School Effectiveness and School Improvement: Sustaining Links
01 Dec 1997-School Effectiveness and School Improvement (ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD)-Vol. 8, Iss: 4, pp 396-429
TL;DR: In this article, stronger links between effectiveness and improvement are advocated, which can be achieved by better guided processes of application and reconstruction of knowledge during effectiveness research and improvement, illustrated by some successful projects which have started recently.
Abstract: 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.
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TL;DR: A new multilevel latent covariate (MLC) approach is introduced that corrects for unreliability at L2 and results in unbiased estimates of L2 constructs under appropriate conditions and suggests when researchers should most appropriately use one, the other, or a combination of both approaches.
Abstract: In multilevel modeling (MLM), group-level (L2) characteristics are often measured by aggregating individual-level (L1) characteristics within each group so as to assess contextual effects (e.g., group-average effects of socioeconomic status, achievement, climate). Most previous applications have used a multilevel manifest covariate (MMC) approach, in which the observed (manifest) group mean is assumed to be perfectly reliable. This article demonstrates mathematically and with simulation results that this MMC approach can result in substantially biased estimates of contextual effects and can substantially underestimate the associated standard errors, depending on the number of L1 individuals per group, the number of groups, the intraclass correlation, the sampling ratio (the percentage of cases within each group sampled), and the nature of the data. To address this pervasive problem, the authors introduce a new multilevel latent covariate (MLC) approach that corrects for unreliability at L2 and results in unbiased estimates of L2 constructs under appropriate conditions. However, under some circumstances when the sampling ratio approaches 100%, the MMC approach provides more accurate estimates. Based on 3 simulations and 2 real-data applications, the authors evaluate the MMC and MLC approaches and suggest when researchers should most appropriately use one, the other, or a combination of both approaches.
607 citations
19 Oct 2006
TL;DR: In this article, a wide-ranging review of theory and evidence about the nature, causes and consequences for schools and students of successful school leadership is presented, with the aim of providing guidance to those already in leadership positions and those with responsibilities for the development of leaders.
Abstract: The views expressed in this report are the authors' and do not necessarily reflect those of the Department for Education and Skills. important perspective to this international review. 5 Rationale This is a wide-ranging review of theory and evidence about the nature, causes and consequences for schools and students of successful school leadership. We undertook the review for several purposes. One purpose was to provide a state-of-the-evidence description of what is already known about successful leadership. We anticipated that such a description would be of some immediate use and guidance to those already in leadership positions and those with responsibilities for the development of leaders. A second purpose for the review was to help frame the large-scale study of successful leadership now underway with the sponsorship of the DfES and the National College for School Leadership. The review helped us to clarify the most important questions for inquiry, offered conceptual lenses on key variables of interest to our study and was a source of information about promising research methods. Third, we believe that, given widespread dissemination, the review will help build a demand and audience for the results of our large-scale study as they become available. Finally, the review may spark an interest in leadership on the part of those who have not, to this point, given it much thought. Evidence included in the review is of two types. One type of evidence was original empirical research undertaken using a wide variety of methods. While an extensive body of such evidence is included in the review, we did not attempt to be exhaustive; that would clearly have been unrealistic in a paper of this length. Rather we gave special weight to work reported in the past decade, as well as to work of higher quality judged by conventional standards. We also made use of recent comprehensive reviews of research published in peer-review sources. The use of this type of evidence allowed us to reflect work reported over a relatively long period of time and to be more comprehensive in our coverage than would have been possible had we limited ourselves to individual studies alone. Use of the reviews also allowed us to judge, more 6 accurately, emerging conclusions warranted by significant amounts of evidence. We provide more detail about our sources of evidence in the concluding section of Chapter One.
537 citations
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TL;DR: In this article, transitions in the operational definitions of professionalism over the last 20 years will be discussed, as a consequence of (imposed) changes in the control of curriculum and assessment and increased measures of public accountability.
517 citations
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TL;DR: In this paper, the authors discuss the need to consider sample selection and the value of longitudinal data in order to test hypotheses on specific environmental risk mechanisms for psychopathology and conclude that environmental risk hypotheses can be put to the test but that it is usually necessary to use a combination of research strategies.
Abstract: There have been strong critiques of the notion that environmental influences can have an important effect on psychological functioning. The substance of these criticisms is considered in order to infer the methodological challenges that have to be met. Concepts of cause and of the testing of causal effects are discussed with a particular focus on the need to consider sample selection and the value (and limitations) of longitudinal data. The designs that may be used to test hypotheses on specific environmental risk mechanisms for psychopathology are discussed in relation to a range of adoption strategies, twin designs, various types of "natural experiments," migration designs, the study of secular change, and intervention designs. In each case, consideration is given to the need for samples that "pull-apart" variables that ordinarily go together, specific hypotheses on possible causal processes, and the specification and testing of key assumptions. It is concluded that environmental risk hypotheses can be (and have been) put to the test but that it is usually necessary to use a combination of research strategies.
