Leadership to build a democratic community within school: a case study of two Korean high schools

This article aims to explore how democratic community is manifest in schools in Korea. It also tries to examine how leadership, specifically transformational leadership, functions in shaping a democratic community within a school. Toward this aim, we have conducted a case study of two religious high schools in Korea. Based on the findings from the schools, we have discussed five aspects related to democratic community and transformational leadership. When school principals’ leadership has transformational characteristics and consistency over the years, the leaders’ mission and vision become shared values among the school members. The shared vision and cultural values make democratic systems work effectively. This article includes implications for educational policy and practice.

Merit pay: A case study in a California school district

This paper is a report on a study which examined the possibility of instituting a merit pay plan in a small school district in California. The paper is a preliminary investigation aimed at focusing attention on the substantive issues of merit pay and their effect on instructional performance. The first part of this paper summarizes merit pay in business and industry, merit pay in education, merit pay plans in California schools, and characteristics of the district under study. In the second part, practical difficulties in the district under study are described and analyzed. The third part constitutes the enumeration and examination of conditions which are required for the development and implementation of a merit pay plan in the district. Due to the difficulties in accumulating raw data, decisions on methodologies were made during the process of data collection. These methodologies are described throughout the paper.     

Using lotteries to evaluate schools of choice: Evidence from a national study of charter schools

This paper draws on data and experiences observing and analyzing school lotteries from the National Evaluation of Charter School Impacts (Gleason et al., 2010) to describe the challenges associated with lottery-based research. In that study, covering 36 charter middle schools in 15 states, we found that charter schools did not affect student achievement or behavior on average, although there was substantial variation across schools. In this paper, we discuss the prevalence of oversubscribed charter schools at the time the study was conducted (the 2005–2006 and 2006–2007 school years), which was lower than commonly reported. We then describe how the sample of schools that participated in the study compared to all other charter middle schools nationwide, to provide some insight into the generalizabilty of findings from lottery-based studies. In general, oversubscribed charter schools were more likely to be located in urban areas and serve a higher-achieving population of students than those without excess demand. We also describe common features of school lotteries and waitlists, and examine implications of these features for a school's ability to support a lottery-based study. Finally, we summarize lessons learned for conducting lottery-based research on charter schools, drawing on our observations of the schools’ lotteries and analysis of the data from these lotteries.     

中国大学生资助政策:对H大学的个案研究

The research findings have made it clear that Chinese college student aid policy has several characteristics. Generally speaking, student financial aid is increasing up to some extent. The government financial aids focus mostly on improving equality of educational opportunity in higher education. However, aids from the government are inadequate, especially national student loans. Besides, all kinds of aids were decreasing from 2004 to 2006 and the aid programs were short of stability between various years. In order to improve equal access to higher education through student aid policy, it is necessary to enlarge the government aids and reform the aid system. __________ Translated from Jiaoshi Jiaoyu Yanjiu 教师教育研究 (Teacher Education Research), 2008, (2), 59–63     

Reimagining student employability: a case study of policy and practice transformation

ABSTRACT

Within Australian higher education, there has been an evolving of employability policy, realised in curriculum, at an intersection of the constructs of employment, work-readiness, life-long learning, and career development. The enactment of employability policy has driven an evolution in the practices of higher education in both curriculum and student support. This paper presents a case study of an Australian university which has reimagined the delivery of career and student support services through a framework that envisions preparing students for future worlds of work. The emergent policy framework has transformed organisational structures, human resources, and connections between student support practices and curriculum design. This transformation has generated new intersections of practice and is challenging institutional constructs of expertise. This case study provides transferrable learnings for broader considerations of higher education policy and practice as employability becomes the core driver of student success, and explores layered discourses of policymaking across an institution.     

The impact of school policy and stakeholders' actions on student learning: A longitudinal study

This paper proposes a theoretical framework on how school policy can promote student learning. School policy is considered to have an indirect effect on student achievement by changing school stakeholders' actions toward improving the School Learning Environment (SLE) and teaching practice. A reciprocal relationship between school policy and stakeholders' actions is also considered. A longitudinal study was conducted to test the framework's main assumptions. A stratified sample of 64 primary schools was selected and students' achievement in Mathematics at the beginning of Grade 4 and at the end of the next three consecutive school years was measured, alongside the school policy and teachers' actions with regards to issues associated with teaching and the SLE. The results of multilevel structural equation modelling analyses supported the main assumptions of the framework. Implications for the development of school policy are drawn and suggestions for further research are provided.     

Using value-added data for school self-evaluation: a case study of practice in inner-city schools

This study demonstrates how value-added research undertaken at the local education authority (LEA) is used directly by heads and teachers in their efforts to raise standards in schools. It draws on a decade of experience of supporting schools in the effective use of performance data for school self-improvement. The article highlights the various approaches of feeding back research findings to schools, including illustrations of contextual and value-added information, and examples of working with schools to support school self-evaluation. This is followed by detailed discussions of key issues raised during the training sessions on the use of performance data and analysis of the views of headteachers, teachers and governors about the performance data feedback to schools. The main findings from this research suggest that schools use performance data and research findings effectively for school improvement purposes. Reasons for this success story in the LEA's schools are critically discussed. The article concludes that research which addresses headteachers, classroom teachers, governors and policy makers' concerns, as is the case with this study, is likely to attract their attention and be used for raising standards.     

