Session Information
01 SES 11 C, Developing Schools and Enabling Teachers for Professional Learning
Symposium
Contribution
Especially in the context of educational reforms during the last decades the research activities and educational policies concerning the improvement of schools in challenging circumstances increased internationally (Mujis et al. 2004; MacBeath et al. 2005; Clarke 2005; Harris et al. 2006). However, the empirical evidence about features of effective schools in difficult situations is not sufficient yet. Empirical results reveal that school-to-school networks can help schools in challenging circumstances in terms of supporting each other by copying strategies and building the capacity for school improvement (Chapman, 2008). Furthermore empirical studies demonstrate that external change agents are assistants to monitor school development processes (Tajik, 2008; Goecke et al., 2014) and to support the transfer of knowledge from school-to-school networks into the individual school processes. In this context the aim of the German project Developing potentials – Empowering schools is to initiate and to push school improvement processes in schools facing challenging circumstances in the Ruhr Metropolis by building networks, where schools with similar needs regarding to pedagogical features can work together and learn from each other. In addition, every single school is getting a support in the process monitoring with an external change agent and specific training programs. The project uses an innovative development strategy: Networks are built up evidence-based between schools with nearly the same social context factors and with similar process quality characteristics on school and teaching level. The development concept supports organizational and teacher learning on four levels: Insights from empirical analyses, learning in school-to-school-networks, support from special training services and advisory boards, development work inside school. Considering the project objectives, the research questions are: 1. Can we identify school groups with similar profiles based on quality indicators of the schools to build school-to-school networks? 2. Are there systematical differences between these school groups regarding their context (student composition) and output (students’ attitudes and convictions) characteristics? The results reported are based on survey data of teachers (n=1.105), parents (n=2.145) and students (n=3.183) of 36 secondary schools in North Rhine-Westphalia. Essential external and internal features of schools were measured. By using a latent class analysis (LCA) with aggregated data on school level, different types of schools can be identified, which vary in their school quality characteristics. The results are used to build up six school networks. Regarding the school development process the paper discusses the opportunities for further external support strategies to enhance the individual school development processes.
References
Chapman, C. (2008). Towards a framework for school-to-school networking in challenging circumstances. Educational Research, 50(4), 403–420. Clarke, P. (2005). Improving Schools in Difficulty. London: Continuum. Goecke, M. & Tillmann, K-J. (2014). Wenn Berater in die Schule kommen. Schulentwicklungsberatung als Stütze innovativer Schulen ? In H.G. Holtappels (Hrsg.), Schulentwicklung und Schulwirksamkeit als Forschungsfeld (S. 219 – 239). Münster: Waxmann. Harris, A., James, S., Gunray, J. & Clarke, P. (2006). Improving Schools In Exceptionally Challenging Context. Tales From The Frontline. London: Continuum. MacBeath, J., Gray, J., Cullen, J., Steward, S. & Swaffield, S. (2005). Schools on the Edge: Responding to Challenging Circumstances. London: Chapman. Muijs, D., Harris, A., Chapman, C., Stoll, L. & Russ, J. (2004). Improving Schools in Socioeconomically Disadvantaged Areas – A Review of Research Evidence. School Effectiveness and School Improvement, 15 (2), 149–175. Tajik, M.A. (2008). External change agents in developed and developing countries. Improving Schools, 11 (3), 251 -271.
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