Relevant bibliographies by topics / Improvement of schools

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Improvement of schools'

Author: Grafiati
Published: 11 September 2021
Last updated: 1 February 2022

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Journal articles on the topic "Improvement of schools"

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Rosenberg, Linda, Megan Davis Christianson, and Megan Hague Angus. "Improvement Efforts in Rural Schools: Experiences of Nine Schools Receiving School Improvement Grants." Peabody Journal of Education 90, no. 2 (March 15, 2015): 194–210. http://dx.doi.org/10.1080/0161956x.2015.1022109.

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Mitchell, Coral, and Larry Sackney. "School improvement in high-capacity schools." Educational Management Administration & Leadership 44, no. 5 (July 9, 2016): 853–68. http://dx.doi.org/10.1177/1741143214564772.

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Murphy, Danny. "School Improvement: What's in it for Schools?" Improving Schools 5, no. 3 (September 2002): 63. http://dx.doi.org/10.1177/136548020200500312.

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Demerath, Peter. "The emotional ecology of school improvement culture." Journal of Educational Administration 56, no. 5 (August 6, 2018): 488–503. http://dx.doi.org/10.1108/jea-01-2018-0014.

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Purpose The purpose of this paper is to understand how high-performing schools develop and sustain improvement culture. While school culture has consistently been identified as an essential feature of high-performing schools, many of the ways in which culture shapes specific improvement efforts remain unclear. The paper draws on new research from social cognitive neuroscience and the anthropology and sociology of emotion to account for the relative impact of various meanings within school culture and how school commitment is enacted. Design/methodology/approach The analysis here draws on three years of ethnographic data collected in Harrison High School (HHS) in an urban public school district in River City, a large metropolitan area in the Midwestern USA. Though the school’s surrounding community had been socioeconomically depressed for many years, Harrison was selected for the study largely because of its steady improvement trajectory: in December, 2013, it was deemed a “Celebration” school under the state’s Multiple Measurement Rating system. The paper focuses on a period of time between 2013 and 2015, when the school was struggling to implement and localize a district-mandated push-in inclusion policy. Findings Study data suggest that the school’s eventual success in localizing the new inclusion policy was due in large part to a set of core interlocking feedback loops that generated specific emotionally charged meanings which guided its priorities, practices and direction. Specifically, the feedback loops explain how staff members and leaders generated and sustained empathy for students from disadvantaged backgrounds, optimism in their capabilities and motivation to help them learn and flourish. Furthermore they show how school leaders and staff members generated and sustained confidence and trust in their colleagues’ abilities to collaboratively learn and solve problems. Originality/value The model of the school’s emotional ecology presented here connects two domains of educational practice that are frequently analyzed separately: teaching and learning, and organization and leadership. The paper shows how several key features of high-performing schools are actually made and re-made through the everyday practices of leaders and staff members, including relational trust, academic optimism and collective efficacy. In sum, the charged meanings described here contributed to leaders’ and staff members’ commitment to the school, its students and each other – and what Florek (2016) has referred to as their “common moral purpose.”
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Møller, Jorunn, Gunn Vedøy, Anne Marie Presthus, and Guri Skedsmo. "Fostering Learning and Sustained Improvement: The Influence of Principalship." European Educational Research Journal 8, no. 3 (January 1, 2009): 359–71. http://dx.doi.org/10.2304/eerj.2009.8.3.359.

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This article reports on selected findings from the project ‘Revisiting Successful Principals’. The authors revisited some of the schools which participated in the International Successful School Principalship Project (ISSPP) five years ago. In this article they focus on how the principals are positioning themselves as leaders, and how they are involved in the construction of a public self, while responding to questions about fostering learning and sustained improvement. The study confirms that a principal may have a significant influence on a school's policy and in particular the preferred strategies. In addition, the study revealed that, despite the new expectations which are raised towards schools in society, there was also extensive continuity at the local school.
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Edamo, Dawit Legesse, and Tshilidzi Netshitangani. "LEADERSHIP, SCHOOL IMPROVEMENT AND EFFECTIVENESS: THE EXPERIENCES OF THE SCHOOLS COMMUNITY IN ETHIOPIA." Problems of Education in the 21st Century 76, no. 5 (October 15, 2018): 587–600. http://dx.doi.org/10.33225/pec/18.76.587.

