Journal articles: '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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Ko, James Y. C., Philip Hallinger, and Allan D. Walker. "Exploring School Improvement in Hong Kong Secondary Schools." Peabody Journal of Education 87, no. 2 (April 2012): 216–34. http://dx.doi.org/10.1080/0161956x.2012.664474.

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Lezotte, Lawrence W. "School improvement based on the effective schools research." International Journal of Educational Research 13, no. 7 (January 1989): 815–25. http://dx.doi.org/10.1016/0883-0355(89)90031-1.

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O'Day, Jennifer. "Complexity, Accountability, and School Improvement." Harvard Educational Review 72, no. 3 (September 1, 2002): 293–329. http://dx.doi.org/10.17763/haer.72.3.021q742t8182h238.

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In this article, Jennifer O'Day builds on her earlier work defining and examining the standards-based reform movement in the United States. Here, O'Day explores accountability mechanisms currently associated with standards-based reform efforts that "take the school as the unit of accountability and seek to improve student learning by improving the functioning of the school organization." She examines such accountability mechanisms using the theoretical framework of complexity theory and focuses on how information travels through complex systems, with the understanding that information, its existence and usage, is key to improving schools. Drawing on work conducted with researchers at the Consortium for Policy Research in Education(CPRE), she contrasts the Chicago Public Schools' outcomes-based bureaucratic accountability approach with the combination of administrative and professional accountability found in the Baltimore City Schools. She argues that the combination of administrative and professional accountability presents a much more promising approach for implementing lasting and meaningful school reform.

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Hartmann, Jeffrey. "Understanding the Emotional Systems in Schools." Voices of Reform 3, no. 2 (December 29, 2020): 118–32. http://dx.doi.org/10.32623/3.10008.

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There is a hidden dynamic in schools that is potent, pervasive, and impacts all aspects of a school’s function. This dynamic exists among those within a school and has the power to propel or thwart improvement efforts, include or exclude new staff members, and be a help or hindrance to the mental well-being of our educators. Revealing this hidden world and understanding its impact is key to moving schools forward. What follows are examples of how our school used a conceptual framework known as Resilient Leadership, based on Bowen Family Systems Theory, to help our team better understand this hidden world as we moved forward. Our school needed a framework to help everyone navigate the emotional tumult that inevitability occurs through the process of improvement.

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Barakaevich, Karaev Samaridin. "Improvement of Vocational Training of Pupils in Secondary Schools." International Journal of Psychosocial Rehabilitation 24, no. 1 (January 20, 2020): 1734–42. http://dx.doi.org/10.37200/ijpr/v24i1/pr200273.

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Maulana, Rifky Audrey, Neti Karnati, and Winda Dewi Listyasari. "Hubungan antara Quality of Work Life dengan Kinerja Guru di Sekolah Menengah Pertama Negeri Kecamatan Pulogadung Kota Administrasi Jakarta Timur." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 4, no. 1 (May 17, 2017): 38. http://dx.doi.org/10.21009/improvement.04105.

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This study aims to determine whether there is a relationship between the qualityof work life and teachers performance of Junior High School in Pulogadung DistrictArea, East Jakarta. This research is a quantitative study with 2 variables in it, namely:(X) Quality of Work Life as independent variables and (Y) Performance as the dependentvariable. Quality of work life is a set of real work situations in organizations which refersto the creation of performance improvement, employee involvement, as well as thesatisfaction of the people involved in the organization in order to meet the expectations ofthe members of the organization. Performance is the attitude of the person which gift acontribution to reach the goal of work and the purpose of organization. The method usedis survey method with the results of correlational studies. The population in this study is aJunior High School teacher in Pulogadung District Area, East Jakarta. Samples weretaken by using a simple random sampling technique. The technique is based on thesample size used in this study were 65 teachers. Data collection for the variable QualityOf Work Life (X) and Performance (Y) using a questionnaire. Product MomentCorrelation coefficients obtained, the coefficient r equal to 0.61079, and the results oftesting the hypothesis with t test obtained t count equal to 6.123 is greater than t table of1.669, then the alternative hypothesis (Ha) is expressed in a significant correlationcoefficient received. The coefficient of determination of 0.3731 this means that thecontribution of the quality of work life in schools to performance of Junior High Schoolteacher in Pulogadung District Area, East Jakarta, amounting to 37.31%.

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Henry, Wesley. "Identifying and Allocating Resources for Learning Improvement." Theory & Practice in Rural Education 9, no. 1 (May 30, 2019): 61–73. http://dx.doi.org/10.3776/tpre.2019.v9n1p61-73.

