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School effectiveness and improvement research, policy and practice: challenging the orthodoxy?

School effectiveness and improvement research, policy and practice: challenging the orthodoxy?
School effectiveness and improvement research, policy and practice: challenging the orthodoxy?
This book provides a contemporary overview of school effectiveness and improvement. It charts the development theory and research in this area and looks at the contribution made to policy and practice. It also challenges some assumptions that have become ingrained into the theoretical and methodological traditions of the field. By challenging these orthodoxies, it provides a framework that sets a new agenda and repositions the field to meet the emerging challenges of the 21st century.

It argues that traditional measures of school effectiveness are challenged as systems have attempted to adapt to a complex range of emerging agendas. New theoretical perspectives are required which consider 'education' and a 'broader set of outcomes'. This shift requires a rethink of how effectiveness and improvement have been understood by the field, and a reconstruction by policy makers and practitioners. Attention must be given to promoting equity as well as effectiveness so that one school or student's gain no longer means another's loss. The field must develop new methodologies if inequities are to be challenged and a broader set of outcome measures are to be developed. The two questions guiding this book are:

o How can educational effectiveness and improvement research and practice support the development of a more equitable education service?

o What are the key indicators of educational effectiveness and improvement and what are the new methodologies required to facilitate a shift from 'school' effectiveness and improvement to 'educational' effectiveness and improvement?

This book uses lenses of research, policy and practice to explore these key questions and articulate what such a repositioning may look like and how it may be achieved. It will prove invaluable for teachers, school leaders and anyone involved in policy and educational research.
978-0415698993
Routledge
Chapman, Christopher P.
a4f4805b-b67d-4c4c-856b-78e01a2c89a0
Armstrong, Paul
e46b5b01-fd82-4053-a590-98d6987738b0
Harris, Alma
55f2bce5-f9e9-46ee-a785-fd16e73a8770
Muijs, Daniel R.
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Reynolds, David
7761a0ea-0758-4410-8ce0-048db979902e
Sammons, Pam
7e344715-cfa7-4a5d-8d37-9d929c27ca0d
Chapman, Christopher P.
a4f4805b-b67d-4c4c-856b-78e01a2c89a0
Armstrong, Paul
e46b5b01-fd82-4053-a590-98d6987738b0
Harris, Alma
55f2bce5-f9e9-46ee-a785-fd16e73a8770
Muijs, Daniel R.
62af2eff-0cb5-403b-81cc-7a3bfb3e640e
Reynolds, David
7761a0ea-0758-4410-8ce0-048db979902e
Sammons, Pam
7e344715-cfa7-4a5d-8d37-9d929c27ca0d

Chapman, Christopher P., Armstrong, Paul, Harris, Alma, Muijs, Daniel R., Reynolds, David and Sammons, Pam (eds.) (2011) School effectiveness and improvement research, policy and practice: challenging the orthodoxy? , Abingdon, GB. Routledge, 298pp.

Record type: Book

Abstract

This book provides a contemporary overview of school effectiveness and improvement. It charts the development theory and research in this area and looks at the contribution made to policy and practice. It also challenges some assumptions that have become ingrained into the theoretical and methodological traditions of the field. By challenging these orthodoxies, it provides a framework that sets a new agenda and repositions the field to meet the emerging challenges of the 21st century.

It argues that traditional measures of school effectiveness are challenged as systems have attempted to adapt to a complex range of emerging agendas. New theoretical perspectives are required which consider 'education' and a 'broader set of outcomes'. This shift requires a rethink of how effectiveness and improvement have been understood by the field, and a reconstruction by policy makers and practitioners. Attention must be given to promoting equity as well as effectiveness so that one school or student's gain no longer means another's loss. The field must develop new methodologies if inequities are to be challenged and a broader set of outcome measures are to be developed. The two questions guiding this book are:

o How can educational effectiveness and improvement research and practice support the development of a more equitable education service?

o What are the key indicators of educational effectiveness and improvement and what are the new methodologies required to facilitate a shift from 'school' effectiveness and improvement to 'educational' effectiveness and improvement?

This book uses lenses of research, policy and practice to explore these key questions and articulate what such a repositioning may look like and how it may be achieved. It will prove invaluable for teachers, school leaders and anyone involved in policy and educational research.

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More information

Published date: 12 December 2011

Identifiers

Local EPrints ID: 300932
URI: https://eprints.soton.ac.uk/id/eprint/300932
ISBN: 978-0415698993
PURE UUID: 50763906-c567-4b34-8466-6fbb62b4b0b2
ORCID for Daniel R. Muijs: ORCID iD orcid.org/0000-0002-0131-8921

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Date deposited: 01 Mar 2012 12:16
Last modified: 06 Jun 2018 12:33

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