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This was a qualitative research, which explored how the school community experienced the outcomes of leadership on the effectiveness of the school improvement program (SIP) on Sidama Zone schools, Ethiopia. Four schools were purposively selected. Data were collected using interviews, focus group discussions, observation and documents, which included school plans, reports, minutes of meetings, memos, letters and the students' examination results were analyzed as they reflected issues related to the outcomes of the SIP on the school’s effectiveness. Principals, teachers, students, supervisors, parent teacher association members and SIP experts were interviewed. The findings indicate that in schools where there is strong collaboration of the school community in the planning, decision-making, monitoring and evaluation processes, the improvement initiatives are owned by all in the school and the performance of the schools is enhanced. It is recommended that the roles of the principals be redirected, the number of supervisors be increased, diverse professional development opportunities for principals and teachers be created, the recruitment, appointment and retention of principals be reconsidered and mechanisms to check school plans and performance reports be created. Keywords: stakeholder collaboration, qualitative research, theory of change, school community, school support, student performance.
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Bryk, Anthony S. "Organizing Schools for Improvement." Phi Delta Kappan 91, no. 7 (April 2010): 23–30. http://dx.doi.org/10.1177/003172171009100705.

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Walker, Allan, and Ken Stott. "Performance Improvement in Schools." Educational Management & Administration 28, no. 1 (January 2000): 63–76. http://dx.doi.org/10.1177/0263211x000281006.

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Streshly, William, and Mac Bernd. "School Reform: Real Improvement Takes Time." Journal of School Leadership 2, no. 3 (May 1992): 320–29. http://dx.doi.org/10.1177/105268469200200307.

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Politicians and educational leaders are under pressure to come up with quick fixes for our nation's schools. However, significant changes in schools are complex processes which take years to accomplish. Moreover, the results of a faculty's efforts may not be fully measurable for ten years or more. A case study of a California school district, which was given ten uninterrupted years to develop and implement an outcome-based instructional model, suggests that more time be given to schools to implement program improvement strategies. The study also reinforces the research linking positive labor relations to environmental conditions for successful school districts.
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Lyons, Robert. "The Influence of Socioeconomic Factors on Kentucky's Public School Accountability System:Does Poverty Impact School Effectiveness?" education policy analysis archives 12 (August 5, 2004): 37. http://dx.doi.org/10.14507/epaa.v12n37.2004.

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Under the Commonwealth Accountability Testing System (CATS), Kentucky's public schools have been assigned individualized baseline and improvement goal indices based upon past school performance in relation to the 2014 statewide index goal of 100. Each school's CATS Accountability Index, a measure of school performance based upon both cognitive and non-cognitive measures, has then been compared to these individualized improvement goals for the purpose of designating schools as Meet Goal, Progressing, and Assistance Level (Kentucky Department of Education (KDE), 2000). Considered an interim target model, the design of CATS has been intended to negate the biasing effects of socioeconomic factors on school performance on accountability tests through the individualization of school goals (Ladd. 2001). Results of this study showed that 39.9% to 55.5% of the variance of the CATS indices was shared by school socioeconomic factors. Analysis of this interim target model for the 2000-2002 biennium showed that for elementary and middle schools this model negated the biasing effects of socioeconomic factors, but not for high schools. Moreover, analysis of the progress of schools toward their Improvement Goals in 2001 showed that both elementary and high schools from higher poverty backgrounds lagged significantly behind their more affluent peers, indicating inequitable capacity to meet improvement goals between the poorest and most wealthy schools. Adaptations to the present accountability systems were suggested for the purpose of providing more accurate information to the public regarding the effectiveness of public schools in Kentucky.
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Dissertations / Theses on the topic "Improvement of schools"

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Bennett, Maureen E. J. "Inspection : a catalyst in school improvement." Thesis, University of Strathclyde, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366758.