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This article investigates efforts by rural superintendents and rural principals to identify and leverage the local resources available to them to support learning improvement agendas within their schools. This study investigates practices within a diverse range of rural schools located in Washington State to understand how resources can be identified and allocated to best support student learning. In addition, this article explores the importance of family and community engagement in administrators' school improvement agendas. The conceptual framework for this study is informed by literature investigating resource allocation for educational improvement. This study was designed to better understand how rural education leaders identify, leverage, and allocate supports and resources, particularly those available within their immediate communities, to meet the needs of their staff and students. The rural schools represented in this study demonstrate trends in student achievement gains, despite challenges facing rural schools, such as increasing economic stratification in rural communities and diseconomies of scale in operating small schools and districts. Administrators meet these challenges by (a) maximizing teacher's instructional time through assuming duties often performed by nonadministrative personnel in other settings, thereby reaffirming the particularly multifaceted nature of rural school leadership; (b) forging formal and informal partnerships within the immediate community and geographic region to support student learning; and (c) leveraging the interconnected nature of rural communities in ways that increase community engagement in schools. Thoughtful community engagement strategies help manage the external politics of resource distribution within schools and ultimately materialize support for student learning.

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Sun, Min, Emily K. Penner, and Susanna Loeb. "Resource- and Approach-Driven Multidimensional Change: Three-Year Effects of School Improvement Grants." American Educational Research Journal 54, no. 4 (March 28, 2017): 607–43. http://dx.doi.org/10.3102/0002831217695790.

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Hoping to spur dramatic school turnaround, the federal government channeled resources to the country’s lowest-performing schools through School Improvement Grants (SIG). However, prior research on SIG effectiveness is limited and focuses primarily on student achievement. This study uses a difference-in-differences strategy to estimate program impacts on multiple dimensions across the 3-year duration of the SIG award in one urban school district. Following 2 years of modest improvement, we find pronounced, positive effects of SIG interventions on student achievement in Year 3, consistent with prior literature indicating that improvements from comprehensive school turnarounds emerge gradually. We also identify improvements indicating the process through which change occurred, including reduced unexcused absences, increased family preference for SIG schools, improved retention of effective teachers, and greater development of teacher professional capacity.

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Arifin, Intan Larange, Amril Muhammad, and Siti Rochanah. "Implementasi Peran Asosiasi Cerdas dan Berbakat Istimewa (CI+BI) Nasional Dalam Peningkatan Mutu Layanan Pendidikan Untuk Siswa Cerdas dan Berbakat Istimewa (CI+BI) Indonesia." IMPROVEMENT Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan 3, no. 1 (August 25, 2017): 1. http://dx.doi.org/10.21009/improvement.03101.

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This research was conducted at Asosiasi CI+BI Nasional, which aims to determine the process of teamwork and communication is done Asosiasi CI+BI Nasional in improving the quality of educational services for gifted students and special intelligent Indonesia. This study was conducted in November 2015 and January 2016. The researchers used a qualitative approach and descriptive method. Data collected through interviews, observation, and documentation study. Source data from this study are: the general secretary of the Asosiasi CI+BI Nasional, chairman of the Asosiasi CI+BI Wilayah, and some informants supporting, among others, the management areas of the Asosiasi CI+BI Nasional and school/madrasah service provider subsidiary CI+BI under the auspices of the Asosiasi CI+BI Nasional. Teamwork in Asosiasi CI+BI Nasional is done by those who want to work together to analyze needs and the resources available for cooperation with Asosiasi CI+BI Nasional. Then those who want to work together to contact Asosiasi CI+BI Nasional and did a deal related to the program to be implemented. Asosiasi CI+BI Nasional provides guidance to those who want to work together to reach areas of Asosiasi CI+BI Nasional in accordance with the needs and demands. Asosiasi CI+BI Nasional should help schools/madrasah service provider subsidiary CI+BI to look for students who have the potential of gifted special use technology optimally to notify information about the achievements of students CI+BI by making connections between blogs Asosiasi CI+BI Nasional website owned by the school/madrasah service provider CI + BI children under the auspices of Asosiasi CI+BI Nasional.

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Shaaban, Khaled, and Khadija Abdur-Rouf. "Assessing Walking and Cycling around Schools." Sustainability 12, no. 24 (December 18, 2020): 10607. http://dx.doi.org/10.3390/su122410607.

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To encourage students to walk and cycle to school and ensure their health and safety, it is essential to provide safe and operationally efficient infrastructure around schools. This study used an audit tool to assess the infrastructure and environment around schools in the city of Doha, Qatar, with a particular emphasis on active transport (walking and cycling). The aim was to identify strengths, weaknesses, and areas for improvement. Twenty-two schools with varied education levels were assessed. Among all assessed categories, active transport items scored the lowest, requiring the most improvements. A detailed analysis was conducted based on school type (elementary, primary, high, and mixed-schools) and revealed similar results except for elementary schools (scored acceptable for active transport). The study revealed that adding bike lanes, installing bicycle parking, and providing good separation of travel modes are the most needed improvements at school sites. In summary, improving active transport could significantly improve the overall quality of the infrastructure around schools in Qatar. Such improvements could greatly encourage more school children to walk and cycle to school instead of being primarily dropped-off and picked up by their parents’ vehicles or school buses.

