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  1. Improving Quality in Education: Dynamic Approaches to School Improvement
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  3. Improving Quality in Education: Dynamic Approaches to School Improvement - CRC Press Book

Not only it is a must for graduate students, university libraries, and individual academics but also for school management teams, school support agencies and officials in educational policy.

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Improving Quality in Education: Dynamic Approaches to School Improvement

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Samenvatting Rubriek: Mens en maatschappij. Lezersrecensies Beoordeel zelf slecht matig voldoende goed zeer goed. Lezersrecensie van 'Improving Quality in Education' Wat vindt u van dit boek? Algemene beoordeling slecht matig voldoende goed zeer goed.

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Theorizing student voice: values and perspectives. Improving Schools, 10 1 , Sammons, P. Methodological and scientific properties of school effectiveness research: Exploring the underpinnings, evolution, and future directions of the field. Scanlon, L. ImprovingSchools, 15 3 , Shulman, L. How and what teachers learn: A shifting perspective. Journal of Curriculum Studies, 36 2 , — Schratz, M.

Big change question. Should pupils be able to make desicions about school change? Journal ofEducational Change, 6, Stoll, L. Professional learning communities: A review of the literature. Journal ofEducational Change, 7 4 , — Thomson, P. In Hargreaves, A. Second International Handbookof Educational Change. London and New York: Springer. Timperley, H. Realizing the power of professional learning. Maidenhead: Open University Press. Promoting professional inquiry for improved outcomes for students in New Zealand.

Professional Development in Education, 35 2 , Wennergren, A-C. Teachers and students together in a professional learning community. Scandinavian Journal of Educational Research, 61 1 , Open Journal Systems. Journal Help. User Username Password Remember me. Notifications View Subscribe. Font Size.

Keywords school improvement, teaching, evaluation, pupils voice, learning experiences. Full Text: PDF. References Adolfsson, C-H. I found Part B the most engaging material presented as the authors reported on DASI research projects in Cyprus, Canada and Slovenia projects included school improvement self-evaluation mechanisms, teacher effectiveness and bullying prevention.

In particular, data from the European Union- funded anti-bullying project in 40 primary schools across Belgium, Cyprus, England, Greece and the Netherlands found that the DASI improved the school learning environment by reducing incidents of bullying.

The results indicated that schools using the DASI reduced bullying and improved other school factors to a greater extent than schools that were supported to develop their own strategies to face bullying but were not using the DASI. The authors used two separate multilevel analyses of student estimates which were derived from the application of the Rasch model to analyse data of each of the two scales of the OBVQ questionnaire.

How to improve the educational system?

For me, calculation of the effect size presents more questions than answers once explanatory variables come into attributable evidence. Creemers and Kyriakides believe that the statistical models and figures presented here are useful to researchers and readers of the text but less valuable for school stake- holders p.

And here, I fear, is the crux of the matter. While it should be acknowledged that the authors have used a rigorous methodology in collecting and analysing data to measure the effects of a school improvement project, the statistical rigour in particular would require an advisory and research team to oversee and implement a model of improvement such as the DASI.

Improving Quality in Education: Dynamic Approaches to School Improvement - CRC Press Book

Without such a team, there would be some doubt that school practitioners could replicate this evidence base for school evaluation given the constraints of time as well as this particular research expertise. Additionally, the school stakeholders who are likely to develop strategies and plans for student learning are teachers in the main, and do not tend to relate to the well-meaning but deficit-imbued, technical language of school effectiveness literature.

As the authors point out in Part A of this book, context is important when researching what is occurring when students and teachers are engaged in a learning environment. What could be argued is that the teachers are the context quite as significantly as the students in the organic nature of learning relation- ships in schools. The least attractive elements of the DASI are the mechanisms for measuring outcomes and variables as set by external researchers.


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From this perspective, it might be difficult to engage schools to the degree where they would be replicating and maintaining the mechanisms as precisely as required. Related Papers. Further development of educational effectiveness theory in a multilevel context: from theory to methodology and from empirical evidence back to theory.

School effectiveness and school improvement. By Katharina Merki.