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Kessler, Rodney R. "Study of school resource uses in selected Wyoming schools." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1799889121&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Thesis (Ed.D.)--University of Wyoming, 2008.
Title from PDF title page (viewed on Nov. 20, 2009). Includes supplemental PDF file of case studies of Wyoming schools/districts. Includes bibliographical references (p. 103-111).
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Fry, Thurman Jeffrey. "School improvement councils as change agents." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=442.

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Thesis (Ed. D.)--West Virginia University, 1999.
Title from document title page. Document formatted into pages; contains xv, 191 p. Vita. Includes abstract. Includes bibliographical references (p. 155-167).
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Graham, Khalil. "CALIFORNIA TURNAROUND SCHOOLS: AN ANALYSIS OF SCHOOL IMPROVEMENT GRANT EFFECTIVENESS." UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/6.

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The purpose of this study was to evaluate the effectiveness of School Improvement Grants (SIGs) in the state of California (CA) in increasing student achievement using the turnaround implementation model. The American Recovery and Reinvestment Act of 2009 (ARRA) included educational priorities focused on fixing America’s lowest achieving schools. SIGs (i.e., up to $2 million per school annually over 3 years) to the nation’s persistently lowest achieving public schools required schools accepting these awards to implement a federally prescribed school-reform model. Of these models, the school turnaround model is the most aggressive and least used. Using data from CA, the researcher analyzed student achievement results in reading and mathematics at six high schools in CA over a three-year span between their pre- and post-SIG-award year.
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Bruner, Carl. "School improvement planning and the development of professional community /." Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7801.

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Björkman, Conny. "Internal capacities for school improvement : Principals' views in Swedish secondary schools." Doctoral thesis, Umeå universitet, Pedagogik, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-1921.

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The aim of this thesis was to describe and analyse principals´ views of collaboration forms, staff development and leadership, as critical internal capacities for school improvement, in five more successful and four less successful Swedish secondary schools, and compare the qualitative similarities and/or differences in the principals´ views at the level of schools. A successful school is understood to be a school where pupils accomplish both the academic objectives and the social/civic objectives in the National Curriculum. The empirical materials used were collected through semi-structured interviews with the principals and deputy principals, and through general school observations in the nine schools. The perspective of principals´ views was used as the unit for analysis, in order to reflect the principals´ way of thinking about the internal capacities, as principals´ views were expected to be an important indication of how principals act and interact with teachers in their specific context. To create such a model for analysis meant creating views, generated from empirical text, that deepened the understanding of the meaning of collaboration forms, staff development, and leadership, as critical internal capacities for school improvement. These views were then interpreted with the help of two theoretical concepts; structure and culture. The creation of the model made it possible to analyse and describe the school observations and the principals´ views of the three critical internal capacities, in the same usage. The question of what is decided helped to describe and understand the structure in a school, which in educational sociology is understood as the division of labour. The question of how the decisions are realised helped to describe and understand the culture in a school, the distribution of work. By using the theoretical concepts of structure and culture it was possible to unfold the power relations and the modes of control in the schools, regarding the three internal capacities for school improvement. One part of the result was the constructed view types for collaboration forms, staff development and leadership. It was possible to construct three qualitatively different view types: A principal distributed and team-based/involving view type, a principal distributed and teacher-based/traditional view type, and a politically distributed and principal-based view type. The last view type only appears in relation to staff development. When connecting the principals´ views of the three internal capacities in the different schools to the different view types, the results show that the ´team-based` view type dominates in all of the more successful schools, as well as in one of the less successful schools. In two of the less successful schools the ´team-based´ view type has become a vision for the principals to strive for in relation to the experienced reality of the ´teacher-based´ view type. The remaining less successful school is dominated by the ´teacher-based´ view type. Principals´ views of external collaboration forms, the connections with the world outside the school-house, are interesting, as all schools no matter the level of success, are ´teacher-based´.
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Björkman, Conny. "Internal capacities for school improvement : principals' views in Swedish secondary schools /." Umeå : Pedagogiska institutionen, Umeå Universitet, 2008. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=018653247&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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Myers, Kate. "School improvement in action : a critical history of a school improvement project." Thesis, University of Bristol, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.284318.