Extended services in schools: developing resources to prepare student teachers for a rapidly changing working environment

The role of schools in providing extended services to their communities continues to undergo change and development. This has raised issues regarding the training of student teachers who are increasingly likely to take up appointments in schools offering extended services. This research project investigated the development of resources to prepare student teachers for a changing working environment. The project used a case study approach to gather data from primary and secondary schools providing extended services. From these case studies training materials were developed and trialled with focus groups of students in initial teacher training. Findings demonstrate the importance for tutors in initial teacher education to have access to authentic school‐focused materials to assist them in equipping students for the realities of school life.     

Promoting interculturalism in primary school children through the development of encountering skills: a case study in two Finnish schools

The present article introduces diversity (educational, social and multicultural) of children as a resource in language teaching. Two English teachers with a total of 105 children of their language classes participated in the teaching experiment that was part of a nationwide research and development project in Finland. The aim was to develop conceptions and practices of intercultural language education and transform language curricula based on them. With the support of university researchers, the teachers experimented, reflected on, evaluated and developed such pedagogic action – pedagogy of intercultural encounters – through which they could meet the challenges of diversity in their classrooms. Good practices in teaching intercultural encountering skills were developed and seen essential for promoting identity development in language learning. Based on regular seminars where teachers' reports on their progress were discussed, reflected on and theoretically analysed, the teachers and researchers suggested justified improvements for language curricula.     

National policy and the development of inclusive school practices: a case study

National education policy in England under New Labour Governments has encompassed both a ‘standards agenda’ and an ‘inclusion agenda’, with schools required to respond to both simultaneously. Some previous studies have seen these agendas as contradictory and have seen schools' efforts to develop inclusive practices as being undermined by these contradictions. This paper questions this account with reference to a primary school participating in a collaborative action research project which aimed to develop inclusive practices in schools. It shows how the school, far from finding these agendas contradictory, drew on both in making sense of its situation. It argues that the development of inclusive practices may draw on national policy as a productive resource, and suggests that inclusion scholars and advocates may need to refocus their work if they are to offer such schools alternatives to the formulations of national policy.     

Valuing the benefits of the education provided by public universities: A case study of Minnesota

This study estimates the value of the private and public benefits that accrue to Minnesota residents from state government subsidies to higher education. In 2005, the University of Minnesota and the Minnesota State Colleges and Universities system received $832 million from Minnesota's state government to support educational programs. These subsidies allow these institutions to offer lower tuition rates, increasing the number of Minnesotans with bachelor and graduate degrees. We calculate that removing these subsidies would eventually lead to 14,000 fewer graduate degree holders in Minnesota, and reduce those with bachelor's degrees or “some college” by 42,000. The annual economic cost of these subsidies is about $326 million; this is less than annual state appropriations because most of those appropriations are income transfers from taxpayers to students, not an economic cost. We estimate that the annual value of the benefits of these subsidies is between $531 and $786 million ($381 and $570 million) when a 3% (5%) discount rate is used. We also discuss some of the income distribution consequences.     

Exploring the contribution of professional staff to student outcomes: a comparative study of Australian and UK case studies

This paper reports on the second stage of a comparative study between two higher education institutions: one in Australia and the other in the United Kingdom, which explored the contributions of professional staff to student outcomes. The first stage acted as a scoping exercise to ascertain how the contributions of professional staff to student outcomes could be investigated. The second stage of the study aimed to undertake a more in-depth exploration of self-reported behaviours in a range of professional staff roles, within the two case studies. The main finding of the comparative study is the broad similarities between the case studies, in self-reported behaviours that contribute to successful student outcomes. Four key factors were identified, which enable or inhibit the contributions of professional staff to successful outcomes. Three of the four factors were found to be the same in both case studies, whereas technology was more important in the Australian case study.     

How schools train principals to use new teacher evaluation systems: A comparative case study of charter school and traditional public school principals

Over the past decade U.S. policymakers, practitioners, and researchers have sought to examine if changing teacher evaluation policies and systems have resulted in changes in identifying quality teachers and/or increased student achievement. This research generally shows most states have experienced little change in how teachers are rated. Researchers are now exploring why, in many cases, teacher evaluation reforms have failed to produce the desired systematic changes of better identifying quality teachers and better distinguishing teacher performance. Embedded within this line of inquiry is how principals (and other evaluators) are trained to use new teacher evaluation systems. This comparative case study observed six principals (three charter school principals and three traditional public school principals) in the U.S. state of Michigan as they learned and enacted a new teacher evaluation system. Additionally, all principals were interviewed three times throughout the school year, in an effort to examine how their initial teacher evaluation training impacted their evaluation of teachers. The research questions that guided this work were: (1) how are principals initially trained when their school adopts a new teacher evaluation system?; (2) in what ways does the training received by charter school principals compare to that of traditional public school principals?; and (3) how does initial training impact how principals evaluate teachers? Results indicate principals are trained to navigate the logistics of new teacher evaluation systems, but are not trained to evaluate teacher performance. Implications for policy and practice are discussed.     