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Ärlestig, Helene. "Principals' Communication Inside Schools: A Contribution to School Improvement?" Educational Forum 71, no. 3 (September 30, 2007): 262–73. http://dx.doi.org/10.1080/00131720709335010.

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Hajisoteriou, Christina, Christiana Karousiou, and Panayiotis Angelides. "Successful components of school improvement in culturally diverse schools." School Effectiveness and School Improvement 29, no. 1 (October 6, 2017): 91–112. http://dx.doi.org/10.1080/09243453.2017.1385490.

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Goddard, Bill. "Schools of Hope: a new agenda for school improvement." Journal of In-service Education 31, no. 1 (March 1, 2005): 211–24. http://dx.doi.org/10.1080/13674580500200477.

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Efendi, Muhamad, Suryadi Suryadi, and Ma’ruf Akbar. "THE EFFECTS OF SCHOOL SELF-EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA." Journal of Education Research in Administration and Management (JERAM) 2, no. 1 (January 10, 2018): 143. http://dx.doi.org/10.29061/jeram.v2i1.84.

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THE EFFECTS OF SCHOOL SELF-`EVALUATION, QUALITY POLICY, QUALITY PLANNING, AND QUALITY IMPROVEMENT ON QUALITY ASSURANCE OF STATE JUNIOR SECONDARY SCHOOLS IN JAKARTA MUHAMAD EFENDI Education Management Study Program, postgraduate faculty, State University of Jakarta, Indonesia ABSTRACT The purpose of this study is to find out the effects of school self-evaluation, quality policy, quality planning, and quality improvement on the quality assurance of State Junior Secondary Schools in Jakarta. The population of this study is two hundred and eighty nine state junior secondary schools. Empirical data was drawn from the research sample were collected by using questionnaires that have been checked for validity and reliability distributed to one hundred and sixty five state junior secondary schools. The data was analyzed using statistical package for social science (SPSS V.20) and Microsoft Excel package and it was presented in tables and bar graphs. The results of this study revealed: 1) Three factors have a significant direct positive effect on quality assurance are quality policy, quality planning, and quality improvement of State Junior Secondary Schools in Jakarta. 2) School self-evaluation has a significant direct positive effect on quality policy, quality planning, and quality improvementof State Junior Secondary Schools in Jakarta.3) The Quality policy has a significant direct effect on quality planning, and quality planning has a significant direct effect on quality of State Junior Secondary Schools in Jakarta. The researcher recommended the deployment of a culture of school self-evaluation activities, and all stakeholder play an active role in supporting the quality policy established by the school leadership and implement the quality plan as planned and educators to always improve the quality of learning and teaching in order to improve the quality of education in school. Keywords: Quality assurance, School Self-evaluation, Quality policy, Quality planning, Quality improvement.

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FREEMAN, M. C., T. CLASEN, R. DREIBELBIS, S. SABOORI, L. E. GREENE, B. BRUMBACK, R. MUGA, and R. RHEINGANS. "The impact of a school-based water supply and treatment, hygiene, and sanitation programme on pupil diarrhoea: a cluster-randomized trial." Epidemiology and Infection 142, no. 2 (May 24, 2013): 340–51. http://dx.doi.org/10.1017/s0950268813001118.

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SUMMARYThe impact of improved water, sanitation, and hygiene (WASH) access on mitigating illness is well documented, although impact of school-based WASH on school-aged children has not been rigorously explored. We conducted a cluster-randomized trial in Nyanza Province, Kenya to assess the impact of a school-based WASH intervention on diarrhoeal disease in primary-school pupils. Two study populations were used: schools with a nearby dry season water source and those without. Pupils attending ‘water-available’ schools that received hygiene promotion and water treatment (HP&WT) and sanitation improvements showed no difference in period prevalence or duration of illness compared to pupils attending control schools. Those pupils in schools that received only the HP&WT showed similar results. Pupils in ‘water-scarce’ schools that received a water-supply improvement, HP&WT and sanitation showed a reduction in diarrhoea incidence and days of illness. Our study revealed mixed results on the impact of improvements to school WASH improvements on pupil diarrhoea.

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Louis, Karen Seashore. "Trust and improvement in schools." Journal of Educational Change 8, no. 1 (January 10, 2007): 1–24. http://dx.doi.org/10.1007/s10833-006-9015-5.

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Nedzinskaite-Maciuniene, Rasa, Agne Brandisauskiene, Jurate Cesnaviciene, and Ramute Bruzgeleviciene. "Organizational consulting models and performance improvement." Management 25, no. 2 (December 21, 2020): 195–213. http://dx.doi.org/10.30924/mjcmi.25.2.11.

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This study is concerned with a possible organizational consulting model of schools in rural areas with unfavorable social, economic and cultural (SEC) environments. Specifically, the study offers a case study analysis of five rural schools of one Lithuanian municipality. The results yield a conceptual framework for a model of rural school consultation. The proposed model is in line with the theoretical approaches of the dynamic and the ecological theories. The obtained research results offer suggestions and insights for organizational development theory and practice.