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Kimm, Linda L. "Effective Leadership Practices in Improvement-Required Schools." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1703279/.

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This mixed-methods study identified the effective practices of the principal and leadership team in an Improvement-Required (IR) high school that significantly influenced student achievement and guided their school from IR to a rating of Met Standard in one year. IR or F schools under the new system are schools that failed to meet the state accountability target goals. The high school in this study had a large culturally and economically diverse student population with a high percentage of English learners. The leadership practices were identified through four themes revealed by the qualitative data analysis of focus group and individual in-depth interviews: (a) importance of instructional, collaborative leadership, (b) intentional planning of effective instruction for all students, (c) consistent use of data to guide instruction, and (d) ongoing, data based, targeted staff development. The study findings are significant due to strong corroboration between the qualitative data collected from the interviews and the quantitative results from the faculty survey.
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Stoll, Louise. "Making schools matter : linking school effectiveness and school improvement in a Canadian school district." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006575/.

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Books on the topic "Improvement of schools"

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Henry-Eastbrooke, Virginia. Manual for school improvement: A process for school improvement planning. Chicago, IL: Office of Catholic Schools, Archdiocese of Chicago, 2000.

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Great Britain. Office of Her Majesty's Chief Inspector of Schools in Wales. Setting targets for improvement. Cardiff: The Office, 1998.

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Stoll, Louise. Changing our schools: Linking school effectiveness and school improvement. Buckingham [England]: Open University Press, 1996.

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E, Robinson Glen. Effective schools research: A guide to school improvement. [Arlington, Va.]: Educational Research Service, 1985.

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E, Robinson Glen. Effective schools research: A guide to school improvement. Arlington, Va: Educational Research Service, 1985.

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Schools, Boston Public. Boston Public Schools whole-school improvement: The six essentials. [Boston, Mass.?]: Boston Public Schools, 2004.

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W, Robertson James. Improvement of education in rural schools. [Ottawa?: s.n., 1994.

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Reck, Carleen. Successful instructional practices for small schools. [Charleston, W.Va.]: Clearinghouse on Rural Education and Small Schools, 1990.

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Office, Massachusetts Dept of Education Community Education. Secondary School Improvement Councils: Issues and strategies. Quincy, Mass: Massachusetts Dept. of Education, 1987.

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Glickman, Carl D. Renewing America's schools: A guide for school-based action. San Francisco: Jossey-Bass, 1993.

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Book chapters on the topic "Improvement of schools"

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Rawolle, Shaun, Muriel Wells, Louise Paatsch, Russell Tytler, and Coral Campbell. "Contexts for School Improvement." In Improving Schools, 43–64. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-931-8_3.

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Rawolle, Shaun, Muriel Wells, Louise Paatsch, Russell Tytler, and Coral Campbell. "School Improvement as a Global Movement." In Improving Schools, 1–24. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-931-8_1.

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Rawolle, Shaun, Muriel Wells, Louise Paatsch, Russell Tytler, and Coral Campbell. "Leadership and Collaborative Practice in School Improvement." In Improving Schools, 91–126. Singapore: Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-931-8_5.

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Vanblaere, Bénédicte, and Geert Devos. "Learning in Collaboration: Exploring Processes and Outcomes." In Accountability and Educational Improvement, 197–218. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_10.

