The school improvement knowledge baseDavid Hopkins and Nijs Lagerweij
INTRODUCTIONWe have seen in Chapter 3 that a considerable body of knowledge has accumulated on the characteristics of schools that are effective in 'adding value' to their students. We now proceed to examine the core beliefs, the bodies of knowledge and the practical enterprises produced by researchers and practitioners in the field of school improvement. An attempt is made to organise the field by looking in turn at:
|• the history of the study of change and school improvement;|
|• the centralisation-decentralisation paradox;|
|• definitions of school improvement and school development;|
|• the process of school improvement;|
|• a framework for school improvement efforts;|
|• some of the most common school improvement strategies;|
|• six propositions for successful school improvement efforts;|
|• the theoretical implications for school improvement.|
THE STUDY OF SCHOOL CHANGE AND SCHOOL IMPROVEMENT
The development of knowledge in the area of educational change has a capricious nature and shows much resemblance to the process of trial and error, in which insight grows, as experience with attempts at educational change grows. Over a period of thirty years of research on change in schools, it seems that people with very different sets of beliefs have tried to implement change in education. In general, and as Fullan (1991) has previously noted, one can state that in every decade there is a new perspective on the way such processes should be
Questia, a part of Gale, Cengage Learning. www.questia.com
Book title: Making Good Schools: Linking School Effectiveness and School Improvement.
Contributors: David Reynolds - Author, Robert Bollen - Author, Bert Creemers - Author, David Hopkins - Author, Louise Stoll - Author, Nijs Lagerweij - Author.
Place of publication: London.
Publication year: 1996.
Page number: 59.
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