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Lee, Albert, Lawrence St Leger, and Alysoun Moon. "Evaluating health promotion in schools: a case study of design, implementation and results from the Hong Kong Healthy Schools Award Scheme." Promotion & Education 12, no. 3-4 (September 2005): 123–30. http://dx.doi.org/10.1177/10253823050120030105.

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Health promoting schools (HPS) and Healthy Schools Award Schemes from a number of countries have demonstrated positive changes in children's health behaviours and the culture and organisation of the school. The Hong Kong Healthy Schools Award Scheme (HKHSA) aims to promote staff development, parental education, involvement of the whole school community, and linkage with different stakeholders to improve the health and well-being of the pupils, parents and staff, and the broader community, supported by a system to monitor the achievement. This concept is very much in line with the research literature on school effectiveness and improvement. The indicators examined to evaluate the success of the HKHSA reflect outcomes related to both health and education and are not limited to changes in population health status. The early results demonstrated significant improvements in various aspects of student health and also improvement in school culture and organisation. The evaluation framework described in this paper and data collected to assess how schools perform in the HKHSA scheme, provides insight into how HPSs could lead to better outcomes for both education and health.

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Fadhli, Muhammad. "MENATA ULANG LEMBAGA PENDIDIKAN ISLAM SEBAGAI UPAYA MENINGKATKAN MUTU." ANSIRU PAI : Pengembangan Profesi Guru Pendidikan Agama Islam 2, no. 1 (May 8, 2018): 114. http://dx.doi.org/10.30821/ansiru.v2i1.1635.

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Islamic Education as a form of teaching and learning based on the principles and values of Islam. Education in Islam is a means towards the improvement of morals. In other words, education in Islam is a function to achieve the sublime morals, while educational institutions are aspects of material to perform these functions. Rearrangement or school improvement is a systematic effort, sustained intended to change the learning process and other related internal conditions in schools, with the goal of achieving educational goals more effectively. Structuring educational institutions as an approach to educational change that has two purposes: 1) to improve student achievement and, 2) to strengthen the school's capacity for managing change. School improvement approach everything should have the ultimate goal kepasa efforts to improve student achievement. Efforts to improve the school should not be based on the state of the schools that have a shortage / low-quality. Due to the increasingly dynamic changing times then the school must continue to improve its quality. Because the schools that already have a good quality can continue to get better again.

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Chapman, Christopher, Hannah Chestnutt, Niamh Friel, Stuart Hall, and Kevin Lowden. "Professional capital and collaborative inquiry networks for educational equity and improvement?" Journal of Professional Capital and Community 1, no. 3 (July 4, 2016): 178–97. http://dx.doi.org/10.1108/jpcc-03-2016-0007.

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Purpose – The purpose of this paper is twofold, first, it is to reflect on the development of professional capital in a three-year collaborative school improvement initiative that used collaborative inquiry within, between and beyond schools in an attempt to close the gap in outcomes for students from less well-off backgrounds and their wealthier counter parts. Second, this paper will reflect more broadly on the initiative as a whole. Design/methodology/approach – This research and development initiative involved the research team working in a nested setting as second-order action researchers, consultants and critical friends with a range of actors across the system. The findings are based on mixed methods data collected from eight case study school partnerships. The partnerships involved over 50 schools across 14 school districts in Scotland. Social network analysis was also used in one of the school districts to map and quantify professional relationships across schools. Findings – Over time, relationships within the partnerships developed and deepened. This occurred within individual schools, across schools within the partnerships and beyond the school partnerships. At the same time as these networks expanded, participants reported increases in human, social and decisional capital, not only among teachers, but also among other stakeholders. In addition, through their collaborative inquiries schools reported increased evidence of impact on positive outcomes for disadvantaged students. Originality/value – The professional capital of individuals and organisations across and beyond schools is demonstrated as an important consideration in the pursuit of both quality and equity in education.

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Stosich, Elizabeth Leisy, Candice Bocala, and Michelle Forman. "Building coherence for instructional improvement through professional development." Educational Management Administration & Leadership 46, no. 5 (May 29, 2017): 864–80. http://dx.doi.org/10.1177/1741143217711193.

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This study explores how six school leadership teams in a rural district in California responded to professional development (PD) designed to strengthen leadership practices and organizational conditions in schools for improving teaching and learning. Specifically, the PD was intended to address the problem of practice identified by the schools: teachers needed to learn to work in new ways to support students in meeting the Common Core State Standards (CCSS). Researchers used design-based implementation research (DBIR) to understand the connection between the design and implementation of the PD model and the impact on participating schools. Findings suggest that in developing PD programs, three challenges need to be addressed in designing experiences for educators that strengthen their capabilities to lead instructional improvement: maintaining the connection between organizational processes and instructional practice; approaching school leadership team collaboration as joint work; and utilizing a developmental approach to improvement. The article concludes by exploring the potential of DBIR for designing and refining models for school leaders’ professional learning.

