This unique book explores school improvement policy – from its translation into national contexts and school networks to its implementation in leader and teacher practices in individual schools and classrooms within this network of schools and its impact on students’ learning. It draws on multiple conceptual and theoretical resources to explore the complexities attached to a school improvement process in a network of schools in Australia. These conceptual and theoretical resources include discourse, practice, representation and network, concepts common to both policy research as well as studies of leadership and classroom practice. They lead to a more detailed understanding of the intersections between educational policy and intervention processes, and the complex reality of school processes and teaching practices. In the book we trace the implementation of school improvement policies through its multiple phases, levels and contexts. Our data-collection and analysis methods draw on a variety of perspectives in the way different players perceive their roles and the nature of the initiative and the ways in which these intersect. The research findings are used to seek productive approaches to school improvement that combine policy integrity with local flexibility. The book contributes to the school improvement literature through its exploration of tensions between global and systemic settings and local practices and histories.
表中的内容
Chapter 1 School Improvement as a Global Movement.- Chapter 2 The Network Model.- Chapter 3 Contexts for School Improvement.- Chapter 4 Classroom Practice and Student Learning.- Chapter 5 Leadership and Collaborative Practice in School Improvement.- Chapter 6 Improving Schools.
关于作者
Dr Shaun Rawolle’s research is focused on the way policy impacts on practice in education and education systems and published in the areas of communications, new contractualism, sociology of education and education policy and contributed to the development of theoretical, conceptual and methodological innovations in the study of education policy, comparative education and sociology of education drawing on the sociology of Pierre Bourdieu.
Dr Muriel Wells’ research is located in the areas of emerging technologies in primary education, digital literacies, mobile technologies, action research based models of teacher professional learning and the use of emerging technologies in education generally.
Associate Professor Coral Campbell’s research has been focused on science education, teachers’ and students’ learning in science learning. She has conducted science education research partnerships in Malaysia (STEM) and England. She has contributed to the enhancement of science education through school-based, science education programs and the Primary Science Specialist Professional Learning Program.
Dr Louise Paatsch is currently involved in research projects in the areas of early childhood and primary-aged language and literacy, multimodal literacies and teaching literacy pedagogy, the investigation of pragmatic skills and narrative skills of children and adolescents with hearing loss. She has
explored teacher strategies that scaffold children’s language and literacy learning; and investigated the home literacy practices and language skills of pre-school children.
Professor Russell Tytler has researched and written extensively on student learning in science, teacher and school change, curriculum policy and development, public understanding of science, rural and regional issues in science and mathematics education. He has been involved with system wide curriculum development and professional development initiatives, STEM policy development and the study of teacher support for reasoning in primary school classrooms across different cultures.
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