“…The 1990s saw a new paradigm emerge called ‘Effective School Improvement’ that was defined as:[P]lanned educational change that enhances student learning outcomes as well as the school's capacity for managing change. (Creemers et al., , p. 2)…”
Section: Context: School Improvement and Dasimentioning
confidence: 99%
“…School effectiveness is seen to travel from top to bottom or outside in, favouring researcher knowledge over practitioner experience while school improvement appears to constantly look for ways to change the system, working from inside out (Reynolds et al., ), attempting to examine the events and relationships that represent a school's inner ‘engineering’. However, there is increasing recognition that practitioners are more likely to understand the ‘effectiveness’ of a school if there is more knowledge surrounding the ‘path’ or sequence of events and their interplay that may have led to a change in student outcomes (Creemers et al., ). This would include the voices of the practitioners and students treading that path so to speak; a charting of the school's educational practices and processes combined with the complex consequences of human interaction and networks that may have evolved and facilitated the outcomes over time.…”
Section: Context: School Improvement and Dasimentioning
confidence: 99%
“…[P]lanned educational change that enhances student learning outcomes as well as the school's capacity for managing change. (Creemers et al., , p. 2)…”
Section: Context: School Improvement and Dasimentioning
confidence: 99%
“…In this combined sphere, there are two primary criteria: one based on effectiveness and the other improvement. The effectiveness criterion asks: ‘Does the school achieve better student outcomes?’ (Creemers et al., , p. 2). The improvement criterion poses: ‘Does the school manage change successfully?’ (Hoeben, ) and build internal capacity for change.…”
Section: Context: School Improvement and Dasimentioning
This article presents one substantive and illustrative school case study to explore in depth practitioners’ engagement with Pathways—an online school improvement resource provided by the Oxford University Press (OUP). Launched in 2013, the ‘four‐step system’ comprises the following phases: ‘audit’, ‘strategic planning’, ‘take action’ and ‘evaluate impact’ and aims to support primary schools through a range of whole school improvement and teaching and learning tasks. The wider research project studied primary school practitioner perceptions and attitudes towards Pathways and both collective and individual improvement practice via an embedded multimethod case study comprising a purposive sample of five primary schools that signed up to use Pathways. It followed the evolution of Pathways using a ‘design‐based research’ (DBR) framework that focuses on bridging the realms of academia and more practical contexts, and promoting research impact through user engagement and active participation. The growth and use of Pathways by schools was investigated through the theoretical lenses of the Dynamic Approach to School Improvement (DASI) and Guskey's five‐level model of Continuing Professional Development (CPD) evaluation (2002). The Pathways research and case study in this article focus uniquely on how teaching practitioners engage with and perceive technology in their school improvement practice and professional development experiences in one particular school context. Pathways tools seemed to offer opportunities for teachers to work collaboratively, individually and autonomously—with their work being partially ‘mediated’ by Pathways itself, and specific ‘hospitable conditions’ cultivated by senior leadership such as professional support and trust.
“…The 1990s saw a new paradigm emerge called ‘Effective School Improvement’ that was defined as:[P]lanned educational change that enhances student learning outcomes as well as the school's capacity for managing change. (Creemers et al., , p. 2)…”
Section: Context: School Improvement and Dasimentioning
confidence: 99%
“…School effectiveness is seen to travel from top to bottom or outside in, favouring researcher knowledge over practitioner experience while school improvement appears to constantly look for ways to change the system, working from inside out (Reynolds et al., ), attempting to examine the events and relationships that represent a school's inner ‘engineering’. However, there is increasing recognition that practitioners are more likely to understand the ‘effectiveness’ of a school if there is more knowledge surrounding the ‘path’ or sequence of events and their interplay that may have led to a change in student outcomes (Creemers et al., ). This would include the voices of the practitioners and students treading that path so to speak; a charting of the school's educational practices and processes combined with the complex consequences of human interaction and networks that may have evolved and facilitated the outcomes over time.…”
Section: Context: School Improvement and Dasimentioning
confidence: 99%
“…[P]lanned educational change that enhances student learning outcomes as well as the school's capacity for managing change. (Creemers et al., , p. 2)…”
Section: Context: School Improvement and Dasimentioning
confidence: 99%
“…In this combined sphere, there are two primary criteria: one based on effectiveness and the other improvement. The effectiveness criterion asks: ‘Does the school achieve better student outcomes?’ (Creemers et al., , p. 2). The improvement criterion poses: ‘Does the school manage change successfully?’ (Hoeben, ) and build internal capacity for change.…”
Section: Context: School Improvement and Dasimentioning
This article presents one substantive and illustrative school case study to explore in depth practitioners’ engagement with Pathways—an online school improvement resource provided by the Oxford University Press (OUP). Launched in 2013, the ‘four‐step system’ comprises the following phases: ‘audit’, ‘strategic planning’, ‘take action’ and ‘evaluate impact’ and aims to support primary schools through a range of whole school improvement and teaching and learning tasks. The wider research project studied primary school practitioner perceptions and attitudes towards Pathways and both collective and individual improvement practice via an embedded multimethod case study comprising a purposive sample of five primary schools that signed up to use Pathways. It followed the evolution of Pathways using a ‘design‐based research’ (DBR) framework that focuses on bridging the realms of academia and more practical contexts, and promoting research impact through user engagement and active participation. The growth and use of Pathways by schools was investigated through the theoretical lenses of the Dynamic Approach to School Improvement (DASI) and Guskey's five‐level model of Continuing Professional Development (CPD) evaluation (2002). The Pathways research and case study in this article focus uniquely on how teaching practitioners engage with and perceive technology in their school improvement practice and professional development experiences in one particular school context. Pathways tools seemed to offer opportunities for teachers to work collaboratively, individually and autonomously—with their work being partially ‘mediated’ by Pathways itself, and specific ‘hospitable conditions’ cultivated by senior leadership such as professional support and trust.
“…From the results of numerous researches, it appeared that all data research were sourced from the NE participants. On the other hand, changes in the National Examination-related policies not only had an impact on students as the participants, but also on teachers and school managers as parties who were given the mandate to implement the NE (Creemers, Stoll, & Reezigt, 2007). Therefore, information from teachers, principals, and vice-principals (policy makers) were also required to be explored deeply in order to complement information from previous studies that were solely sourced from students.…”
Section: What Has Not Been Revealed From Previous Research?mentioning
The National Examination in Indonesia, which began in 2015, was no longer a determinant of student graduation at the end of the education level. Utilization of the examination results will affect the seriousness of the students in working on it. This study aims to describe the level of seriousness of 12th grade students in working on National Examinations, when it no longer a determinant of graduation by examining teachers and school principals’ point of view. This research is a qualitative study by using the phenomenology approach. Data was collected using focus group discussions (FGD) conducted 3 times in 3 provinces in Indonesia, consisted of Yogyakarta, South Kalimantan and East Nusa Tenggara. FGD participants were 9 high school principals, 9 vice principal of curriculum, and 54 teachers who teach subjects that are tested on national exam. In each province, three schools were selected, consisted of two public schools, and one private school. Data were analyzed using data reduction stages, to find relationships between themes, and verification. The results showed that the motivation of 12th grade students in preparing National Examination were reduced. They no longer focused on preparing the exams, otherwise they preparing themselves for higher education. Furthermore, students tended to select subjects that were easier and the teacher should motivate students harder to prepare for the National Examination.
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