Contextual Factors and Effective School Improvement

Autor/inn/en	Sun, Hechuan; Creemers, Bert P. M.; de Jong, Rob
Titel	Contextual Factors and Effective School Improvement
Quelle	In: School Effectiveness and School Improvement, 18 (2007) 1, S.93-122 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Foreign Countries; School Effectiveness; Educational Improvement; Context Effect; Influences; Comparative Education; Cultural Traits; Teaching Methods; Case Studies; Educational Policy; Educational Research; Educational Environment; School Choice; Curriculum; Belgium; Finland; Greece; Italy; Netherlands; Portugal; Spain; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Schuleffizienz; Teaching improvement; Unterrichtsentwicklung; Influence; Einfluss; Einflussfaktor; Vergleichende Erziehungswissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Bildungsforschung; Pädagogische Forschung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Choice of school; Schulwahl; Curricula; Lehrplan; Rahmenplan; Belgien; Finnland; Griechenland; Italien; Niederlande; Spanien; Großbritannien
Abstract	This research provides policy-makers, researchers, and educators at all levels with a glimpse of the contextual influence on effective school improvement (ESI) in 8 European countries. What are the factors at the contextual level, particularly at the national level, which influence ESI? Are there any similarities or differences between the influences they exert on ESI in different countries? Can common traits be identified? These are the core questions this paper tries to explore. It has drawn on insights from 5 areas of research: school effectiveness; school improvement; curriculum; public choice (marketization); organization, organizational learning, and learning organization. This yields a "goal-pressure-support" conceptual framework accompanied by 10 contextual factors and 48 indicators. Given the original conceptual framework and the empirical support of 31 case studies contributed by 8 European countries, the findings of this study may have significant implications for policy, practice, school effectiveness, and school improvement. (Contain 1 figure and 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10