Leading Educational Change and Improvement at Scale: Some Inconvenient Truths about System Performance

Autor/inn/en	Harris, Alma; Jones, Michelle
Titel	Leading Educational Change and Improvement at Scale: Some Inconvenient Truths about System Performance
Quelle	In: International Journal of Leadership in Education, 20 (2017) 5, S.632-641 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3124
DOI	10.1080/13603124.2016.1274786
Schlagwörter	Educational Change; Educational Improvement; Ethics; Systems Analysis; Commercialization; Context Effect; Cultural Influences; Poverty; Disadvantaged; Politics of Education; International Assessment; Elementary Secondary Education; Foreign Countries; Achievement Tests; Secondary School Students; United States; United Kingdom (England); Sweden; Malaysia; Philippines; Hong Kong; Singapore; China; Cambodia; Indonesia; Pakistan; Uganda; Italy; France; Turkey; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Bildungsreform; Teaching improvement; Unterrichtsentwicklung; Ethik; System analysis; Systemanalyse; Cultural influence; Kultureinfluss; Armut; Educational policy; Bildungspolitik; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; USA; Schweden; Philippinen; Hongkong; Singapur; Kambodscha; Indonesien; Italien; Frankreich; Türkei
Abstract	The challenges of securing educational change and transformation, at scale, remain considerable. While sustained progress has been made in some education systems (Fullan, 2009; Hargreaves & Shirley, 2009) generally, it remains the case that the pathway to large-scale, system improvement is far from easy or straightforward. While large-scale comparative assessments, such as PISA, increasingly define the contours of contemporary policy-making, the international pursuit of better educational outcomes and higher student achievement persist. Despite various critiques of PISA (Alexander, 2012; Lingard, Martino, & Rezai-Rashti, 2013) and questions about the legitimacy of cross-border generalizations from its data (Luke, 2011) for the foreseeable future, at least, this pervasive international assessment and the global education reform movement that has erupted from it, is likely to remain a potent policy force. It has been suggested that the main reason why meaningful, educational change at scale, remains, for many systems, an ongoing aspiration is because the "wrong policy drivers" have been chosen (Fullan, 2011). In other words, the wrong strategies and solutions have been selected and applied. This may indeed be the case, as around the world there continues to be evidence of considerable intervention in education systems but relatively little to show for it (Payne, 2008). An alternative explanation for the failure of much large scale reform points towards a preoccupation with human capital solutions, partly fuelled by evidence from large-scale assessments and the rhetoric of "what works" (Whitty, 2016), that obscure certain inconvenient truths. This article considers four of these inconvenient truths that directly affect, and in many cases prevent, attempts to secure education reform and change at scale. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01