School Effectiveness Research and its Critics: alternative visions of schooling

The paper examines (a) the values and assumptions which underpin school effectiveness research, and (b) the problem of applying its findings in schools. It does so in the light of a number of critiques of this research emanating from both the USA and the UK. The author argues that the issues at stake between school effectiveness researchers and their critics are best understood as disagreements about the nature and purposes of schooling rather than disagreements about the facts. What is required is more dialogue about the values and assumptions which shape both SER and the views of its critics. This paper attempts to provide an initial framework for starting such a dialogue.     

New Directions for School Effectiveness Research: Towards School Effectiveness Without Schools

School effectiveness research has made a number of valuable contributions to educational research over the past three decades. However, its validity is threatened by a number of evolutions that question the continuing centrality of its basic research object, the public school. Moves towards more flexible school organization such as networks of schools, a broader role for schools reconceptualized as community centers, the emergence of new providers outwith the public sector, the increasingly internationalised nature of research and moves towards greater use of distance learning and home schooling all mean that this focus may rapidly become outdated, potentially making school effectiveness research irrelevant.In this paper we will discuss the consequences of these evolutions for school effectiveness research and argue that, rather than lessening the need for effectiveness research, they increase the imperative for this type of research, as long as it is broadened to educational effectiveness in its broadest sense whether it takes place in the traditional public school or not, and is conducted in an empirical and open-minded way.     

存在图的逻辑地位——批评与回应

存在图是继欧拉图、文恩图和皮尔士一文恩图之后的又一种逻辑图。逻辑图是指用于表示命题和推理的二维图形。然而由于存在图之前的逻辑图在表达能力上的缺陷以及现代数理逻辑的成功,长期以来存在图并未引起人们的关注。直到近来计算机表示的图示推理发展起来以后人们才认识到它的重要性,并把它作为一种图式逻辑纳入了哲学逻辑的范畴。人们对存在图逻辑地位的认可经历了一个复杂的过程。存在图在被认可道路上遇到了逻辑系统身份、推理效率和阐述的精确性三个问题,随着这三个问题的解决,人们逐渐认可了存在图的逻辑地位。     

学校效能研究与学校重建

追求学校教育质量与效能是当今世界各国基础教育改革的核心要旨.学校效能研究从揭示学校对学生的成就影响开始,其间经历有效学校运动到学校改进运动,其目的是改进学校,使学校成为有效能的学校.学校效能研究在40年的发展过程中在方法论上不断革新,试图揭示学校效能的因素,在实践层面为政府以及学校重建提供理论指引;同时学校效能研究面临着政治化、专门化和技术化问题,问题的解决有待于研究的进一步深化.     

美国学校有效性研究述评

美国在学校有效性研究方面至全球执牛耳,学习借鉴其先进的经验和模式具有重要意义.通过总结美国学校效能发展过程中的三种取向,结合组织发展理论,归纳了美国有效建设学校的四种策略,即经验—合理的策略、权利—强制的策略、选择—竞争的策略以及规范—再教育的策略,最终提炼出我国学校效能提升中应注意的四点启示:加强校际交流、政府支持和主导变革、创新办学体制、注重学校自发的效能改进.     

Case Studies of School Improvement in East Africa: A New Addition to School Effectiveness Research

This article gives an account of how and why the term 'value added' has come to be used in an educational context, focusing on the early years of that usage in the UK. It discusses the fact that the term value added has developed, has been understood and defined in diverse and sometimes conflicting ways; and identifies what are called 'functional ambiguities' in the term; that is to say, ambiguities which cannot be altogether eliminated because they are necessary to how the term is made to function. Nonetheless, some criteria emerge in the course of the article for making evaluative judgements of what should and should not count as meaningful definitions of value added.     

学校效能研究新进展

本文在综合国内外学校效能研究文献基础上,从学校效能研究的概念理解、学校效能研究的基本框架、学校效能研究的价值取向、学校效能研究的多样模式、学校效能研究的未来展望五个方面,简要介绍中外学校效能研究新进展概况.     

School Effectiveness Research and the Development of Process Indicators of School Functioning

Abstract

Educational systems can quite easily be described in terms of a context‐input‐process‐output model. Likewise systems of educational indicators ‐‐ i.e. statistics on key aspects of educational systems that are of evaluative relevance ‐ can be categorized as context, input, process and output‐indicators. Process‐indicators are the subject of this paper. The rationale for selecting the process‐indicators chosen here was to look for those school‐ and teaching characteristics that are positively associated with educational achievement. The research literature on school and teaching effectiveness is the most relevant for this. An attempt has been made to formulate a comprehensive model of school and teaching effectiveness and to use this as the basis for a list of the most promising process‐indicators. Some of the key process‐variables that are proposed include stimulating environmental factors, achievement oriented policies, educational leadership, amount of instruction, learning opportunities, structured teaching, collaborative planning and evaluative potential of schools. The problems of constructing and using process‐indicators based on these variables are discussed from the perspectives of macro‐, meso‐ and micro‐level applications of educational indicator systems.     

