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1.
Data from twenty‐two case studies of schools in four North American school districts are examined to assess the process and outcomes of reform through school‐based management (SBM). The analysis is guided by a theoretical model that describes the process through which SBM can lead to school improvement. This model suggests that the formal change in governance reflected in a shift to SBM must first generate improvements in the decision making processes utilized at the school. Better decision making will enable schools to implement needed strategic and operational changes, and these together will help build an effective school culture. An improved culture, along with the strategic and operational reforms implemented at the school, will lead to changes in the behavior of staff members, which is necessary for there to be improvement in various outcomes that serve as indicators of school quality. The analysis of the case studies indicates that schools in our sample most frequently exhibited positive changes in two areas, namely, decision making processes and school culture. Strategic and operational changes were less likely to undergo positive change, as were individual behavior and school quality. However, the overall pattern of findings provides reasonable support for the general validity of the model. Furthermore, the data from this sample of schools suggest that SBM has considerable potential to elicit positive changes in schools. To help insure that such potential is realized, the findings indicate that school leaders must insure that all constituents have an opportunity to participate in school level decisions, that a vision regarding desired outcomes should be utilized to guide the implementation of strategic and operational changes, and that the process of change should be monitored in order to better identify problem areas and allow corrective action to be taken. 相似文献
2.
This paper examines whether the closure of poor performing primary schools improved students' educational attainment. It is believed that school closure affects children's educational outcomes positively because children switch to better primary schools. At the same time, school closure creates a social disturbance such that educational outcomes may be affected negatively. There is no previous literature on the effect of this type of school closure on student performance. The empirical results indicate that student test scores are not affected by the school closure. Children are, however, tracked into higher secondary education levels after the school closure if they received more education years at the new primary school. This effect fades out and eventually becomes negative for children who received more than one education year at the new primary school. The results further suggest that there are no detrimental effects of a school closure in terms of educational performance. 相似文献
3.
ABSTRACT: Throughout the western world a leading example of the educational reforms that have been implemented in the late twentieth and twenty-first century is School-Based Management (SBM), a system designed to improve educational outcome through staff teamwork and self-governance. This research set out to examine the efficacy of teamwork in ten SBM-designated Arab-Bedouin elementary schools in Israel. Two explicit issues were examined: (1) What impact did SBM have on the development of teamwork among the schools' staff? (2) Does the Arab-Bedouin social-cultural context influence implementation of teamwork in SBM schools? The research method consisted of a questionnaire to which 361 teachers/school principals replied, and a semi-structured interview with 30 of the respondents. Results of this study demonstrate that true teamwork does not exist in the schools studied, despite their SBM official status, primarily because the concept of teamwork clashes with the social/cultural norms of traditional Arab-Bedouin society and thus exacerbates conflicts among staff, which then impedes implementation of SBM. In conclusion, this research recommends that for SBM to enable traditional Arab-Bedouin society to benefit from managing its own schools, broad educational changes such as this must be introduced gradually, in a customised, culturally sensitive manner. 相似文献
4.
Yvonne Y. K. Lam 《Educational studies》2006,32(2):171-185
This paper adopts a qualitative approach to study the perceptions of six secondary teachers from two schools with a similar background and history of school‐based management (SBM). The study aims to explore the views of the teachers in the following areas: changes in school administration and the structure of the school under SBM; changes in the role of teachers and the activities of the Parent–Teacher Associations; the challenges facing principals; and teachers' worries and concerns under SBM. The study is significant as it supplements the limited number of researches on the roles of teachers and principals under SBM in Hong Kong. As serving teachers now play increasingly important roles in schools and work closely with their principals in administrative and educational matters, they can provide invaluable insights into the new era of change. 相似文献
5.
The allocation of educational resources to students of different socio-economic backgrounds has important policy implications since it affects individual educational outcomes as well as the future distribution of human capital. In this paper, we present a theoretical model showing that local school administrators have an incentive to allocate weaker students to smaller classes. Then, using a rich individual-level dataset on secondary public schools in Israel, we provide evidence that weaker students are, indeed, systematically placed in smaller classes, thus exhibiting a compensatory allocation scheme. Moreover, schools with enrollment levels just over cut-off points induced by a maximum class size rule are systematically weaker than schools with enrollment levels just under those cut-offs. This finding indicates that not only do local school administrators allocate students into classes in a compensatory manner, but they also manipulate the class-size rule to achieve such an allocation. Potential implications of these results are discussed. 相似文献
6.
