Preface Chapter 1 The challenge Chapter 2 The nature of the evidence: A synthesis of meta-analyses Chapter 3 The argument: Visible teaching and visible learning Chapter 4: The contributions from the student Chapter 5 The contributions from the home Chapter 6 The contributions from the school Chapter 7 The contributions from the teacher Chapter 8 The contributions from the curricula Chapter 9 The contributions from teaching approaches - I Chapter 10 The contributions from teaching approaches - II Chapter 11: Bringing it all together Appendix A: The 800 meta-analyses Appendix B: The meta-analyses by rank order References

Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement

Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.

기독교 사역과 Leadership

The power of feedback.

The topic of how students become self-regulated as learners has attracted researchers for decades. Initial attempts to measure self-regulated learning (SRL) using questionnaires and interviews were successful in demonstrating significant predictions of students’ academic outcomes. The present article describes the second wave of research, which has involved the development of online measures of self-regulatory processes and motivational feelings or beliefs regarding learning in authentic contexts. These innovative methods include computer traces, think-aloud protocols, diaries of studying, direct observation, and microanalyses. Although still in the formative stage of development, these online measures are providing valuable new information regarding the causal impact of SRL processes as well as raising new questions for future study.

Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects

Theory in Practice: Increasing Professional Effectiveness

National policy initiatives frequently suffer from slow and sporadic implementation, with requirements for school staff to be appraised being no exception. In this paper we identify how policy implementation might be improved if policy formulation was informed by a more detailed understanding of the local conditions which policy is designed to influence. We base our argument on a conceptualisation of policy as a response to a set of frequently conflicting local and national requirements. This conceptualisation, based on Nickles' constraint inclusion account of a problem, informed our case study of the implementation of the national performance management policy in one New Zealand high school. We discuss how the school's professional norms and beliefs about authority and the culture of conflict avoidance precluded effective implementation of the national policy mandate. An intervention that more closely aligned school cultural norms with national policy requirements involved negotiating a new set ...

The Problem of Policy Implementation: The case of performance appraisal

Leading Teachers' Professional Learning

(2000). The Link Between Accountability and Improvement: The Case of Reporting to Parents. Peabody Journal of Education: Vol. 75, No. 4, pp. 66-89.

https://www.jstor.org/stable/info/1493053

The Link Between Accountability and Improvement: The Case of Reporting to Parents

Purpose – The purpose of this paper is to evaluate two recent examples of the New Zealand Ministry of Education's approach to reducing the persistent disparities in achievement between students of different social and ethnic groups. The first example is cluster‐based school improvement, and the second is the development of national standards for literacy and numeracy across the primary sector.Design/methodology/approach – The evaluative framework used was derived from recent international analyses of the characteristics of school systems, which are either high performers or successful reformers on recent international surveys. Policy documents and evaluation reports provided the evidence on which the evaluation of the two New Zealand (NZ) examples is based.Findings – The six criteria associated with high system performance and/or reform success were: system‐wide commitment to educational improvement; ambitious universal standards; developing capacity at the point of delivery; professional forms of account...

Building capacity in a self-managing schooling system: The New Zealand experience

Three organizational learning mediation processes are proposed as mechanisms for organizational change in this article. These include instructional leadership, tight coupling and boundary spanning. Whilst each of these processes has received attention in the research literature, we propose that their power arises from their particular combination rather than the occurrence of each in isolation. We illustrate the ways in which these processes might combine to create an organizational learning environment required for the kind of changes needed to raise student achievement. We do this with reference to a case study of a New Zealand school that dramatically improved the learning outcomes of students in reading. We describe the practices of a new principal, who was relatively inexperienced in school management but experienced in curriculum leadership. The case study illustrates how through her instructional leadership the principal was able to span the boundaries of her organization so that within a relatively short space of time the school became a more tightly coupled system that learnt to improve the learning outcomes of its students.

Helen Timperley

Papers

The Problem of Policy Implementation: The case of performance appraisal

Leading Teachers' Professional Learning

The Link Between Accountability and Improvement: The Case of Reporting to Parents

Building capacity in a self-managing schooling system: The New Zealand experience

Organizational learning facilitated by instructional leadership, tight coupling and boundary spanning practices