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Brown, Chris, Alan Daly, and Yi-Hwa Liou. "Improving trust, improving schools." Journal of Professional Capital and Community 1, no. 1 (January 11, 2016): 69–91. http://dx.doi.org/10.1108/jpcc-09-2015-0004.

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Purpose – Many governments worldwide are now promoting the importance of research-informed efforts at improvement. At the same time research is yet to make sustained impact on the practices of teachers. Given the importance of the issue and the lack of progress in this area, the purpose of this paper is to examine what drives teachers’ perceptions that their school: first, encourages the use of research evidence to support improvements to teaching; and second, whether school improvement strategies are grounded in research on effective practice. Design/methodology/approach – Reviewing extant literature, the authors hypothesize that teachers’ perceptions of research use are related to their perceptions of: the presence of in-school organizational learning (OL) factors; whether they work in high-trust environments; and also to the frequency and quality of their “expertise-seeking” interactions. Using a survey instrument to measure OL, trust, and school research use climate, the authors gather data from 828 teachers in 43 schools. The authors then use social network analysis to quantify teachers’ professional relationships; with hierarchical linear regression employed to explore multilevel relationships between variables. Social network diagrams are also used to visualize the patterns of relationships between teachers/study variables. Findings – The analysis indicates that teachers who report the climate of their schools to be focussed on learning, experimentation, and valuing new ideas, tend to also report more use of research/evidence. Likewise, teachers who had more frequent and useful interactions around teaching and learning also report more research/evidence use (RE Use) in their schools. Finally, and perhaps most powerfully, is that higher levels of perceived trust in the school are also associated with reporting higher levels of RE Use. Originality/value – The results illustrate the importance of learning and trust in facilitating the types of relations needed to provide teachers with access to the research/evidence centered social capital that resides within a school. The work expands the notions of what is necessary to support the use of research/evidence in schools by placing more relational elements of the improvement equation front and center.

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Keedy, John L., and Jan M. Allen. "Examining District Norms from a Rural School's Site-Based Improvement Perspective: Complementary or Obstructive?" Journal of School Leadership 8, no. 2 (March 1998): 187–210. http://dx.doi.org/10.1177/105268469800800207.

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Schools with at-risk students can improve when district norms support school-based improvement efforts. The authors (a) studied a district's norms from a rural school leader's perspective and (b) examined the impact of these norms upon the school's revitalization goals. Data were collected through interview, observation, mining of documents, and the Group Development Assessment instrument. The five district norms (lack of district vision/focus, board and central office control orientation and lack of trust, blaming others/defensiveness, constant personnel turnover, and poor communication) were obstructive to achieving school goals. Despite progress made by school leaders in improving both the parent-teacher relationships and teacher work climate, the prognosis for achieving the crucial goal, redesigning instruction as more meaningful and engaging for high-risk students, seemed doubtful. Improving schools for at-risk students needs a normative environment engineered by a change-and-empowerment model binding the district to school improvement efforts.

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Rahayuningsih, Retna Sundari, Syarief Fajaruddin, and Lena Citra Manggalasari. "The implementation of total quality management in vocational high schools." Psychology, Evaluation, and Technology in Educational Research 1, no. 1 (September 21, 2018): 31. http://dx.doi.org/10.33292/petier.v1i1.20.

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The study aimed to find out the implementation of teachers’ focus on students and the level of students’ satisfaction, the implementation of the involvement of school’s communities, the implementation of teacher service measurement, the implementation of the commitment of school’s communities, and implementation of teacher services improvement. This particular evaluative research used descriptive-quantitative design. The evaluation model was a discrepancy evaluation model. The research sites were Negeri 2 Pengasih State Vocational High School, Negeri 1 Nanggulan Kulon Program State Vocational High School, Ma’arif 1 Wates Kulon Progo Vocational High School and Muhammadiyah 1 Temon Kulon Progo Vocational High School. The subjects of this study were students, teachers, and principals from four schools. The objects of this research were: (1) the implementation of teachers’ focus on students, (2) the implementation of the involvement of school’s communities, (3) the implementation of teacher service measurement, (4) the implementation of the commitment of school’s communities, and (5) the implementation of teacher service improvement. Data collection techniques were observation, document analysis, and questionnaire. Data collection instruments used observation rubric, document analysis sheets, and questionnaire. The level of implementation reported in a percentage which reports a comparison between the averages score and the maximum score. The results of this study showed that the overall average in four vocational high schools were: (1) the level of teacher's focus on students was 81.13% (very good), and the level of students’ satisfaction was 77.69% (students feel satisfied); (2) the level of involvement of school’s communities was 80.28% (good); (3) the level of teacher service measurement was 77.50% (good); (4) the level of the commitment of school’s communities was 79.77% (good); and (5) the level of teacher service improvement was 77.50% (good).Keywords: total quality management, vocational high school

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Al-Haimer Al-Merri, Ali Salem Saleh, and Hani J. Irtaimeh. "Cultural Values on Continuous Improvement in Private Schools in Kuwait." International Journal of Business and Management 15, no. 5 (April 14, 2020): 37. http://dx.doi.org/10.5539/ijbm.v15n5p37.