José Weinstein 《School Effectiveness & School Improvement》2013,24(4):651-670
The Chilean education system is an emblematic case of school management privatization, with the majority of schools operating under government funding, but private administration. This article addresses the incidence of this dimension on school leadership, showing the differences and continuities established among primary school principals in the subsidized private and municipal sectors. The conclusion is that private school administrators do not recruit principals on a competitive basis, as a result of which these principals do not present a more developed professional profile, and that merely having more duties for executing the principal position – as happens in subsidized private schools – is not enough for an effective development of practices evidencing improved school leadership. These conclusions challenge the statement frequently expressed, but lacking sufficient empirical evidence, that the greater autonomy in school management encompassed by privatization will positively impact on school leadership and, therefore, on educational improvement. 相似文献
7.
Leadership style has always been a controversial topic in educational administration and management. Following the recommendation of the Education Commission to introduce school-based management (SBM) into Hong Kong schools in the early 1990s, discussions about the kind of leadership style that is appropriate for SBM schools have never ceased. The government holds a continuing belief that SBM schools work better if they are managed by “better” principals, and emphasises the value of transformational leadership. However, this paper articulates the limitations of that leadership style and argues for complementing it with educational leadership, which purports that principals have an obligation to learn with others about ways of promoting student learning. Secondly, the staff should also be encouraged and helped to carry out certain leadership functions. These arguments are supported by references to the most relevant literature. The discussion is useful to school principals, leaders, and teachers by offering them a better understanding of how to facilitate the implementation of SBM. 相似文献
8.
Proponents of decentralization argue that bringing decisions closer to the people improves school quality and efficiency by ensuring that schools are more responsive to local educational needs. In practice, the effects of decentralization vary substantially, given that the implementation of these reforms relies on local resources and management capacity. In this paper, I estimate the effects of decentralization on educational outcomes in Indonesia using a difference-in-differences model. I find no overall effect on achievement, but a negative effect on teacher effort, particularly in rural areas and among schools with inactive school committees. 相似文献
9.
In their struggle to improve student learning, many developing countries are introducing school-based management (SBM) reforms that provide cash-grants to school councils. School councils are expected to work collaboratively and decide on the best use of the funds. In this paper, we study the effects of one such program in Mexico on student outcomes. We complement the differences-in-differences analysis by qualitatively exploring program implementation. Results suggest the program had substantial positive effects on third grade Spanish test scores, with most benefits accruing to schools receiving SBM cash grants for the first time. These results are robust to alternative model specifications. The implementation analysis suggests school councils did monitor grant use, but parental participation did not significantly improve in other areas. Our findings suggest that the observed positive program effects are likely to be the result of providing schools with financial resources to meet pressing equipment, material, and infrastructure needs. 相似文献
10.
Amanda Keddie 《教育政策杂志》2019,34(1):6-21
There is little conclusive evidence linking academies reform in England with school improvement. While this reform has been effective in improving educational outcomes in some contexts, it has been resoundingly unsuccessful in others. Nevertheless, political faith in autonomous schooling as key to a world-class education remains strong. This paper considers how matters of context impact on approaches to and enactments of this policy. Drawing on case study data from two groups of primary schools from (1) a local authority and (2) an academy chain, the paper examines the particular situated, professional, material and external factors that impact on these schools’ capacities to cope with and respond to academies reform. In light of the continued tendency within policy for schools to be dematerialised, the paper argues the ongoing significance of greater attention to matters of context in understanding how schools are navigating the complex terrain of this reform. 相似文献
11.
《Africa Education Review》2013,10(1):95-112
Abstract This article focuses on decentralisation of financial control as a strategy used to develop school-based management (SBM) and improve performance. SBM is a management mechanism aimed at improving schools by shifting decision-making powers regarding the budget from the central level to the schools (Raywind 1990, 142). The article examines the role of the state in decentralisation by exploring the current South African education policy on this aspect of educational reform as expressed through the Norms and standards for school funding (RSA 1998). The policy was designed in response to the demands for educational reform and restructuring initiatives. A common feature in the implementation of this policy is the devolution of decisionmaking authority over the management of resources to schools. This includes devolution of state-allocated budgets and delegation of financial management responsibilities to school-based financial management structures through the district as a primary education service delivery system for the state. To assist both the district and the school in carrying out their responsibilities, a model for school-based financial management is presented in this article. 相似文献
12.
The study was grounded on theoretical propositions and empirical research concerning school effectiveness, classroom effectiveness, school improvement and school renewal. In particular, improving student learning outcomes through improving and renewing schools is dependent on changing classroom cultures of learning and teaching. A model of classroom culture consisting of student educational values (dependent variable), formal learning outcomes (dependent variable), and the attitudes and behaviours of students, teachers and parents (independent variables) was proposed. Hypothesised relationships between the dependent and independent variables were tested by multiple regression analysis of data from 988 students obtained from administration of a Rasch-model instrument assessing classroom culture. The classroom learning attitudes and behaviours of students were found to relate directly to educational outcomes, as were teacher expectations and parent attitudes and behaviours. The attitudes and behaviours of students and teachers towards classroom collaboration and caring were not confirmed to relate directly to learning outcomes. The findings of the investigation are discussed in the light of the theoretical assumptions upon which the study was based, including identification of the implications of the empirical results for understanding and facilitating renewal of secondary schools with the intention of improving educational outcomes in classrooms. 相似文献
13.
