School Effectiveness and School Improvement最新文献

{"title":"From improvement to relationship management: a case study of data artifact creation and use in a school improvement network","authors":"Anna E. Premo, Jennifer Lin Russell, Megan Duff","doi":"10.1080/09243453.2023.2280257","DOIUrl":"https://doi.org/10.1080/09243453.2023.2280257","url":null,"abstract":"ABSTRACTImprovement networks are a relatively recent phenomenon in US education that create interorganizational networks of educators working together to improve specific educational problems. A shared emphasis of these networks is the use of data to support the improvement process, but little is known about their data use in practice. This study takes an in-depth look at the 800+ data artifacts created and used in a single focal network’s 3rd year, applying a mixed methods case study design. The findings show that while data artifacts are predominantly created to support the improvement process, they are frequently used for relationship management as network hub members navigate the sociopolitical dynamics typical of a complex change effort – if they are used at all. The study has implications for practitioners as they decide what data artifacts to create and use, as well as for researchers’ theory building about productive data use in improvement efforts.KEYWORDS: Improvement networksimprovement sciencecontinuous improvementdata use Disclosure statementNo potential conflict of interest was reported by the authors.Ethical approvalEthical approval was obtained for this project from the University of Pittsburgh’s IRB: STUDY18120016.Data availability statementData not available – participant consent: The participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research, supporting data are not available.Notes1 The Networks for School Improvement Initiative was launched by the Gates foundation in 2018 to support organizations bringing together and serving as intermediaries for networks of middle and high schools. These networks work together to improve high school graduation and college success rates for their Black and Latino students and students experiencing poverty through the use of continuous improvement methods, proven indicators of future student outcomes, and unwavering commitment to equity (Bill & Melinda Gates Foundation, Citationn.d.). To date, the initiative has supported the formation and operation of over 40 networks for school improvement.2 The first and second authors of this study were both researchers in the focal network’s hub team, which afforded access to network information and special insight into network functioning. The first author was a graduate research assistant who joined the focal network in its 3rd year and continued as a network member through the end of the network’s 5th and final year. The second author was involved with the network from its initiation, serving as a faculty member affiliated with one of the research centers.3 Network hubs engage in a number of key processes associated with organizing and operating a high-functioning networked improvement community. The Carnegie Foundation for the Advancement of Teaching has a framework for describing these hub functions, such as site-level improvement routines and capacity building.4 For 63","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135136445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The stimulation of school improvement processes: the orientation of development perspectives","authors":"Luisa Grützmacher, Julia Holzer, Marko Lüftenegger, Barbara Schober, Manfred Prenzel","doi":"10.1080/09243453.2023.2246950","DOIUrl":"https://doi.org/10.1080/09243453.2023.2246950","url":null,"abstract":"","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42832142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are some school inspectors more lenient than others?","authors":"C. Bokhove, John Jerrim, Sam Sims","doi":"10.1080/09243453.2023.2240318","DOIUrl":"https://doi.org/10.1080/09243453.2023.2240318","url":null,"abstract":"School inspections are a common feature of education systems across the word. These involve trained professionals visiting schools and reaching a high-stakes judgement about the quality of education they provide. By their nature, school inspections rely upon professional judgement, with different inspectors potentially putting more emphasis on certain areas than others. Yet there is currently little academic evidence investigating the consistency of school inspections, including how judgements vary across inspectors with different characteristics. We present new empirical evidence on this matter, drawing upon data from more than 30,000 school inspections conducted in England between 2011 and 2019. Male inspectors are found to award slightly more lenient judgements to primary schools than their female counterparts, while permanent Ofsted employees (Her Majesty’s Inspectors) are found to be harsher than those who inspect schools on a freelance basis (Ofsted Inspectors).","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes","authors":"M. Ehren, J. Hutchinson, B. Muñoz-Chereau","doi":"10.1080/09243453.2023.2238698","DOIUrl":"https://doi.org/10.1080/09243453.2023.2238698","url":null,"abstract":"","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45445104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring policymaking capacities of schools: validation of the Policy Making Capacities Questionnaire (PMC-Q)","authors":"Joris Van Elsen, J. Faddar, Lies Appels, S. de Maeyer, J. Vanhoof, P. van Petegem","doi":"10.1080/09243453.2023.2213219","DOIUrl":"https://doi.org/10.1080/09243453.2023.2213219","url":null,"abstract":"ABSTRACT In order to support research on school effectiveness, there is a need for valid and reliable instruments to assess policymaking capacities of schools. Increasingly, policymaking is seen as a shared responsibility of the entire pedagogical team of a school. In this article, data were analysed from a sample of 1,696 (care) teachers coordinators and principals from 77 Flemish primary schools to assess critical aspects concerning validity and reliability of the Policy Making Capacities Questionnaire (PMC-Q). Confirmatory factor analysis indicates that the fit for the model with eight factors is limited. The subscales were found to be strongly correlated and difficult to distinguish, and one of the subscales turned out to be not well captured by the questionnaire. The results indicate sufficient interrater reliability and within-group agreement to aggregate responses to school level. Suggestions are made for further development of the PMC-Q and its use for research and practice.