514 citations
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TL;DR: In this paper, a study of distributed leadership in the context of elementary schools' adoption of comprehensive school reforms (CSR) was conducted, and the authors hypothesized that such programs activate those roles by defining expectations for and socializing (e.g., through professional development) role incumbents.
Abstract: This is a study of distributed leadership in the context of elementary schools' adoption of comprehensive school reforms (CSR). Most CSRs are designed to configure school leadership by defining formal roles, and we hypothesized that such programs activate those roles by defining expectations for and socializing (e.g., through professional development) role incumbents. Configuration and activation were further hypothesized to influence the performance of leadership functions in schools. Using data from a study of three of the most widely adopted CSR models, support was found for the configuration and activation hypotheses. Leadership configuration in CSR schools differed from that of nonCSR schools in part because of the addition of model-specific roles. Model participation was also related to the performance of leadership functions as principals in CSR schools and CSR-related role incumbents were found to provide significant amounts of instructional leadership. Further support for the activation hypothesi...
416 citations
References
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01 Jan 1990
TL;DR: In this paper, the authors present a brief history of educational change at the local and national level, and discuss the causes and problems of implementation and continuation of change at both the local level and the national level.
Abstract: Part I Understanding Educational Change 1. A Brief History of Educational Change 2. Sources of Educational Change 3. The Meaning of Educational Change 4. The Causes and Problems of Initiation 5. The Causes and Problems of Implementation and Continuation 6. Planning Doing and Coping with Change Part II Educational Change at the Local Level 7. The Teacher 8. The Principal 9. The Student 10. The District Administrator 11. The Consultant 12. The Parent and the Community Part III Educational Change at Regional and National Levels 13. Governments 14. Professional Preparation of Teachers 15. Professional Development of Educators 16. The Future of Educational Change
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TL;DR: In this article, the authors discuss the importance of equity and excellence in education in the context of the 1968 Equalization of EdUCATIONAL OPPORTUNITY (EOW) campaign.
Abstract: (1968). EQUALITY OF EDUCATIONAL OPPORTUNITY. Equity & Excellence in Education: Vol. 6, No. 5, pp. 19-28.
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Abstract: Arthur Jensen argues that the failure of recent compensatory education efforts to produce lasting effects on children's IQ and achievement suggests that the premises on which these efforts have been based should be reexamined.
2,776 citations
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TL;DR: In this paper, the authors apply a simple sense of fairness in the dis tribution of the primary goods and services that characterize our social order to public education and show that to achieve greater equity in public education requires public policy that begins by making the poor less poor and ends by making them not poor at all.
Abstract: It seems only fair that the reader know what biases, if any, inform the summary remarks I plan to make. Equity will be the focus of my discussion. By equity I mean a simple sense of fairness in the dis tribution of the primary goods and services that characterize our social order. At issue is the efficacy of a minimum level of goods and services to which we are all entitled. Some of us, rightly, have more goods and services than others, and my sense of equity is not disturbed by that fact. Others of us have almost no goods and access to only the most wretched serv ices, and that deeply offends my simple sense of fair ness and violates the standards of equity by which I judge our social order. I measure our progress as a social order by our willingness to advance the equity interests of the least among us. Thus, increased wealth or education for the top of our social order is quite beside the point of my basis for assessing our progress toward greater equity. Progress requires public policy that begins by making the poor less poor and ends by making them not poor at all. This discussion of edu cation will apply just such a standard to public school ing. Equitable public schooling begins by teaching poor children what their parents want them to know and ends by teaching poor children at least as well as it teaches middle-class children. Inequity in American education derives first and foremost from our failure to educate the children of the poor. Education in this context refers to early acquisition of those basic school skills that assure pupils successful access to the next level of schooling. If that seems too modest a standard, note that as of now the schools that teach the children of the poor are dismal failures even by such a modest standard. Thus, to raise a generation of children whose schools meet such a standard would be an advance in equity of the first order. I offer this standard at the outset to note that its attainment is far more a matter of politics than of social science. Social science refers to those formal experiments and inquiries carried out by
2,391 citations
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16 Nov 1972
TL;DR: Most Americans say they believe in equality. But when pressed to explain what they mean by this, their definitions are usually full of contradictions as mentioned in this paper. But most Americans also believe that some people are more competent than others, and that this will always be so, no matter how much we reform society.
Abstract: Most Americans say they believe in equality. But when pressed to explain what they mean by this, their definitions are usually full of contradictions. Many will say, like the Founding Fathers, that “all men are created equal.” Many will also say that all men are equal “before God,” and that they are, or at least ought to be, equal in the eyes of the law. But most Americans also believe that some people are more competent than others, and that this will always be so, no matter how much we reform society. Many also believe that competence should be rewarded by success, while incompetence should be punished by failure. They have no commitment to ensuring that everyone’s job is equally desirable, that everyone exercises the same amount of political power, or that everyone receives the same income.
2,315 citations