Part One: The Historical and Intellectual Foundations of School Effectiveness Research 1.An Introduction to School Effectiveness Research 2.Current Topics and Approaches in School Effectiveness Research: The Contemporary Field Part Two: The Knowledge Base of School Effectiveness Research 3.The Methodology and Scientific Properties of School Effectiveness Research 4.The Processes of School Effectiveness 5.Context Issues within School Effectiveness Research Part Three: The Cutting Edge Issues of School Effectiveness Research 6.Some Methodological Issues in School Effectiveness Research 7.School Effectiveness and School Improvement 8.School Effectiveness: The International Dimension 9.School Effectiveness and Education Indicators 10.Theory Development in School Effectiveness Part Four: The Future of School Effectiveness Research 11. School Effectiveness Research and the Social and Behavioural Sciences 12.The Future Agenda for School Effectiveness Research

The International Handbook of School Effectiveness Research

Summary) The abstract should follow the structure of the article (relevance, degree of exploration of the problem, the goal, the main results, conclusion) and characterize the theoretical and practical significance of the study results. The abstract should not contain wording echoing the title, cumbersome grammatical structures and abbreviations. The text should be written in scientific style. The volume of abstracts (summaries) depends on the content of the article, but should not be less than 250 words. All abbreviations must be disclosed in the summary (in spite of the fact that they will be disclosed in the main text of the article), references to the numbers of publications from reference list should not be made. The sentences of the abstract should constitute an integral text, which can be made by use of the words “consequently”, “for example”, “as a result”. Avoid the use of unnecessary introductory phrases (eg, “the author of the article considers...”, “The article presents...” and so on.)

/pdf/ministry-of-education-and-science-of-the-russian-federation-7m2jn0xnm1.pdf

Ministry of Education and Science of the Russian Federation

Most school restucturing initiatives assume significant capacity development on the part of individuals, as well as whole organizations; they also depend on high levels of motivation and commitment to solving the substantial problems associated with the implementation of restructuring initiatives. Transformational approaches to leadership have long been advocated as productive under these conditions, and evidence suggests that transformational practices do contribute to the development of capacity and commitment. Much less evidence is available, however, about whether these socio‐psychological effects actually result in organizational change and enhanced organizational outcomes. Survey data from an achieved sample of 1,762 teachers and 9,941 students in one large school district were used to explore the relative effects of transformational leadership practices on selected organizational conditions and student engagement with school. Results demonstrated strong significant effects of such leadership on organizational conditions, and moderate but still significant total effects on student engagement.

/pdf/the-effects-of-transformational-leadership-on-organizational-2osp6225rq.pdf

The Effects of Transformational Leadership on Organizational Conditions and Student Engagement with School.

When the red harvester ant is threatened, nestmates rush to its assistance. The message is a chemical one. Distress is communicated and help summoned by the potential victim ejecting a tiny cocktail of alkanes and terpenoids. Professor E 0 Wilson, who made this discovery, is a distinguished zoologist whose writings have twice been awarded Pulitzer Prizes. His interests extend far beyond entomology, however. Why should human communication be qualitatively different from that of the ant, in being achieved by definable, physicochemical processes? And, if this is the case, surely the same must be true of other social phenomena? Having conceded so much, on what grounds can we exclude other products of human activity such as the social sciences, arts, humanities and ethics? In a mechanistic universe, the whole of human civilization is the ultimate product of the interaction between genes and environment, incredibly complex, as Wilson admits, but susceptible to fundamentally the same analytic techniques as communication in the harvester ant. Consilience (literally, a 'jumping together') is the notion that a common groundwork of explanation applies not only to the sciences but also to the arts, ethics and religion. In his book Consiliencel Wilson applies a combination of broad learning and a style of baroque exuberance to put the case for such a unity of knowledge. Wilson is thus, as he makes clear, a child of the Enlightenment, paying homage to Bacon and Newton but most of all to Condorcet, who trod the same intellectual path (and who came to grief in the Revolution for reasons probably not unrelated to his philosophy). He mourns the triumph at the end of the eighteenth century of revelatory religion fearful of the outcomes of science, and most of all of Romanticism although regrettably overlooking the

Consilience: The Unity of Knowledge.

