School and system improvement: a narrative state-of-the-art review

Hopkins, David ORCID: 0000-0003-1302-2551, Stringfield, Sam, Harris, Alma, Stoll, Louise and Mackay, Tony (2014) School and system improvement: a narrative state-of-the-art review. School Effectiveness and School Improvement, 25 (2). pp. 257-281. ISSN 0924-3453

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Official URL: http://www.tandfonline.com/loi/nses20

Abstract

Over the last 4 decades, the school effectiveness and school improvement research bases have gained prominence and recognition on the international stage. In both a theoretical and empirical sense, they have matured through a wide range of welldocumented projects, interventions, and innovations across a range of countries, describing how efforts to help schools become increasingly effective learning environments for the full range of their students have been more or less successful. This review presents evidence of the effects of reform efforts at the school and system levels, through articulating 5 phases: ● Phase 1 – understanding the organisational culture of the school; ● Phase 2 – action research and research initiatives at the school level; ● Phase 3 – managing change and comprehensive approaches to school reform; ● Phase 4 – building capacity for student learning at the local level and the continuing emphasis on leadership; ● Phase 5 – towards systemic improvement. The review concludes by reflecting on how the phases evolve and overlap and offers 3 concluding thoughts about how to identify those levers that together provide more powerful ways to enhance the learning and achievement of our students within a systemic context.

Item Type: Article
Uncontrolled Keywords: educational effectiveness; school effectiveness; teacher effectiveness; educational ineffectiveness; educational policy
Subjects: L Education > LB Theory and practice of education
Divisions: School of Education and Psychology > Education
Depositing User: Sarah Taylor
Date Deposited: 29 Mar 2018 12:52
Last Modified: 29 Mar 2018 12:52
Identification Number: 10.1080/09243453.2014.885452
URI: http://ubir.bolton.ac.uk/id/eprint/1670

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