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This study aimed to identify the impact of cultural values on continuous improvement in Kuwaiti private schools. The study was applied over a convenient sample amounting 100 administrators. The study concluded that there is an effect of cultural values on continuous improvement in private schools in Kuwait. The researcher recommends that there is a need to train employees in private schools to practice cultural values that contribute to continuous improvement, In addition to focus on enhancing work spirit within one team between teachers and school personnel, and to focus on enhancing cultural values prevailing in Kuwaiti society among school students.

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Carlson, Deven, and Stéphane Lavertu. "School Improvement Grants in Ohio: Effects on Student Achievement and School Administration." Educational Evaluation and Policy Analysis 40, no. 3 (March 23, 2018): 287–315. http://dx.doi.org/10.3102/0162373718760218.

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The federal School Improvement Grant (SIG) program allocated US$7 billion over nearly a decade in an effort to produce rapid and lasting improvements in schools identified as low performing. In this article, we use a regression discontinuity design to estimate the effect of Ohio’s SIG turnaround efforts on student achievement and school administration. The results indicate that Ohio’s SIG program significantly increased reading and math achievement, with effects in both subjects of up to 0.20 standard deviations in the second year after SIG eligibility identification. Estimates for the third year are somewhat larger, in the range of one quarter of a standard deviation. We provide evidence that these effects were primarily attributable to schools that implemented the SIG Turnaround model. We also show that SIG eligibility had a positive effect on per-pupil spending, but no average effect on administrative outcomes, including staff turnover, the number of staff members in the school, and school closure. These null overall effects mask heterogeneity across SIG models, however. Most notably, Turnaround schools experienced more turnover than they otherwise would have, whereas Transformation schools experienced less.

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Bahadur Bhujel, Chandra. "The Role of Principal in Improvement of School Performance: A Qualitative Study in Community School of Nepal." Research Journal of Education, no. 71 (January 8, 2021): 1–10. http://dx.doi.org/10.32861/rje.71.1.10.

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This study aims to explore the role of the principal’s leadership in the improvement of school performance in community schools and to identify the major challenges faced by principals of community schools while improving school performance. A qualitative approach and phenomenology research design was used in this study. Interview and Focus Group Discussions schedule were used to collect data from the field, 5 principals were the respondents for interview and 20 principals of different community schools were involved in focused group. The data were analyzed using qualitative data management software Atlas ti. The determination and taking self-initiative is a crucial role for community school principals to maintain school enrollments, education quality, and collecting funds for school performance. Principals have adopted several noticeable strategies to increase education quality. Some of the ways and means adopted by the successful schools are maintaining constant discipline in school encouraging students and teachers by rewards and appreciation, consistent observing and supervision of class conduction, student attendance and teacher’s consistency, coaching classes for feeble and interested students, parent-teacher communication, contests and competitions between the cluster and individual. Every principal faces some of the biggest frustrations to control student behavior, recruiting teachers and cooperation between staff, promote personalized learning, improve the teaching and learning environment, student retention, and parents’ support in the improvement of the school. The study further recommended that principals and teachers should be given sufficient training to improve the school’s performance.

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Bahadur Bhujel, Chandra. "The Role of Principal in Improvement of School Performance: A Qualitative Study in Community School of Nepal." Research Journal of Education, no. 71 (January 8, 2021): 1–10. http://dx.doi.org/10.32861/rje.71.1.10.

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This study aims to explore the role of the principal’s leadership in the improvement of school performance in community schools and to identify the major challenges faced by principals of community schools while improving school performance. A qualitative approach and phenomenology research design was used in this study. Interview and Focus Group Discussions schedule were used to collect data from the field, 5 principals were the respondents for interview and 20 principals of different community schools were involved in focused group. The data were analyzed using qualitative data management software Atlas ti. The determination and taking self-initiative is a crucial role for community school principals to maintain school enrollments, education quality, and collecting funds for school performance. Principals have adopted several noticeable strategies to increase education quality. Some of the ways and means adopted by the successful schools are maintaining constant discipline in school encouraging students and teachers by rewards and appreciation, consistent observing and supervision of class conduction, student attendance and teacher’s consistency, coaching classes for feeble and interested students, parent-teacher communication, contests and competitions between the cluster and individual. Every principal faces some of the biggest frustrations to control student behavior, recruiting teachers and cooperation between staff, promote personalized learning, improve the teaching and learning environment, student retention, and parents’ support in the improvement of the school. The study further recommended that principals and teachers should be given sufficient training to improve the school’s performance.

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Josic, Smiljana, Vladimir Dzinovic, and Ivana Cirovic. "Teachers’ perceptions of factors impeding school improvement in Serbia." Psihologija 47, no. 2 (2014): 231–47. http://dx.doi.org/10.2298/psi1402231j.

