Improving Quality in Education: Dynamic Approaches to School Improvement

Improving Quality in Education: Dynamic Approaches to School Improvement

Improving Quality in Education: Dynamic Approaches to School Improvement

Improving Quality in Education: Dynamic Approaches to School Improvement

Synopsis

This book explores an approach to school improvement that merges the traditions of educational effectiveness research and school improvement efforts. It displays how the dynamic model, which is theoretical and empirically validated, can be used in both traditions. Each chapter integrates evidence from international and national studies, showing how the knowledge-base of educational effectiveness research can be used for improvement purposes. In a clear and practicable manner it outlines:

  • Foundations of the improvement approach
  • Research projects investigating the impact of the dynamic approach
  • Guidelines and practical solutions to translating the approach into action
  • Further developments for school improvement

Exploring the crucial factors in the establishment of this environment, the authors outline a dynamic framework that helps schools collect data, through self-evaluation mechanisms, taking decisions about priorities for improvement, and developing appropriate policies and action plans. This approach emphasises educational targets and provides means to achieve them that are flexible enough to fit in with the circumstances of the individual school. The book draws upon research across the world, conducted especially in the United States, Europe, and Australasia, expertly showcasing how the dynamic approach can be used in a wide variety of educational settings

A key book for all professionals working in education; academics, researchers, policy-makers, school advisors and practitioners will find it invaluable. Not only it is a must for graduate students, university libraries, and individual academics but also for school management teams, school support agencies and officials in educational policy.

Excerpt

More than five years ago, we published the first results of our joint efforts in the development of a dynamic perspective of educational effectiveness. in the last section of that book, it was claimed that our dynamic model cannot only be used for research and theory purposes, but can also contribute to the promotion of improvement of education. in that book, we also reported the results of our first studies that tested the validity of the dynamic model. Since then we not only conducted studies that demonstrated the dynamic nature of effectiveness, but we also looked for possibilities of using these findings for improvement purposes, at both the teacher and school levels. Experimental studies testing the impact of the approach that we gradually developed provided support to our effort and presented the conditions under which the dynamic model can be used for improvement purposes.

In this book we present the journey and the results of our efforts, in order to make a contribution to knowledge and theory building in the field of school improvement and in relation to educational effectiveness research. We believe that we have kept that promise given five years ago and are now in a position to share with policy makers, educators, school managers and researchers our suggestions for how quality of education can be improved. This book refers to an approach to school improvement that attempts to contribute to the establishment of the merging of traditions of educational effectiveness research and school improvement efforts. This is achieved by presenting how the dynamic model, which is theoretical and empirically validated, can be used in both traditions. Each chapter therefore integrates evidence from international and national studies, showing how the knowledge-base of educational effectiveness research can be used for improvement purposes. Evidence is also provided to support the importance of our dynamic approach to school improvement.

In order to demonstrate the development and use of this approach in educational practice, we also present results of school based projects which show how, and under which conditions, this approach can be used. the use of this approach is shown to have assisted participating schools in developing their own strategies and actions for improvement, in relation to the specific challenges that they are facing, as well as aiding the improvement of their effectiveness status.

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