Levers for sustainable improvement of Spanish schools in challenging contexts

López-Yáñez, Julián; Moreno, Marita Sánchez

doi:10.1007/s10833-012-9198-x

Cited by 15 publications

(14 citation statements)

References 70 publications

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“…teachers, principals, policy-makers, parents, pupils and various professionals throughout the change process (Guhn 2009;Jones et al 2013). This kind of leadership has been shown to enhance the reform's impact on the educational reality (Alkahtani 2017;Boone 2014;Guhn 2009;Hargreaves and Fink 2006;Jones et al 2013;López-Yáñez and Sánchez-Moreno 2013;Toh 2016). Involving lots of stakeholders with different ideas of the intended change in the process (van den Akker 2003) as well as facilitating participation of those affected by the reforms requires leadership that promotes collective responsibility, mutual trust and inclusive membership as well as the creation of spaces in which to work together towards common goals (Adams 2013;Adams and Miskell 2016;Chow 2013;Horton and Martin 2013;Kondakci et al 2017;Stoll et al 2006).…”

Section: The Top-down-bottom-up Implementation Strategymentioning

confidence: 99%

“…Involving lots of stakeholders with different ideas of the intended change in the process (van den Akker 2003) as well as facilitating participation of those affected by the reforms requires leadership that promotes collective responsibility, mutual trust and inclusive membership as well as the creation of spaces in which to work together towards common goals (Adams 2013;Adams and Miskell 2016;Chow 2013;Horton and Martin 2013;Kondakci et al 2017;Stoll et al 2006). Such participatory leadership in change management creates opportunities for learning and reflective professional inquiry among the educational practitioners who ultimately implement the aims of the reform in the school (Leana 2011;López-Yáñez and Sánchez-Moreno 2013;Ramberg 2014;Thoonen et al 2012). In other words, change management practices are likely to enhance knowledge sharing in school reforms.…”

Section: The Top-down-bottom-up Implementation Strategymentioning

confidence: 99%

“…1). The following hypothesis were tested: H1 In the top-down-bottom-up curriculum reform strategy: change management (CM) contributes to knowledge sharing practices (KS) (Leana 2011;López-Yáñez and Sánchez-Moreno 2013;Ramberg 2014).…”

Section: Aim Of the Studymentioning

confidence: 99%

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Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress

et al. 2019

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Sustainable school development is suggested to result in both meaningful learning and enhanced well-being for those involved in the reform work. The aim of the study was to gain a better understanding of the relations between the strategies utilised in school development work, school impact of the reform and burdening in the context of curriculum reform in Finland. Altogether 550 district-level stakeholders responsible for curriculum reform at the local level responded to the survey. Structural equation modelling (SEM) was utilised to explore the interrelations between the reform implementation strategy, collective proactive strategies of well-being, as well as reform-related stress and the perceived school impact of the reform. The results showed that the top-down-bottom-up implementation strategy was related to the school impact of the reform and to the use of collective proactive strategies and reduced levels of stress. Collective proactive strategies also contributed to lower stress levels and enhanced school impact. The results indicate that the top-downbottom-up implementation strategy provides an effective way to promote sustainable school reform in terms of enhancing the collective and cumulative learning and reducing burdening of those involved in the reform.

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Section: The Top-down-bottom-up Implementation Strategymentioning

confidence: 99%

Section: The Top-down-bottom-up Implementation Strategymentioning

confidence: 99%

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Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress

et al. 2019

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“…Respecto a las investigaciones que se han llevado a cabo en el seno de una comunidad profesional de aprendizaje (Barnes et al, 2010;Garza et al, 2014;Hauge, Norenes y Vedøy, 2014;López-Yáñez y Sánchez-Moreno, 2013;Stevenson et al, 2016), destaca la consideración que todas ellas hacen al contexto (Hallinger y Liu, 2016). Todas ellas reconocen las dificultades y limitaciones que comportan la viración de un centro escolar a una comunidad profesional, siendo necesario la movilización de un elevado número de cambios para hacerlo factible.…”

Section: Discusión Y Conclusionesunclassified

Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo Distribuido. Una Revisión Sistemática