Ideally, school effectiveness research and school improvement might have a relationship with a surplus value for both. In reality, this relationship is often troublesome. Some problems can be attributed to the intrinsic differences between effectiveness and improvement, such as different missions. However, an analysis of the current situation in effectiveness and improvement shows that there are many possibilities at all stages of research studies and improvement projects for a more fruitful relationship. In this article, stronger links between effectiveness and improvement are advocated. Such links can be achieved by better‐guided processes of application and reconstruction of knowledge during effectiveness research and improvement. These processes, illustrated by some successful projects which have started recently, are described under the heading of sustained interactivity.

School Effectiveness and School Improvement: Sustaining Links

Michael Barber, Professor, Chief Adviser to the Secretary of State for Education on School Standards (1997-2001), chief education advisor at Pearson, leading Pearson’s worldwide programme of research into education policy and the impact of its products and services on learner outcomes, London, UK. Email: krdonnelly@pearson.com Address: Institute for Public Policy Research, 4th Floor, 14 Buckingham Street, London WC2N 6DF, UK.Katelyn Donnelly, executive director at Pearson where she leads the Affordable Learning Fund, London, UK. Email: krdonnelly@pearson.com Address: Institute for Public Policy Research, 4th Floor, 14 Buckingham Street, London WC2N 6DF, UK.Saad Rizvi, Ph.D. in Economics and International Relations, Pearson’s executive director of efficacy, London, UK. Email: krdonnelly@pearson.com Address: Institute for Public Policy Research, 4th Floor, 14 Buckingham Street, London WC2N 6DF, UK.Prospects for higher education are discussed in the context of technologies and globalization sweeping over the world and affecting many of the world economy sectors. The report describes opportunities that will appear ahead of universities if they go for radical transformations in their key institutions, and analyzes the risks that may arise if such transformations lose to the challenges of the 21st century.The model of a traditional 21st century university and its functions are characterized. The authors examine the factors that can radically change the paradigm of a traditional university and points out that universities need to revise their existing business models and education patterns. Marketization of education has turned students into consumers dictating their own terms and has brought about a number of alternatives to universities for talented students. Therefore, universities need to define clearly what they can offer, differentiate themselves from competitors, and identify their target audience among potential student groups.The authors believe that universities of the future should rearrange functions performed by the existing universities. He also explains why the model of the future is more efficient than the existing one.It is supposed that the promising prospects proposed for higher education by the 21st century can only be reached if all players of the HE system, from students to the government, support the radical transformation initiative to tackle the challenges they are facing. The study defines the essential questions that all players should answer if they want a productive transformation in higher education.

https://www.britishcouncil.jp/sites/default/files/6_march_plenary_talk_1_sir_michael_barber_an_avalanche_is_coming_higher_education_and_the_revolution_ahead.pdf

An Avalanche Is Coming. Higher Education and the Revolution Ahead

How the worlds most improved school systems keep getting better

(1996). School Effectiveness and School Improvement in the United Kingdom. School Effectiveness and School Improvement: Vol. 7, No. 2, pp. 133-158.

School Effectiveness and School Improvement in the United Kingdom

This overview of the British education system explains the crisis which has beset it and proposes radical and far-sighted solutions. It explores the issues from the perspectives of pupils, parents and teachers, and proposes a complete reconstruction of the teaching profession.

Michael Barber

Papers

An Avalanche Is Coming. Higher Education and the Revolution Ahead

How the worlds most improved school systems keep getting better

School Effectiveness and School Improvement in the United Kingdom

The Learning Game: Arguments for an Education Revolution

School Effectiveness and School Improvement in the United Kingdom