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AbstractMoving towards school improvement requires coming to understand what it means for a teacher to engage in ongoing learning and how a professional community can contribute to that end. This mixed methods study first classifies 48 primary schools into clusters, based on the strength of three professional learning community (PLC) characteristics. This results in four meaningful categories of PLCs at different developmental stages. During a one-year project, teacher logs about a school-specific innovation were then collected in four primary schools belonging to two extreme clusters. This analysis focuses on contrasting the collaboration and resulting learning outcomes of experienced teachers in these high and low PLC schools. The groups clearly differed in the type, contents, and profoundness of their collaboration throughout the school year. While the contents of teachers’ learning outcomes show both differences and similarities between high and low PLC schools, outcomes were more diverse in high PLC schools, nurturing optimism about the learning potential in PLCs. The study has implications for systematically supporting teacher learning through PLCs.
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Maag Merki, Katharina, Urs Grob, Beat Rechsteiner, Andrea Wullschleger, Nathanael Schori, and Ariane Rickenbacher. "Regulation Activities of Teachers in Secondary Schools: Development of a Theoretical Framework and Exploratory Analyses in Four Secondary Schools Based on Time Sampling Data." In Accountability and Educational Improvement, 257–301. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_12.

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AbstractPrevious research has revealed that teachers’ regulation activities in schools are most relevant for sustainable school improvement. However, previous studies have severe methodological and theoretical shortcomings. This paper presents the results of a mixed-method case study at four lower secondary schools, in which we developed a framework for understanding regulation activities and processes in schools and analyzed teachers’ regulation activities by using time sampling data of teachers’ performance-related and situation-specific day-to-day activities over 3 weeks. Our results revealed that teachers engage in regulation activities only relatively seldom. Significant differences between teachers were found that are systematically related to the teachers’ specific roles in the school. Teachers rated their regulation activities as especially beneficial for teaching, student learning, and teachers’ learning but as less beneficial for team and school development. Small differences between schools were identified. Further, the results revealed significant correlations between teachers’ perceived benefit of the daily activities and teachers’ daily satisfaction. Based on the results, it can be concluded that the newly developed method appears to be suitable for recording teachers’ daily regulation activities in a (relatively) valid manner and, consequently, for use as a complement to existing instruments. Limitations are discussed, and the need for further research is described.
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Liu, Peng. "Quality Improvement for Turnaround Schools." In Transforming Turnaround Schools in China, 59–68. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-6272-7_5.

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Reynolds, David, and Annemarie Neeleman. "School Improvement Capacity – A Review and a Reconceptualization from the Perspectives of Educational Effectiveness and Educational Policy." In Accountability and Educational Improvement, 27–40. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_3.

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AbstractIt is argued that the field of school improvement (SI) has developed rapidly over the last 30 years, but that it needs to develop further to help in the development of educational systems around the world. Specifically: (1) The early focus in the field which argued for ‘contextually variable’ interventions needs to be rediscovered in a world where solutions are increasingly regarded as universals (as in the PISA discourse); (2) The field needs to focus more on classrooms and teaching given that contemporary analyses show much greater explanatory variance there than at the (much studied) school ‘level’; (3) The field needs to move beyond using simplistic formulations about what makes ‘good’ schools to embrace formulations that concern how to make schools ‘good’; (4) The field needs to move beyond the simplistic early analyses of either the home determinants of learning or ‘school’ ones and acknowledge that both schools and communities/homes need to be synergistically the focus of our improvements efforts. There are therefore questions to ask about the current utility of SI for professionals in education who may be orientated to a different skill set than that of educational effectiveness and improvement currently.
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Blossing, Ulf, Torgeir Nyen, Åsa Söderström, and Anna Hagen Tønder. "Organisational Perspectives on Schools and Change." In Local Drivers for Improvement Capacity, 9–25. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12724-8_2.

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Webber, Charles F., and Jodi Nickel. "Alberta, Canada: School Improvement in Alberta." In Educational Authorities and the Schools, 209–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38759-4_12.

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Lomos, Catalina. "The Relationship Between Teacher Professional Community and Participative Decision-Making in Schools in 22 European Countries." In Accountability and Educational Improvement, 41–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69345-9_4.