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42481241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Stability and consistency of school effects: evidence from senior high schools in China","authors":"C. Gao, Xueke Bi","doi":"10.1080/09243453.2023.2206806","DOIUrl":"https://doi.org/10.1080/09243453.2023.2206806","url":null,"abstract":"ABSTRACT Education systems focus on issues related to school effects and differences. School effects are used as a basis for accountability in various countries including China. This study investigated the stability and cross-disciplinary consistency of value-added estimates based on student scores in selected schools in a city in central China. The results show that the school effects exhibited long-term stability and consistency across subject areas, with the gross effects model being more stable than the value-added model. In addition, the study found a direct link between school ranking and stability in China. Ranking schools more reasonably and holding schools accountable are focal issues in the Chinese education system.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42513383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of schools as learning organisations on teachers’ self-efficacy and job satisfaction: a cross-country analysis","authors":"P. Gouëdard, M. Kools, B. George","doi":"10.1080/09243453.2023.2196081","DOIUrl":"https://doi.org/10.1080/09243453.2023.2196081","url":null,"abstract":"ABSTRACT For 3 decades, policymakers, educators, and scholars have been appealed to the promises of the learning organisation concept. Drawing from the last Teaching and Learning International Survey (TALIS 2018), this paper is the first to use a large-scale cross-country survey to assess the robustness of the relationship between schools operating as learning organisations and teachers’ outcomes, a pivotal question for school improvement and effectiveness. Multiple regression analysis highlights that the factors underpinning a school as a learning organisation (namely, culture of inquiry, shared vision, growing leadership, lower professional learning barriers, and teamwork) have a positive impact on teachers’ job satisfaction and self-efficacy. Policymakers, school staff, and other education stakeholders can use these findings as supporting evidence to engage with the learning organisation concept. Indeed, in times of increased strain on teachers across the globe, becoming a learning organisation can prove a vital shield against deteriorating teachers’ wellbeing.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41503493","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sustaining school improvement initiatives: advice from educational leaders","authors":"Gloria A. Koh, H. Askell‐Williams, Shyam Barr","doi":"10.1080/09243453.2023.2190130","DOIUrl":"https://doi.org/10.1080/09243453.2023.2190130","url":null,"abstract":"ABSTRACT There are reports about school improvement initiatives that have been successfully implemented and evaluated within relatively brief time scales. However, many initiatives do not survive over longer terms. Our purpose in this study was to identify successful strategies for achieving long-term school improvement. We interviewed 12 leaders at four educational sites. We adopted complex adaptive systems perspectives to analyse the interview transcripts, provide rich descriptions of contexts, illustrate examples of practices, and synthesise participants’ accounts to highlight key areas for attention and action. Participants described purposeful programme selection with clear goals, strategic staff leadership and continuous professional education, accountable professional networks, data sharing and feedback, time and resource management, distributed multilevel leadership, and a supportive school culture. We recommend adopting a complex adaptive systems perspective to communicate and facilitate processes of change, including planning, enacting, and evaluating school improvement as a continuous long-term process rather than as an end product of any singular initiative.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46169072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beating the school discipline odds: conceptualizing and examining inclusive disciplinary schools in New York City","authors":"Richard O. Welsh, Luis A. Rodriguez, Blaise B. Joseph","doi":"10.1080/09243453.2023.2182795","DOIUrl":"https://doi.org/10.1080/09243453.2023.2182795","url":null,"abstract":"ABSTRACT Racial inequality in school discipline is a salient challenge in the United States. Using New York City as a case, this study examines inclusive disciplinary schools (IDS) or schools that have “beat the school discipline odds”. IDS, median disciplinary schools (MDS), and high disciplinary schools (HDS) have vastly different exclusionary discipline rates for Black and Latinx students (both suspensions and office discipline referrals). The schooling environments of IDS differ from those of HDS and MDS. IDS have greater teacher and school leader diversity, more experienced teachers and school administrators, and a more positive school climate than HDS. Poverty and unemployment rates, crime rates, education levels, and the proportion of Black and foreign-born residents vary significantly across the neighborhoods of IDS, MDS, and HDS. These results remain largely consistent across limiting IDS to predominantly Black schools, predominantly Latinx schools, or predominantly low-income schools. Implications and directions for future research are discussed.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44322910","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A focus on students’ and teachers’ learning through strategic human resource management","authors":"M. Tuytens, Eva Vekeman, G. Devos","doi":"10.1080/09243453.2023.2172049","DOIUrl":"https://doi.org/10.1080/09243453.2023.2172049","url":null,"abstract":"ABSTRACT The importance of strategic planning and human resource management (SHRM) for school effectiveness and improvement has been stressed. Yet, research shows that both are challenging aspects of school management. This qualitative study explores (a) the role of strategic planning in SHRM and (b) the link between SHRM and the factors that stimulate teachers’ professional learning. Based on 194 semistructured interviews with school leaders and team members, a comparative analysis between excellent and moderate strategic schools was conducted. The results reveal that excellent strategic schools distinguish themselves through strategic planning that focuses on core aspects of students’ learning and a working environment that is characterized by a highly motivated teacher team and various chances for teachers to learn from each other. The study provides an insight into how a “learning-focused” working environment can be enhanced by enacting a set of human resource practices.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42109842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}