From veteran parent to novice teacher: A case study of a student teacher

This paper presents a case of a secondary student teacher in a midwestern school in the United States. She was one of the growing number of women who are making the decision to become professionals later in life, after having experienced roles such as marriage, parenting, and other jobs. The study focuses on her adaptation to the role of a teacher and factors that influenced the adaptation process. The student teacher's development is traced, during the 10-week term of student teaching, through changes in her teaching and related changes in the language with which she described her experiences as a student teacher. These changes included increased time devoted to the impact of instruction on order in the class, and less time to classroom management alone. Her adaptation to the role of teacher was influenced significantly by the personal resources she had due to her age and life experience. They provided her with the strength to operate according to own values, even when they differed dramatically from those of her cooperating teacher.     

Dynamics of community participation,student achievement and school management: the case of primary schools in a rural area of Malawi

School management in many sub-Saharan African countries has been enhanced through community participation in an attempt to improve education quality. This study uses field research in a rural district of Malawi to assess how community and parent participation differs between schools, the intentions of communities and parents when carrying out activities in schools, and the mechanism promoting active participation in schools. In high-achieving schools, but not in low-achieving schools, communities and parents were actively involved in events aimed at improving student achievement. Communities and parents considered most highly prioritised activities that directly influenced student achievement, including hiring volunteer teachers, arranging extra classes and holding mock examinations. Community participation did not directly improve student achievement. Instead, when communities and parents actively participated in a school, school management improved, ensuring better student achievement. The implications of this finding are discussed in relation to community participation.     

Faculty and student orientations to tertiary education: A case study of a filipino university

This paper compares the attitudes towards the methods and purposes of tertiary education of 104 faculty and 240 students at a Filipino university. Some major areas of disagreement were found but the degree of congruence showed little relationship to performance in tertiary examinations. The implications of these findings are discussed and the Filipino results are contrasted with the results of US and Australian investigations.     

Understanding equity as an asset to national interest: developing a social contract analysis of policy

Alongside the influence of market-based reforms in education policy has been the growth of policy that has largely been overlooked – those that outline social contracts. This paper draws on policies that connect with equity as a way of illustrating this social contract turn in policy and develops a conceptualisation of social contracts as they apply to education policy. The argument provides three principles that underpin social contracts, including informed consent, negotiation and accountability. This paper applies these principles to three levels of social contract. At the first level are broad social contracts, which are associated with debates about the kinds of things that states should expect from its citizens, and the things that citizens could expect from governments and the state. The second level of social contract is an institutional or field-based social contract, which spells out the obligations and connections between a specific field and other fields. This level names a kind of social contract that is often exemplified in policies or statements by specific institutions. The third level of social contract deals with contract-like mechanisms embedded in fields that make tangible the obligations and expectations of citizens in fulfilling the expectations of fields.     

Exploring strategies of teaching and classroom practices in response to challenges of inclusion in a Thai school: a case study

The shift from special schools towards inclusive education is becoming increasingly prevalent across education systems around the world. However, the challenges this shift brings remain critical for developing nations where there is a huge chasm between policies and practices. This study used instrumental case study design to examine how a general education teacher strategised her teaching and classroom practices while accommodating a student with complex learning and behavioural disabilities within a regular classroom. Data collected through observations, in depth interviews and reflective journals suggested that the teacher made conscious efforts within limited resources to create strategies to help the student fit in the mainstream classroom. The strategies are discussed under socio-emotional, cognitive and physical categories. Implications for teachers' professional development are discussed.     

Exploring student hand-raising across two school subjects using mixed methods: An investigation of an everyday classroom behavior from a motivational perspective

Student hand-raising is an everyday behavior in classroom interactions with teachers. This research presents two studies that examine the variance in hand-raising and its relation to student motivation in two school subjects, Mathematics and Language Arts. Student hand-raising is introduced as an indicator of behavioral engagement. Study 1 investigated N = 397 high school students in 20 classrooms during a videotaped lesson in each subject. Multilevel regression analysis suggests that student motivation accounts for significant variance in hand-raising. The results show subject-specific differences: Student self-concept predicts hand-raising in Mathematics, while students' situational interest predicts their hand-raising in Language Arts. Students’ externally regulated motivation is predictive across both subjects. In Study 2, N = 14 high school students were interviewed about their hand-raising behavior. The results validate and extend the findings from Study 1. Finally, this research emphasizes the importance of fostering student hand-raising and discusses the implications for future research.