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AbstractVarious empirical studies have established the positive relationship between teacher professional community (PC) and participative decision-making (PDM) within schools. Considering that these relationships proved relevant to school improvement in different countries, a comparative approach will allow us to establish whether this positive relationship holds true for a wider range of European countries. This study presents results of this relationship using data from 35,000 secondary teachers in 22 European countries. Taking an exploratory approach, the study investigates the relationship between the presence of PC and the school actors involved in PDM. We are particularly interested in the level of active participation in decision-making by teachers, the school governor or counsellor, and by students, and the relative presence of PC. We find this relationship to be significant and positive, but varying in strength according to the actors involved in decision-making. Furthermore, the relationship is stronger across all countries studied when teachers are significantly involved in decision-making as opposed to when school counsellors or governors are more involved. Regarding student involvement in decision-making, its relationship with PC proved stronger when students could influence school rules or help choose teaching and learning materials. The relationships measured and compared across countries were tested for robustness by applying a test for measurement invariance of the PC latent concept and discussing its implications for the relationships of interest. After other relevant robustness checks, we conclude that, across all European countries studied, there is a positive relationship between PC and PDM in schools, with the involvement of some actors in PDM being more indicative of the presence of PC than the involvement of others.
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Conference papers on the topic "Improvement of schools"

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Lubrica, Percyveranda, Imelda Parcasio, Manolita Alvaro, Jingle Cuevas, Alma Vida Gallardo, Ruth Batani, and Dominador Garin. "HALLMARKS OF SCHOOL-BASED MANAGEMENT: THEIR IMPACT TO QUALITY IMPROVEMENT AMONG PUBLIC SECONDARY SCHOOLS." In 31st International Academic Conference, London. International Institute of Social and Economic Sciences, 2017. http://dx.doi.org/10.20472/iac.2017.031.028.

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Arsyad, Arfan. "Analysis Of Supervisor Competencies In Implementing School Based Management Towards Quality Improvement Of Secondary Schools." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.165.

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Zhang, Jin, and Yanan Wang. "Study on the Elderly-oriented Improvement of Rural Idle Schools." In Proceedings of the 2019 International Conference on Architecture: Heritage, Traditions and Innovations (AHTI 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ahti-19.2019.72.

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Votava, Jiri, and Jitka Jirsakova. "Benefits of Career Guidance for Secondary Vocational School Students -Evaluation of a Pilot Program." In 14th International Scientific Conference "Rural Environment. Education. Personality. (REEP)". Latvia University of Life Sciences and Technologies. Faculty of Engineering. Institute of Education and Home Economics, 2021. http://dx.doi.org/10.22616/reep.2021.14.053.

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Although career guidance in the Czech Republic is officially perceived as a priority of the education system, guidance support is not provided equally at all types of schools and on all levels of the education system. For example, we register insufficient support for students at secondary vocational schools. As previous research by the authors of the article has shown, it seems that once a young person decides to pursue a career, the effort of the school system to pay further attention to career guidance will also decrease. This paper is aimed to suggest a new program for career education, counselling and training, afterwards to pilot it at three secondary vocational schools, and with the help of action research to collect and to evaluate experience from the school practice. The empirical part of this article consists of three research phases. First, a baseline analysis was performed using mixed data resources (questionnaire survey among students, interviews with school counsellors and document analysis). In the second phase, a new career guidance program was proposed. Finally, the program was tested at three vocational schools in the years 2019 and 2020. Using action research design, the researchers gathered evidence and identified the benefits of new counselling activities. Based on these results, proposals for further improvement and implementation of career guidance and education at secondary vocational schools were submitted.
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Jawas, Umiati, Riza Weganova, Ayu Liskinasih, and Rizky Lutviana. "Authentic Assessment versus External Examination for Instructional Improvement in Indonesian Schools." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007418902620268.

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Fatah, Rois Abdul, and Aan Komariah. "Principal Leadership for Private Schools Improvement in the Industrial Revolution Era 4.0." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.152.

