Evaluating Effective School Improvement: Case Studies of Programmes in Eight European Countries and Their Contribution to the Effective School Improvement Model

Autor/inn/en	Wikeley, Felicity; Stoll, Louise; Murillo, Javier; De Jong, Rob
Titel	Evaluating Effective School Improvement: Case Studies of Programmes in Eight European Countries and Their Contribution to the Effective School Improvement Model
Quelle	In: School Effectiveness & School Improvement, 16 (2005) 4, S.387-405 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Foreign Countries; Educational Improvement; Educational Change; Change Agents; Case Studies; Context Effect; Models + Suchen Sie Ihr Suchwort? Ausland; Teaching improvement; Unterrichtsentwicklung; Bildungsreform; Case study; Fallstudie; Case Study; Analogiemodell
Abstract	This article describes the empirical research that contributed to the development of the model of "effective school improvement". The focus is mainly on the findings of that research but the problematic nature of designing a methodology that is applicable in 8 very different education systems is also discussed. The 4 key factors to emerge from the research were the importance of context, the role of external changes agents, the importance of internal change agency, and the complexity of the relationship between all the factors and influences. These factors and their contribution to the emerging ESI model are discussed in relation to the theoretical reflections reported in the previous article. (Contains 2 tables.) (ERIC).
Anmerkungen	Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10