School Effectiveness Research and Educational Policy

This paper discusses a series of recent critiques of school effectiveness (SE) research from within the academic community and the responses to them by SE researchers. It uses these as a basis to explore the nature of current SE research and its relationship with government policy. It is argued that much SE research has been too closely concerned with specific government policies as well as having weak theoretical and empirical support. The general response of the SE community to these criticisms is judged to be inadequate and recommendations for future directions are made.     

Basic School Effectiveness Research: Items for a Research Agenda 1

Reviewers of the school effectiveness literature rarely forget to mention the importance of the formation of theory. Yet, the actual practice of school effectiveness research is rather atheoretical. In this article two types of studies are discussed that may strengthen the conceptual and theoretical basis of school effectiveness research: foundational studies, aimed at resolving basic conceptual questions regarding the construct of school effectiveness and fundamental studies aimed at the development and testing of school effectiveness models using available theories from the social sciences.

A list of concrete items for the school effectiveness research agenda is the result of this exploration of conceptual and theoretical issues.

     

School Effectiveness and School Restructuring: Contributions to Educational Improvement 1

ABSTRACT

Over the last twenty years, school effectiveness work has dominated efforts to improve schools. Within the last five years, school restructuring has moved front and center in the school improvement literature. This paper examines these two lines of improvement efforts to ascertain the major contributions of each to schooling and education. It is argued that the effective schools movement has been influential in helping dismantle the existing foundations of schooling. In particular, it is suggested that academics and practitioners working within the effective schools framework have been influential in pushing prevailing behavioral approaches to learning off center stage. Effective schools workers have also helped re‐establish the primacy of learning and teaching in schools and helped channel improvement efforts into consistent and overlapping streams of action. It is argued that school restructuring, in turn, offers the possibility of taking us considerably further ‐ of weaving seminal contributions from effective schools into dramatically different forms of schooling. In particular, it is suggested that the school restructuring movement promises viable alternatives to behaviorally‐grounded models of learning and teaching, to hierarchical models of organizing and managing education, and to bureaucratic and professionally‐dominated models of governing schools.

     

美国近年学校文化研究简述

本文对美国近年来对学校文化的研究作了概括的叙述。叙述从三个方面展开,这三个方面是：1．学校文化的概念;2．学校文化的特点;3．学校文化的塑造等。美国学校文化研究的成果将为我国中小学教育改革提供一些可资借鉴的思考材料。     

学校效能与学校改革：对英国最新研究成果的述评

在对英国学校效能研究与学校改革最新研究成果进行了分析与研究后，我们可以发现目前学校效能与学校改革中存在的一些问题以及有待努力的方向。     

Responding to the Consumer: Parental Choice and School Effectiveness

This article reports on aspects of the PASCI (Parental and School Choice Interaction) Study which is investigating the interaction between school decision‐making and parental choice of school. The article focuses on findings concerning how schools in a pilot case study area (part of the PASCI Study's exploratory fieldwork) are responding to parental choice and competition between schools.     

学校高级管理团队——英国中小学校长提高学校效能的新举措

自20世纪90年后英国中小学校长们的管理负担逐渐加重,他们自发地采取了团队管理的形式管理学校。本文主要从英国中小学高级管理团队的形成与构造、高级管理团队的角色任务与决策程序、高级管理团队的效能以及经验启示等几个方面对其进行了一个较为全面的介绍,以供我国中小学校长参考借鉴之用。     

美国教师评价和学校效能研究

文章从历史角度阐述了美国教师评价研究和学校效能研究所关注的问题.所引用的相关文献说明了美国学校效能研究的四个阶段,在学校环境变量中,特别是教师有效性对学校的发展和成功产生的重要影响.此外,学校效能研究结果与教师评价中的教师有效性和教师的可持续发展有关.     

近年来有关学校安全问题研究述略

目前对于学校安全问题的研究引起了学界的广泛关注。关于学校安全问题的研究主要围绕如下主题展开:主要概念界定及分析,学校安全问题的责任性质与归责原则,学校安全问题的处理与赔偿、救济,学校安全防范机制的构建,现行法律的主要问题和立法建议等。现有研究在很多方面取得了共识:学校安全是相对的概念,学生伤害事故、学校安全事故等主要发生在学校组织或实施的教育教学活动中,学校和学生的法律关系是教育、管理和保护的关系,适用于学校责任的一般归责原则为过错原则,要构建赔偿风险分担机制,学校安全工作需遵循适度性原则,学校安全防范机制的建立需要有制度保障,呼吁制定学校安全法等。当然,还有一些问题有待于进一步探讨。