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Razzak, Nina Abdul. "AN OVERVIEW OF THE CHAPTER �LEADING AND MANAGING ACTION RESEARCH FOR SCHOOL IMPROVEMENT: THE CASE OF BAHRAINI SCHOOLS�." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.076.

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Sohidin, Sohidin. "Revitalizing of Vocational High Schools for Productivity Improvement and Graduates Competitiveness (Standard Formatting for Alternative Excellence of Vocational High Schools)." In International Conference on Teacher Training and Education 2018 (ICTTE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ictte-18.2018.9.

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Li, Fuchang, Fengrui Liu, and Xiaohui Hu. "Research on the Improvement Strategy of Marketing Talents Training in Secondary Vocational Schools." In Proceedings of the 2018 2nd International Conference on Education Innovation and Social Science (ICEISS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iceiss-18.2018.5.

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Suryana, Asep, and Minnah El Widdah. "Development of Value-Based Leadership: Model in Quality Culture Improvement on Primary Schools." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.34.

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Reports on the topic "Improvement of schools"

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Hanushek, Eric, John Kain, and Steven Rivkin. Disruption versus Tiebout Improvement: The Costs and Benefits of Switching Schools. Cambridge, MA: National Bureau of Economic Research, September 2001. http://dx.doi.org/10.3386/w8479.

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Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

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We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
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Beaver, Jessica, and Elliot Weinbaum. Measuring School Capacity, Maximizing School Improvement. Consortium for Policy Research in Education, July 2012. http://dx.doi.org/10.12698/cpre.2012.rb53.

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Olsen, Laurie. The PROMISE Model: An English-Learner Focused Approach to School Reform. Loyola Marymount University, 2011. http://dx.doi.org/10.15365/ceel.policy.3.

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Findings from a 3-year (2006-2009) evaluation of the PROMISE Model pilot are presented in this policy brief that seeks to address three questions: 1) What is the PROMISE Model ?; 2) What changes occurred in schools as a results of implementing the PROMISE Model ?; and 3) What are the lessons learned from the PROMISE Model pilot that can contribute to an understanding of school reform for English Learners? A qualitative, ethnographic approach allowed for exploration of the research questions. The researcher identified five foundational elements to the PROMISE Model. Implementation of the PROMISE Model increased use of EL specific research-based approaches to student grouping, placement, instruction, school structures, curriculum choices, program design and practices in addition to more knowledgeable and advocacy-oriented leaders and distributive leadership. The brief presents five lessons learned that contribute to a deeper understanding of the impact of a school reform model on English Learners. Two policy recommendations include: 1) broadly disseminate research on effective EL education and provide an infrastructure of support with EL expertise; and 2) adopt the PROMISE Model or components of the model as a viable school improvement strategy.
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Hanushek, Eric, and Ludger Woessmann. The Role of School Improvement in Economic Development. Cambridge, MA: National Bureau of Economic Research, January 2007. http://dx.doi.org/10.3386/w12832.

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Rowan, Brian, Richard Correnti, Robert Miller, and Eric Camburn. School Improvement by Design: Lessons From a Study of Comprehensive School Reform Programs. Consortium for Policy Research in Education, August 2009. http://dx.doi.org/10.12698/cpre.2009.sii.

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Robinson, Marian. Growing School Networks for Instructional Improvement in Jordan, 2009-2010. Consortium for Policy Research in Education, August 2011. http://dx.doi.org/10.12698/cpre.2011.rr70.

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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Goertz, Margaret, Carol Barnes, and Diane Massell. How State Education Agencies Acquire and Use Research in School Improvement Strategies. Consortium for Policy Research in Education, August 2013. http://dx.doi.org/10.12698/cpre.2013.rb55.

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Goertz, Margaret, Diane Massell, and Carol Barnes. How State Education Agencies Acquire and Use Research in School Improvement Strategies. Consortium for Policy Research in Education, October 2014. http://dx.doi.org/10.12698/cpre.2014.pb14-2.

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