes for nutrition, ICT, health education and other services, outside of school hours. It reviews the literature on school feeding programmes. Data from field research on schools in Ghana and South Africa is used to identify the key design issues for schools delivering feeding programmes. It considers how national education policies can affect school planning and building priorities. The article concludes by calling for the evolution of a new school design model, in which the school site becomes a “development hub”, supporting children” education, associated support activities including school feeding, and importantly also, integrated community development outreach activities.  相似文献   

11.
This study demonstrates how value-added research undertaken at the local education authority (LEA) is used directly by heads and teachers in their efforts to raise standards in schools. It draws on a decade of experience of supporting schools in the effective use of performance data for school self-improvement. The article highlights the various approaches of feeding back research findings to schools, including illustrations of contextual and value-added information, and examples of working with schools to support school self-evaluation. This is followed by detailed discussions of key issues raised during the training sessions on the use of performance data and analysis of the views of headteachers, teachers and governors about the performance data feedback to schools. The main findings from this research suggest that schools use performance data and research findings effectively for school improvement purposes. Reasons for this success story in the LEA's schools are critically discussed. The article concludes that research which addresses headteachers, classroom teachers, governors and policy makers' concerns, as is the case with this study, is likely to attract their attention and be used for raising standards.  相似文献   

12.
School self-evaluation allows staff to review the quality of their work in relation to local contexts. In this article, Peter Neil, senior lecturer in education, Alex McEwen, professor of education, and Karen Carlisle and Damian Knipe, both research assistants in the Graduate School of Education at Queen's University, Belfast, discuss a research project focusing on the process of self-evaluation carried out by staff at a special school in Northern Ireland. The project involved the participants in the completion of a research journal over a four-week period. The authors describe the ways in which the outcomes of the project were fed back to staff and the impact the project had on a range of issues, including teaching and learning and the school's professional development agenda.  相似文献   

13.
This article illustrates, through the story of one mainstream primary school, the tensions between the inclusion agenda and the standards agenda. The school is situated in an area of social deprivation and nearly half of the school population have been identified as having special educational needs. The story presented in this article illustrates powerfully the inherent injustice of the performative culture which pervades education and the effects of this discourse for children with special educational needs and their teachers. I argue that a policy change is needed to create a more equitable education system and that, in the absence of such a change, schools such as the one presented here will risk being categorised as failing schools. This will have disastrous consequences for the teachers' careers, children's self‐concepts and the inclusion agenda itself.  相似文献   

14.
In many countries the need for education systems and schools to improve and innovate has become central to the education policy of governments. School inspections are expected to play an important role in promoting such continuous improvement and to help schools and education systems more generally to consider the need for change and improvement. This article aims to enhance our understanding of the connections between school inspections and their impact on school improvement, using a longitudinal survey of principals and teachers in primary and secondary education. Random effects models and a longitudinal path model suggest that school inspections in particular have an impact on principals, but less so on teachers. The results indicate that the actual impact on improved school and teaching conditions, and ultimately student achievement, is limited. Schools in different inspection categories report different mechanisms of potential impact; the lack of any correlation between accepting feedback, setting expectations and stakeholder sensitivity and improvement actions in schools suggests that the impact of school inspections is not a linear process, but operates through diffuse and cyclical processes of change.  相似文献   

15.
论新建本科院校学科建设与科学研究的协调发展   总被引：2，自引：0，他引：2  
随着新建本科院校办学水平的不断提高、科研实力的不断积累,学科建设工作的进一步发展已提到其议事日程当中。如何在基础薄弱、经费短缺和人才不足等不利条件下,有效开展学科建设工作,为学校发展储备持久动力,是值得我们深入研究的课题。文章主要探讨新建本科院校的学科建设工作和科学研究工作协调发展的模式,使学校早日形成优势学科,走特色办学之路。  相似文献   

16.
This article briefly describes the Hong Kong education system, discusses the policies and efforts for education quality and school improvement, and reviews the development of school effectiveness research in Hong Kong. Hong Kong people have shown their strong commitment to educational reform for better societal development in the coming decades. A number of important policies have been issued to improve educational practice and school management. Even though some drawbacks and difficulties have inevitably been encountered in policy formulation and implementation, numerous good opportunities have been created for policy-makers, school practitioners, and educational researchers to conduct educational innovation, school improvement, and school effectiveness research. The ongoing education experiments, reform experiences, improvement practices, and effectiveness studies at both the system and school levels may not only benefit Hong Kong people but also make a contribution to international concern for school effectiveness and improvement.  相似文献   

17.
This paper reports on the findings of a funded research project that explores the implementation of the Every Child Matters (ECM) agenda within the Greater Merseyside area. The research team explore how primary schools and external agencies are currently working together to deliver this agenda in order to highlight areas of good practice as well as potential sites of conflict. The aim is to develop an effective response to the challenges currently faced by schools and other agencies in meeting the requirements of the principles underpinning the ECM agenda. The research project implemented a mixed-method case-study approach, using questionnaires, policy documentation and stakeholder interviews as data sources. Responses were elicited from members of school staff, parents and professionals from the education welfare, health and social services to gauge their perceptions of how well they felt schools and agencies were responding to the challenges of implementing the ECM agenda. There is strong evidence of effective multi-agency working, particularly in relation to children who are ‘at risk’ or have special educational needs, and in terms of contributions to the curriculum and life of the school for all pupils. There are also clearly identified areas for further development, for example on shared operational frameworks. There are also concerns that poor resourcing and a lack of practical support could hamper the embedding of reforms.  相似文献   

18.
This article shows how the Catalan government has not developed an agenda to tackle school segregation despite the growing number of migrant pupils who arrived over the course of the last decade. Education policy has explicitly disregarded the possibilities of improving the regulatory framework for tackling segregation; it has exercised insufficient control over the effective application of education regulations on the balanced schooling of pupils with specific educational needs; and it has taken decisions on education policy which have even accentuated school segregation. This article provides empirical evidence on the characteristics of school segregation in Catalonia and on the education policies developed by the Catalan government in the domain of the schooling of migrant pupils. The study illustrates how the absence of an explicit school desegregation policy is an example of the politics of non-decision-making and a case which clearly manifests the need to overcome behavioural analysis in policy decision-making.  相似文献   

19.
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20.
This paper describes major developments in Brunei Darussalam during the past decade that highlight inclusive education as a significant educational agenda. A brief history of disability services is first described to provide a backdrop of pre-1994 developments and activities that occurred in the country. Next, the education system in Brunei is introduced with specific reference to how special education became relevant to serving the needs of students with special needs within the mainstream school system. Major developments in the inclusion movement during the past decade are then described in terms of policy, implementation and teacher education. The article concludes with a discussion on current local research that seeks to inform the direction of practice and policy of inclusive education in Brunei Darussalam.  相似文献   

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