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The aim of this book is to bridge the widening gap between ongoing educational reforms and the lack of advances in knowledge, research and practice. Included is a description of new mechanisms in fields such as leadership, staff development and curriculum change.
This book explores the connections between school-based management, school effectiveness and school improvement, bringing together studies completed in Australia and New Zealand, Canada, the UK and the USA. It describes and analyses how effective principals and teachers perceive and undertake educational change and school-based management; how a sense of values, vision and school culture can improve leadership; ways in whcih delegating financial management to schools may lead to improved teaching and learning; and the contribution made by school development planning through reviews and evaluation to school improvement. Finally, it suggests future directions for study and research in school effectiveness, school improvement and school-based management.
"Mohrman and Wohlstetter have written the most important volume on school-based management to date... a significant contribution to the school reform literature." --Joseph Murphy, professor and chair, department of educational leadership, Vanderbilt UniversityThis book examines the school-based management strategies that hold the most promise for increasing organizational effectiveness.
This volume reviews the research in the field of school effectiveness and improvement. Many key questions are examined, such as different methods for assessing school effectiveness and variations in examination attainment in schools. It draws together the funding of the programmes of improvement being implemented in schools and provides practical discussion of effective school practice and its direct implications in schools. It is aimed at teachers, student teachers, administrators and advisors. The contributors are: Bill Badger, Louise S. Balkey, Bert P.M. Creemers, Carol T. Fitz-Gibbon, Anthony F. Heath, Daniel V. Levine, Peter Mortimore, Joseph Murphy.
This book analyzes educational management in the context of developing effective schools in South-Eastern European countries and situates the discussion within ongoing education debates in EU countries. The book revolves around the specific role and practices of school principals, who are positioned as a nexus of educational management in each school. Presenting innovative research in the field of educational management and effectiveness this volume will be invaluable for a range of education specialists.
The disciplines of school effectiveness research and school improvement practice and research have been apart for too long. This book is the first major attempt, by leading writers and practitioners in these fields, to bring the areas together in a coherent way. Existing knowledge about the characteristics of `good' schools is outlined, together with the knowledge base about how to `make schools good schools'. The book also makes an entirely original contribution to re-thinking practice in school improvement that can revolutionise our thinking in the late 1990s, and which can be of use to academics, to policymakers and to the practitioners which much existing work has neglected.
This volume explores the influence of students' background on educational outcomes, ways of contextualising school performance, and current issues and developments in school effectiveness research. Also investigated is how the research contributes to understanding of school and classroom processes.
This book presents guidelines for implementing school-based management practices. Chapter 1 describes the growing interest in and rationale for school-based management (SBM). The second chapter discusses essential characteristics of good schools, and the third chapter describes 13 elements necessary for effective SBM. Pros and cons of SBM are discussed in chapter 4. Chapters 5 and 6 examine necessary organizational elements and participants' roles and responsibilities. Chapter 7 offers suggestions for initiating the process, and chapter 8 offers guidelines for developing the school-site committee and identifying its role. The ninth chapter discusses how to develop the school plan and the school budget. Chapter 10 deals with two main questions: (1) How much of the school system budget will be set aside for the schools? and (2) How will funds be allocated to the schools? Several sample budgets are included. Guidelines for beginning a pilot SBM program are provided in the 11th chapter. Ways in which the effects of SBM on student learning and employees can be evaluated are described in chapter 12. Chapter 13 lists common mistakes to avoid. The final chapter contains a list of dos and don'ts. The appendix contains a sample survey for determining the extent to which SBM is practiced in a school system. (Contains 95 references.) (LMI).
This book reviews of the development, implementation and practice of the disciplines of school effectiveness and school improvement. Seven main topics are addressed: History of the school effectiveness movement over the last 25 years; Changes in accountability and standards; Leadership in school effectiveness; Changes in teacher education; Impact of Diverse Populations; Education Funding and its Impact; and Best Practice Case Studies. The contributors are active in school effectiveness research worldwide.
This book begins with a review of 'decentralisation' in schools, highlighting the problem of how to increase school-level autonomy while ensuring an orderly delivery of high quality education for a whole country that is equitable across geographic, socioeconomic and cultural divisions. Case studies of school-based managed models in six countries are described, focusing on a radical system in place in Victoria, Australia. Leadership is a key function in school management reform, especially with respect to the delegation of financial management.