This paper studies the optimal allocation of resources – in terms of school management, teachers, supporting employees and materials – in secondary schools. We use a flexible budget constrained output distance function model to estimate both technical and allocative efficiency scores for 448 Dutch secondary schools between 2002 and 2007. The results indicate that the average technical efficiency amounts to about 78 percent, implying that, with the given resources, schools could improve students’ educational performance by 28 percent. In terms of allocative efficiency, we estimate a 0.65 percent overutilization of teachers while management and supporting personnel are underutilized. The outcomes indicate that, despite the significant variation among schools, the average school is close to the optimal allocation of teachers. 相似文献
14.
Seventy‐seven empirical and case studies of the implementation of school‐based management (SBM) reported between 1985 and 1995 are reviewed in order to determine obstacles typically encountered in the early to middle stages of such implementation and promising strategies for dealing with them. Results are reported in terms of obstacles relevant to teachers, principals, parents and the wider community, site councils, schools as a whole, and district administrators. These results are discussed in terms of the potential role for SBM in the creation of “high involvement” schools. 相似文献
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16.
Within the research community, there is a vigorous debate over whether additional educational expenditures will lead to improved performance of schools. Some of the debate is an outgrowth of the lack of causal knowledge of the impacts of expenditures on student outcomes. To help fill this void, we examine the causal impact of capital expenditures on school district proficiency rates in Michigan. For the analysis, we employ a regression discontinuity design where we use the outcomes of bond elections as the forcing variable. Our results provide some evidence that capital expenditures can have positive effects on student proficiency levels. 相似文献
17.
Peter Cuttance 《Cambridge Journal of Education》1995,25(1):97-108
New South Wales has embarked on an ambitious programme of quality assurance. This is designed both to contribute to the development of schools through the provision of recommendations for improvement in student outcomes and to offer a means of holding various levels of the educational system accountable. The paper outlines some of the particular ways in which one state system has tackled these issues. It identifies the key questions which form the focus of the review process and discusses some of the ways in which the review agenda is negotiated with schools and located in relation to evidence on students’ learning outcomes. It then turns to a step‐by‐step discussion of the review methodology, including the steps taken to ensure schools’ ownership of the resultant recommendations. The paper concludes that there are some distinctive features of the educational process which need to be respected by programmes of quality assurance if student learning is to be enhanced. 相似文献
18.
Transformations in local secondary schools markets in the UK have not simply been accomplished at a structural and policy level: social changes are crosscut by fiction and fantasy that resonate with and implicate subjects at the level of the personal. Drawing on a study of children's transitions to secondary school, we analyse the emotional processes through which particular schools come to be 'demonized' in the minds of Year 6 children, consider the impact such damaging discourses have on children who were to go to those schools, and explore connections between social and psychic realities in the increasing polarization of secondary schools. We examine the impact of discourses of race and racism on the psychic construction of 'good' and 'bad' schools and explore how this connected with family practices of secondary school choice and current constructions of UK local educational markets. 相似文献
19.
The Children and Families Act (2014) placed a statutory responsibility on local authorities in the UK to establish a virtual school headteacher with the role of championing the education of all children looked-after within that authority. The current research was designed to illuminate how virtual schools are currently supporting educational outcomes for children looked-after, not only through educational interventions, but also through supporting broader psychological factors that might impact on attainment such as attachment, relationships and mental health. Virtual school headteachers from 29 local authorities completed an online survey about the services they provided to three target groups—children looked-after, foster carers and schools—with a particular focus on the transition years from primary to secondary school, which have been identified as being a difficult time for children looked-after. Using inductive thematic analysis, four overarching themes to service provision were identified: enhanced learning opportunities, specific transition support, well-being and relationships, and raising awareness. Direct work, interprofessional working and the development of supportive environments, particularly guided by attachment theory, were identified as important areas of practice. Practice is discussed in relation to resilience and ecological systems theory and suggestions for future research are identified.
相似文献20.
This study proposes and tests a multilevel structural model of school context, composition, and school leadership on school instructional practices and outcomes in elementary schools in a western state in the United States. We focus on direct and indirect relationships implied in our proposed model using an “added year of schooling” in reading and math as our primary school-level outcomes. Added-year effects, which result from a regression discontinuity design, represent a relatively new approach for describing how school factors influence outcomes. Our results suggest that, net of context and composition factors, improvement-focused school leadership directly affected subsequent school instructional practices and, in turn, instructional practices affected added-year outcomes. We discuss the findings in terms of their theoretical and practical implications for conducting further educational effectiveness research. 相似文献