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In the last ten years the education system in Serbia has undergone a series of innovations which have encountered various obstacles. Teachers, as the key actors in the implementation of innovations, have implicit perceptions which may impact on the success of any school improvement. Therefore this study employed a mixed methods research strategy to investigate what teachers see as the obstacles to school improvement. A qualitative study implied four focus groups with teachers, while quantitative data was gathered through a questionnaire completed by 1,441 teachers from 40 primary schools from different regions around Serbia. Factor analysis confirmed that the potential obstacles could be grouped into six factors (Teachers? incompetence, Material and organizational barriers, Lack of systemic support, Student related barriers, Lack of communication within the school, Lack of communication between schools and stakeholders). Teachers see the biggest obstacles to school improvement in student related and material and organizational barriers. Teachers do not see themselves as the most significant source of problems in improving the work of schools, but transfer responsibility onto more general issues and external agents.

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Elgart, Mark A. "Can schools meet the promise of continuous improvement?" Phi Delta Kappan 99, no. 4 (November 27, 2017): 54–59. http://dx.doi.org/10.1177/0031721717745546.

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Continuous improvement is “an embedded behavior within the culture of a school that constantly focuses on the conditions, processes, and practices that will improve teaching and learning.” The phrase has been part of the lexicon of school improvement for decades, but real progress is rare. Based on its observations of about 5,000 institutions a year, AdvancEd Improvement Network has found that there are strong relationships between effective continuous improvement practices and the following characteristics of high-performing schools: a clear direction, healthy culture, high expectations, impact of instruction, resource management, efficacy of engagement, and implementation capacity.

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Riaz, Ismat. "Schools for change: a perspective on school improvement in Pakistan." Improving Schools 11, no. 2 (July 2008): 143–56. http://dx.doi.org/10.1177/1365480208091106.

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Cibulka, James G. "School improvement processes: A comparative study of Chicago high schools." New Directions for Program Evaluation 1993, no. 59 (1993): 69–80. http://dx.doi.org/10.1002/ev.1654.

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Mintrop, Heinrich, and Ann Merck MacLellan. "School Improvement Plans in Elementary and Middle Schools on Probation." Elementary School Journal 102, no. 4 (March 2002): 275–300. http://dx.doi.org/10.1086/499704.

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Childs, Joshua, and Jennifer Lin Russell. "Improving Low-Achieving Schools." Urban Education 52, no. 2 (August 19, 2016): 236–66. http://dx.doi.org/10.1177/0042085916656899.

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Improving low-achieving schools is a critical challenge facing urban education. Recent national policy shifts have pressed states to take an expanded role in school improvement efforts. In 2009, a federal grant competition called Race to the Top (RttT) compelled states to improve their capacity to implement ambitious education reform agendas. Drawing on the theory of organizational capacity, the study sampled five RttT winning states’ plans to support improving low-achieving schools. Findings indicate that states sought to build capacity to productively enact an expanded role and focus resources and expertise toward school improvement initiatives.

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Survutaitė, Dalia, and Rasa Venclovė. "The value of School Self‑ Assessment for Educational Process Quality Improvement." Pedagogika 110, no. 2 (June 10, 2013): 66–71. http://dx.doi.org/10.15823/p.2013.1820.

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In Lithuania and in every developed country in the world, it is important to ensure the effectiveness, continuity and competitiveness of educational institutions in new markets. Educational process quality is defined as student’s edification and comprehensive development of student’s innate powers in compliance with the standards of education and school goals. In educational institutions quality must be ensured by school leaders and teachers as well as the whole school community. That is why it is important to establish an ongoing quality integrity system – self-assessment in schools. The e quality of educational process is assured by a continuous aspiration of perfection requiring to establish a regular and consistent evaluation system which can balance the state education policy, educational institution‘s goals and community needs. To ascertain self-assessment’s influence of educational process quality in Lithuanian comprehensive schools the following research tasks were raised: 1) to describe the practice of self-assessment quality in Lithuanian comprehensive schools in 2008-2010; 2) to distinguish the advantages of self-assessment that help to raise the quality of the educational process in schools. A survey was carried out in 2010–2011, to analyze how education quality in Lithuanian comprehensive schools is assessed and managed. Analysis of the survey data revealed that the quality of self-assessment and the usage of its results in comprehensive schools is far from perfect and does not completely meet the needs of students. The e survey confirms the necessity of closer cooperation among school leaders and community, for interaction helps to organize and manage expedient educational practice.

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Nezvalova, Danuše. "FROM A SUCCESSFUL SCHOOL TO SCHOOL IMPROVEMENT." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 1, no. 3 (December 10, 2009): 10–18. http://dx.doi.org/10.48127/spvk-epmq/09.1.10b.

