Showing papers by "Helen Timperley published in 2003"
TL;DR: This article examined the ways in which teachers' expectations of student achievement in two such communities changed over the course of 6 months' professional development in literacy, and how well those changed expectations were sustained over the following year.
155 citations
TL;DR: The authors found that children's experience of the transition between early childhood education and school can have a long-term impact on their school achievement and retention, although both practitioners and researche...
Abstract: Children's experience of the transition between early childhood education and school can have a long-term impact on their school achievement and retention. Although both practitioners and researche...
48 citations
TL;DR: In this article, a sample of New Zealand governors, headteachers and state education officials, described the nature and frequency of the difficulties governing bodies experienced in carrying out four key governance tasks.
Abstract: The public sector reforms broadly known as New Public Sector Management (NPM), have had a substantial impact on the way schools are governed in both England and New Zealand. One assumption of this approach is that local communities can carry out the complex responsibilities of governance in a way that serves both state and local interests. In this study, a sample of New Zealand governors, headteachers and state education officials, described the nature and frequency of the difficulties governing bodies experienced in carrying out four key governance tasks. Three main types of difficulty emerged; skill and understanding, difficulties in interaction with professionals and inadequate understanding of the governance role. The factors that sustain these difficulties are explained along with implications for the improvement of lay governance of state schools.
32 citations
TL;DR: In this article, the authors describe the difficulties experienced in the first intervention phase, dominated by concerns about respecting the schools' autonomy, and the successes of the second phase, when the Ministry was more explicit about the school improvement tasks.
Abstract: The alternatives of taking over failing schools or handing over resources for them to develop their own improvement strategies are recognized as ineffective in achieving improvement. When deciding how best to intervene in 26 self-managing schools, the Ministry of Education in New Zealand attempted to avoid the negative consequences of these alternatives by developing a partnership with the schools and their communities. This article documents both the difficulties experienced in the first intervention phase, dominated by concerns about respecting the schools’ autonomy, and the successes of the second phase, when the Ministry was more explicit about the school improvement tasks.
11 citations