García‐Martínez¹,

Higueras-Rodríguez²,

Valdivia³

2018

reice

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El presente artículo se corresponde con una revisión sistemática que analiza la relación del liderazgo, en su variante distribuida con las comunidades profesionales de aprendizaje, ambos conceptos muy demandados por las investigaciones internacionales. El proceso ha seguido patrones llevados a cabo en otras revisiones sistemáticas indexadas en revistas de gran impacto, para augurar la sistematicidad del mismo. Durante el mismo, se hizo una búsqueda minuciosa de artículos ubicados en la base de datos Scopus, durante el periodo 2008 a 2017. Tras la aplicación de los criterios de inclusión, 18 artículos constituyeron la muestra del presente artículo. Los artículos seleccionados ponen de relieve la fuerte influencia del liderazgo en la transformación de los centros educativos en comunidades profesionales de aprendizaje. A su vez, se ha corroborado una tendencia hacia modalidades distribuidas de liderazgo como mecanismo garante de mejoras instruccionales en los centros. Existe cierta coincidencia en resaltar la importancia de ciertos factores como la colaboración docente, una mayor flexibilidad de las estructuras organizativas o el empoderamiento del profesorado como vía para potenciar el capital profesional del personal, al tiempo que se generan cambios internos en la organización conducentes a una mejora escolar.Descriptores: Liderazgo; Educación; Cultura; Organización; Comunidad.This article corresponds to a systematic review that analyzes the relationship of leadership, in its distributed variant with professional learning communities, both concepts highly demanded by international research. The process has followed patterns carried out in other systematic reviews indexed in high impact journals, to predict its systematic. During the same, a thorough search was made of articles located in the Scopus database, during the period 2008 to 2017. After the application of the inclusion criteria, 18 articles constituted the sample of the present article. The selected articles highlight the strong influence of leadership in the transformation of educational centers into professional learning communities. At the same time, a trend toward distributed leadership modalities has been corroborated as a guarantor mechanism for instructional improvements in the schools. So is a certain coincidence in highlighting the importance of certain factors such as teacher collaboration, greater flexibility of organizational structures or the empowerment of teachers as a way to enhance the professional capital of staff, while generating internal changes in the organization leading to a school improvement.

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“…School leaders can, for example, promote the implementation of a reform by creating an organisational culture that enables active teacher participation (Hallinger, 2003;Hallinger and Heck, 2011;Ho, 2010;Kondakci et al, 2015;López-Yáñez and Sánchez-Moreno, 2013;Midthassel et al, 2000), with the chief education officers having central roles in coordinating collaboration at the local levels (Barone, 2013;Fullan and Miles, 1992;Pyhältö et al, 2011).…”

Section: Organisational Level Individual Levelmentioning

confidence: 99%

Primary determinants of a large-scale curriculum reform

Tikkanen

Pyhältö

Soini

et al. 2017

JEA

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The aim of the study was to gain a better understanding of how national board administrators, more precisely, officials at the Finnish National Board of Education (FNBE) have perceived the primary influencing factors, or "regulators", of the national core curriculum reform and the success of the implementation. The alignment between the identified regulators was also explored. Altogether 23 FNBE officials participated in this mixed methods study. The results showed that the officials perceived the core curriculum reform as a systemic entity: the reform was implemented using a top-down-bottom-up strategy, and several regulators were identified at different levels of the education system. The officials also viewed the implementation as successful, and identified more promoting than hindering factors in it. However, they emphasised regulators at the administrative level, whereas regulators at the district or national levels were less often identified. They also highlighted the importance of orchestrating collaboration in comparison with the other regulators. The results imply that in addition to considering separate determinants of reform success, it is important to pay attention to sufficient alignment between the regulators at different levels of the education system in order to better understand and promote the implementation of a large-scale reform. This study provides new knowledge on national board administrators' perspectives on what regulates the implementation of a large-scale curriculum reform.

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Levers for sustainable improvement of Spanish schools in challenging contexts

Cited by 15 publications

References 70 publications

Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress

Lessons learnt from a large-scale curriculum reform: The strategies to enhance development work and reduce reform-related stress

Hacia la Implantación de Comunidades Profesionales de Aprendizaje Mediante un Liderazgo Distribuido. Una Revisión Sistemática

Primary determinants of a large-scale curriculum reform

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