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The article follows the trends leading to the improvement of quality in education which is offered by educa-tional institutions. The key concepts of these trends become the concepts of successful school and school improvement. Literature introduced the concept of a successful school in the 70ies of the last century. In the 80ies literature finds out the concept of school improvement. The definition of a successful school itself is problematic. Many authors view successful school as a school where pupils reach very good results in elementary skills, measured by corresponding tests. The authors suggest criteria of a successful school on the basis of research. The concept of school improvement is more practically oriented on school. It in-cludes the teacher as a researcher and the process of self-evaluation of a school and school evaluation. At the end of 90ies both concepts interconnect which leads to a lot of wider research. The research of world-wide successful school improvement point out to a range of key principles. These principles offer basic orientation leading to school improvement. It is needed to monitor the quality of offered education. Quality of school, its success and continuous improvement are basic challenge to quality of European education. Key words: successful school, school improvement, learning organization, principles of school improve-ment, student outcomes orientation, process orientation, schools of second millennium, schools of third millennium.

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Huilla, Heidi. "A circle of research on disadvantaged schools, improvement and test-based accountability." Improving Schools 23, no. 1 (November 5, 2019): 68–84. http://dx.doi.org/10.1177/1365480219884474.

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This study analyses how studies on disadvantaged schools, improvement and test-based accountability relate to each other. The analysis covers 69 studies on disadvantaged schools reported in prestigious educational journals and conducted in 1995–2015. Educational policies related to evaluation and accountability define the official goals of schooling, and the aim in this article is to analyse how the chosen studies discuss these educational policies and understand school success and failure. The following questions were asked: What typologies related to test-based accountability can be constructed in research on disadvantaged schools? What understandings of good schools are embedded in the identified typologies? Disadvantaged schools are at the centre of improvement and therefore also the target of evaluative policy practices. The results show that research supports test-based accountability practices, and that critical studies on school improvement are in the minority.

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Hoque, Kazi Enamul, Saedah Siraj, and Muhammad Faizalal A. Ghani. "IMPACT OF PRINCIPALS' MANAGERIAL ROLES UNDER SCHOOL-BASED MANAGEMENT ON SCHOOL IMPROVEMENT AT URBAN SECONDARY SCHOOLS OF BANGLADESH." ALQALAM 27, no. 3 (December 31, 2010): 363. http://dx.doi.org/10.32678/alqalam.v27i3.602.

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This article aims al observing the relationship between principals' managerial roles and the improvement of schools and the impacts of principals' managerial roles toward school improvement based on the school-based management. This research uses 127 principals and 694 teachers of urban secondary schools of Bangladesh as the sample. Schools are becoming better when the principals give more emphasizing on strategic plan, supportive and comprehensive roles but less emphasizing on shared decision making. The findings of this study offer valuable information for policy makers and educational managers, especially the principals and teachers. Key words: Principals managerial roles, school-based management, teachers' Professional development activities, school improvement

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Farr, Bridget, Mackenzie Gandomi, and David E. DeMatthews. "Implementing Restorative Justice in an Urban Elementary School: A Principal’s Commitment and Experiences Eliminating Exclusionary Discipline." Journal of Cases in Educational Leadership 23, no. 3 (May 28, 2020): 48–62. http://dx.doi.org/10.1177/1555458920922888.

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Principals play a critical role in creating safe, inclusive, and equitable schools. Unfortunately, many schools maintain a legacy of exclusionary discipline and racial bias. In such contexts, principals can work collaboratively with school personnel and community members to interrogate existing policies, practices, and outcomes to inform subsequent school improvement efforts. In this case, a principal in an urban school district situated within a gentrifying school–community identifies her school’s legacy of racial bias and works to enact restorative justice. However, the principal confronts challenges and resistance during the implementation process.

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Omoso, Elisha, Kim Schildkamp, and Jules Pieters. "Data use in Kenyan secondary schools." Journal of Professional Capital and Community 4, no. 3 (July 8, 2019): 216–31. http://dx.doi.org/10.1108/jpcc-11-2018-0027.

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Purpose The purpose of this paper is to explore the data available and their use by Kenyan secondary school teachers and head teachers. Design/methodology/approach Using a qualitative case study design, this study utilised interviews and documentary evidence to explore the data available and their use within Kenyan schools. Findings The data available in Kenyan schools were similar except for context data which had slight variations between schools. Head teachers mainly used school-level data to monitor school functioning, plan and develop school-level policies which mainly focused on school and curriculum improvement but little on teacher improvement. Teacher improvement attempts were mostly via benchmarking. The results also show that Kenyan head teachers hide inspection reports from teachers and that some head teachers used data creatively than others. For example, one head teacher used data to start a feeding programme to support economically disadvantaged students. Teachers, however, mostly used classroom-level data to plan lessons and monitor students’ progress. Research limitations/implications The study results may be used for data use comparative studies between developing and developed countries. Practical implications Based on the findings, data use training is needed to help Kenyan schools use data to improve teachers and teaching. Originality/value Accountability and data use are at the centre of many school improvement efforts the world over. The last two decades, for example, show pressure on schools to account for the resources invested and for the education they provide to children mainly in the form of data. Regrettably, studies pay little attention to data use in schools within developing countries such as Kenya.

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Journal articles on the topic 'Improvement of schools'

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