Evaluation of the Extra Mile: Research Brief

Chapman, C. Richard; Mongon, Denis; Muijs, Daniel; Williams, Julian; Pampaka, María; Wakefield, Daniel; Weiner, Sara

doi:10.1037/e603502011-001

Cited by 4 publications

(3 citation statements)

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“…ztrátu právní subjektivity. Chapman et al (2011) při evaluaci jednoho ze starších projektů interorganizačního učení zjistili, že spolupráce mezi školami byla vnímána jako přínosná, pokud byla dobrovolnou možností, nikoli povinností pro všechny podpořené školy, a respektovala lokální podmínky a hodnoty jednotlivých škol. Autoři citují vedoucího pracovníka, pro nějž právě příležitost ke spolupráci s jinými školami byla důvodem k zapojení do projektu, neboť partnerství poskytuje škole napojení na celostátní úroveň při řešení "těch věcí, o které my se tu snažíme lokálně… vždycky je stejně užitečné dívat se nejen na nás samé, ale také na jiné" (Chapman et al, 2011, s. 50).…”

Section: Diskuseunclassified

Síťování škol: Případová studie Anglie

Pražák¹,

Dvořák²

2022

Orbis Scholae

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Síťování škol se v posledních letech stalo novým nástrojem správy a rozvoje vzdělávacího systému vedle dvou již zavedených forem řízení – hierarchického a tržního modelu. Zejména v Anglii zaujímá spolupráce škol centrální místo v současné vzdělávací politice. Tato single country případová studie popisuje dva hlavní typy vznikajících anglických sítí škol: sítě pro interorganizační učení mezi více a méně úspěšnými školami a sítě škol se společnými řídicímin strukturami. Typologie je doplněna ilustrativními příklady tří konkrétních sítí. V závěru článku poukazujeme na shody a rozdíly v kontextech síťování v Česku a Anglii a uvádíme poznatky o fungování sítí v době pandemie.

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Section: Diskuseunclassified

Síťování škol: Případová studie Anglie

Pražák¹,

Dvořák²

2022

Orbis Scholae

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“…Connolly, Miller, & Eakin 2010;Miller, Connolly, & Maguire, 2011). MLM techniques have also been used to compare the impact of innovative teacher training programmes such as Teach First (Muijs et al, 2010 Q3 ;Muijs, Kelly, Sammons, Reynolds, & Chapman, 2011) and government interventions including The Extra Mile (Chapman, Mongon, et al, 2011) and the effectiveness of various structural arrangements such as federations (Chapman, Muijs, & MacAllister, 2011) Q4 . The most recent thinking in the field are the findings from an Economic and Social Research Council Q5 -sponsored seminar series which focused on challenging the orthodoxy of school effectiveness research, which sets out a new agenda (see Chapman et al, 2012), recommending:…”

Section: The Development Of Eermentioning

confidence: 99%

“…For example, the journal linked to the International Congress of School Effectiveness and Improvement ranks number 59 out of 177 education journals included within the ISI Citation Indices. Moreover, through the careful study of school and classroom processes and the increasing use of mixed methods research designs (Teddlie & Sammons, 2010), it has provided, for example, in England alone a valuable contemporary knowledge base about effective organisational arrangements (Chapman, Muijs, Sammons, Armstrong, & Collins, 2009 Q4 ), government intervention (Chapman, Mongon et al, 2011 Q4 ), effective classroom practice (Muijs & Reynolds, 2010), and insights which illuminate the role of leadership in influencing student outcomes indirectly through its impact on school processes and teachers' work (e.g. Day, Sammons, & Gu, 2008;Day et al, 2011).…”

Section: Doubts About School Effectsmentioning

confidence: 99%

Educational effectiveness: the development of the discipline, the critiques, the defence, and the present debate

Reynolds

Chapman

Kelly

et al. 2011

Effective Education

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Educational effectiveness research (EER) has made a significant contribution to our understanding of the characteristics and processes associated with more and less effective schools in a diverse range of contexts. However, this remains a contested field of inquiry and has been subjected to significant critique. This paper examines the origins and development of EER and summarises the key critiques and defences of the field during the past 30 years. It then moves on to examine the recent critique of the field by Stephen Gorard in the UK and responds by highlighting statistical errors and simplistic claims made by Gorard about the field's involvement with the development of national value-added systems and interaction with policy-making in his recent papers Q2 .

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Attitudes and expectations: do attitudes towards education mediate the relationship between social networks and parental expectations?

Roth

Salikutluk

2012

British Journal of Sociology of Education

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Previous international research has shown that educational goals are fundamental for explaining differences in the educational attainment between individuals. For a better understanding of educational inequality, it is therefore crucial to know more about the mechanisms leading to different expectations. Our paper contributes to this field of research by empirically testing how social networks affect educational expectations of mothers for their children. Furthermore, we try to disentangle the underlying mechanisms by investigating which role resources and attitudes within social networks play in influencing educational expectations. We use quantitative data gathered in three federal states in Germany. The key results indicate that network composition not only has an effect on educational expectations but also on general attitudes towards education. Both attitudes towards education and embedded resources seem to mediate the effect of social ties on educational expectations.

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Evaluation of the Extra Mile: Research Brief

Cited by 4 publications

References 0 publications

Síťování škol: Případová studie Anglie

Síťování škol: Případová studie Anglie

Educational effectiveness: the development of the discipline, the critiques, the defence, and the present debate

Attitudes and expectations: do attitudes towards education mediate the relationship between social networks and parental expectations?

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