Lessons Learned from Secondary Schools using Technology for School Improvement: It's Just not that Simple!

2014 ◽  
Vol 24 (4) ◽  
pp. 640-665
Author(s):  
Barbara B. Levin ◽  
Lynne Schrum
Keyword(s):  
School Improvement ◽  
Secondary Schools ◽  
Lessons Learned

scholarly journals From Entrepreneurship to Entrepreneurial Education in Lower Secondary School: Pedagogising by Means of the Pedagogic Device

2016 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Monika Diehl
Keyword(s):  
School Improvement ◽  
Secondary School ◽  
Secondary Schools ◽  
Capitalist Society ◽  
Entrepreneurial Education ◽  
Lower Secondary School ◽  
School Cultures ◽  
Pedagogic Discourse ◽  
Improvement Programme ◽  
Pedagogic Device

<p>This study is part of a school improvement programme on entrepreneurial education and investigates teachers’ understanding and transmission of entrepreneurial education in two Swedish lower secondary schools, through interviews and observations. Entrepreneurship is a well-established concept within capitalist society, but the interest here is to investigate the transmission of it into pedagogic discourse and communication. Bernstein’s concept of the pedagogic device is used to reason on the process of what happens, and why, when the concept of entrepreneurship is transformed into entrepreneurial education. The results indicate different understandings and connotations on a deeper level, and also show that transmission to colleagues and pupils faces a series of challenges. In practise, the findings show different approaches to entrepreneurial education among individual teachers, but also between schools. This can be explained by gaps in the transmitting process, but also by different school cultures and diverse forms of collegial collaboration, which may affect transmission among colleagues and thus the transmission to pupils. Pupils’ backgrounds may also have an impact on the differences. <strong></strong></p>

scholarly journals Pedagogical Coordination in Secondary Schools from a Distributed Perspective. Adaptation of the Distributed Leadership Inventory (DLI) in the Spanish Context

2020 ◽  
Vol 10 (7) ◽  
pp. 175
Author(s):  
Inmaculada García-Martínez ◽  
Pedro J. Arrifano Tadeu ◽  
José Luis Ubago-Jiménez ◽  
Carlos Brigas
Keyword(s):  
School Improvement ◽  
Secondary Schools ◽  
Distributed Leadership ◽  
Delphi Method ◽  
Leadership Characteristics ◽  
Pilot Test ◽  
Department Heads ◽  
Academic Improvement ◽  
Potential Capacity ◽  
Set Up

Introduction: Leadership as the second factor in school improvement needs potential leaders to be effective. Method: The present study aimed to know the potential capacity of leaders in Spanish secondary schools through the adaptation of the DLI questionnaire to Spanish. To accurately adapt this questionnaire, the present research group conducted content validity processes in 2017, using the Delphi Method, in which eight experts from the Spanish Network for Research into Leadership and Academic Improvement were invited to participate (RILME). As part of a pilot test, preliminary tools were administered to 547 participants from secondary schools in Granada and Jaén (Spain). Results: The present study reports on the adaptation of the DLI instrument within the Spanish context. Acceptably high values were obtained in the analysis of reliability and internal consistency, suggesting that this item can be reliably utilised for the exploration of the dynamics of internal functioning in secondary education and the evaluation of the distribution of leadership characteristics. Conclusions: The pilot study highlights how heads of studies and department heads are potential leaders, making it easier to set up and sustain educational projects in schools.

Exploring School Improvement in Hong Kong Secondary Schools

2012 ◽  
Vol 87 (2) ◽  
pp. 216-234 ◽  
Author(s):  
James Y. C. Ko ◽  
Philip Hallinger ◽  
Allan D. Walker
Keyword(s):  
Hong Kong ◽  
School Improvement ◽  
Secondary Schools

scholarly journals SELECTED SCHOOL BASED FACTORS’ INFLUENCE ON VALUE ADDITION IN SECONDARY EDUCATION IN PUBLIC SECONDARY SCHOOLS IN RACHUONYO SOUTH SUB-COUNY, HOMABAY COUNTY, KENYA

2021 ◽  
Vol 8 (11) ◽  
Author(s):  
Phelix Almand Amoke ◽  
James Ochieng Sika
Keyword(s):  
Academic Performance ◽  
Secondary Education ◽  
School Improvement ◽  
Secondary Schools ◽  
School Effectiveness ◽  
Primary Data ◽  
Value Addition ◽  
Basic Model ◽  
School Based ◽  
Significant Relationships

<p>Educational accountability has mainly focused on final academic performance in judging schools’ effectiveness without regard to where the students started. Judging schools' effectiveness solely based on final academic performance is unfair to school systems. Hence, the need to determine value addition in secondary education taking into consideration KCPE scores as intake abilities and KCSE scores as exit abilities. Moreover, public secondary schools in Rachuonyo South Sub-County recorded the highest negative academic progresses, -3.262 and -3.745, in the secondary education of 2013 and 2014 cohorts in Homa Bay County. However, the cause of the negative academic progresses is unknown. Hence, there is need to examine selected school-based factors’ influence on value addition in the secondary education of the two cohorts. The objectives of the study are to examine performance appraisal’s influence on value addition in secondary education; to examine continuous assessments’ influence on value addition in secondary education and to examine classroom push and pull factors’ influence on value addition in secondary education. A conceptual model developed from the basic model of school effectiveness by Scheerens (2000) and a correlational research design guided the study. The sample of the study comprised 49 Deputy Principals, 49 Directors of Studies and 780 students randomly sampled. Primary data were collected using questionnaires. Findings revealed that TPAD (β=0.386, p=0.029) and CPP (β=0.364, p=0.034) have positive significant relationships with value addition, while CATs have insignificant relationship with value addition (β1=0.277, p=0.104) for 2013 cohort. For 2014 cohort, TPAD (β=0.633, p=0.000) and CATs (β=0.356, p=0.02) have positive significant relationships with value addition, while CPP has insignificant relationship with value addition (β=0.22, p=0.136). Moreover, findings revealed that school-based factors contributed to 19% and 38% variance in academic achievements of the 2013 and 2014 cohorts respectively. The findings of the study may be used as a tool for school improvement, checking school progress and accountability, informing policymaking, reporting to parents and the community about school.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0976/a.php" alt="Hit counter" /></p>

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