School effectiveness and school improvement

The basic philosophical position that the merit of actions must be determined by reference to their consequences may be taken as having either of two incompatible aims. It may be interpreted as a manifesto for moral reform, advocating a better and more enlightened method for settling moral issues to replace less satisfactory ways of moral thinking; or it may be interpreted as an analytic doctrine whose aim is to make explicit those canons of sound moral thinking which are always implicitly followed in any sound moral reflection. Nonconsequentialist theories of morality, showing how they differ from consequentialist theories, they are based on something then the consequences of a person’s action. In the history of ethics, two major viewpoints emerge: the consequentialist and the nonconsequentialist. Nonconsequentialist theories of morality claim that consequences should not enter into our moral judgments. Actions are to be judged right or good in accordance with other criteria.

RESUMO. A identificação das dificuldades de aprendizagem apresenta uma diversidade de procedimentos que muitas vezes parecem ser inconciliáveis e confusos, mas que poderiam ser entendidos como complementares. O presente artigo consiste em um ensaio teórico elaborado a partir de uma extensa revisão da literatura com os objectivos de: (a) apresentar as principais formas de diagnóstico dos problemas de aprendizagem, sob os enfoques organicista e psicossocial; (b) discutir os problemas metodológicos envolvidos na operacionalização dos distúrbios de aprendizagem; e (c) defender uma definição interdisciplinar para as dificuldades de aprendizagem dentro de um esquema operacional integrador. Discute-se que a visão integradora das diferentes concepções, práticas e disciplinas do saber abrangidas pela área das dificuldades de aprendizagem, e defendida neste ensaio, tem ressonância nos actuais movimentos interdisciplinares no campo das ciências e adequa-se à realidade escolar e social brasileira. Palavras-chaves:  ificuldades de aprendizagem, distúrbios de aprendizagem, avaliação, diagnóstico.

Gresham, F. M. & Elliott, S. N. (2016). Inventário de Habilidades Sociais, Problemas de Comportamento e Competência Acadêmica para Crianças: SSRS Manual de aplicação, Apuração e Interpretação [Del Prette, Z. A. P., Freitas, L. C., Bandeira, M. & Del Prette, A.  Autores da adaptação e padronização brasileira]. São Paulo: Pearson.

Ver detalhes aqui: http://www.casadopsicologo.com.br/ssrs-inventario-de-habilidades-sociais-problemas-de-comportamento-e-competencia-academica-para-criancas-kit-completo.html#.Vq4xseanfqh

In deze handleiding wordt gespecificeerd hoe de aanpak van pesten en andere vormen van agressief gedrag in scholen kan worden gesteund via passende Informatie- en Communicatie Technologie. De inbreng en mede-verantwoordelijkheid van leerlingen speelt een zeer essentiele rol in de pedagogiek die hier wordt voorgestaan. De eigen meetbare, positieve resultaten kunnen door de leerlingen steeds worden verbeterd.

Debate about teacher supply, demand, retention, and attrition has been renewed in recent years by an increased concern about the reduced numbers of prospective teachers entering teacher education programs, the high attrition rate of beginning teachers, and the resulting teacher shortages. U.S. schools are experiencing teacher shortages, especially in low-income urban areas, because of increased school enrollment, teacher retirement, reduction in class size, teacher attrition, and turnover related to low salaries, job dissatisfaction, and lack of administrative support and influence over decision-making. Recently, the increased interest in teacher quality has been the topic of debate for policy-makers, the public, and the educational community. The purpose of this study was to determine if a nontraditional teacher preparation program, the Transition To Teaching program, was a viable way to ease the teacher shortages in a high poverty, urban U.S. school district, and at the same time, to evaluate the impact of teacher training on students' academic achievement. The results of this study afford evidence that the students taught by 1st-year, alternatively prepared teachers achieved as well as or better than their peers taught by traditionally certified 1st-year teachers, according to student achievement in mathematics, specifically Algebra I.

Zie hiervoor http://tvodigitaal.nl -oktober-'Artikelen, Columns, Mededelingen'. OVER DEAUTEUR Wim Claasen (1947) is klinisch psycholoog en humanistisch raadsman. Het grootste deel van zijn loopbaan was hij (als directeur, stafmedewerker en onderzoeker) werkzaam bij Fontys Opleidingscentmm Spedale Onderwijszorg. Daar startte hij diverse projecten die resulteerden in de ontwikkeling van landelijke competentieprofielen voor speciale onderwijszorg en inclusieve onderwijspraktijken. In 2013 promoveerde hij op Pedagogisch handelen van leraren.

Contents:
1. Setting the Scene
a. The Impact of Rutter
2. Preschool Quality and Resilience
3. Looking Beyond Preschool:
a. resilience fostered by primary schools
b. resilience effects within children born premature
c. one potential biopsychosocial mechanism

This is article contributes to the debate on the empirical applications of critical realism (CR) in school effectiveness research. Researchers that endorse this research paradigm privilege intensive, over extensive, research designs, focussing, hence, in ethnographic methods and qualitative interviewing. However, and despite some recent academic proposals, there is little guidance in the literature on how to analyse qualitative data using the lenses of CR to produce causal knowledge about the operation of education policies in society. The current piece elaborates on the tenets of dialectical CR to develop some methodological arguments on how to engage in this type of empirical work. These reflections are then applied to analyse qualitative information retrieved in three ‘failing’ schools from Northern Colombia as an exemplar. More information: https://www.tandfonline.com/doi/full/10.1080/09518398.2020.1735555

The purpose of this article is to build a conceptual framework that informs current understanding of how professional learning communities (PLCs) function in conjunction with organizational learning. The combination of sociocultural learning theories and organizational learning theories presents a more complete picture of PLC processes that has been missing from the literature. Situating PLCs in a theory base specific to learning focuses researchers' attention on their function and meaning and creates a research perspective that will help to answer questions about PLC process and product outcomes. This conceptual framework can also be used as a practical tool for school and district leaders to assess how their PLCs are functioning within the structures they have established.

Education is a developing process, which reflects itself in the changes around the world. The increase in demand for high quality education is changing education and is reminiscent of a continuous process, like a circle, and teachers, who are supposed to be the driving force behind the provision of inclusive and high-quality education for students, have to stay at the cutting edge of new trends of education. They should try to move away from the banking system of education and move towards a discovery learning system. Nonetheless, we assume that teachers’ professional development should be one of the priorities to help educators enlighten and prepare students with the right tools they need to succeed in the world and to contribute to the society. This article reviews the link between teachers’ professional development and students’ academic achievement using Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to develop quantitative data extraction from ERIC, JSTOR, ScienceDirect, NCBI, and also Google scholar to provide a quantitative overview of the existing evidence. The review found a significant relationship between teachers’ TPD and students’ academic achievement. The study further suggests more research on TPD, especially on teacher’s research skills. In conclusion, it seeks to suggest that policy-makers invest in teacher professional development as it is a way to improve students' academic achievement and teachers’ personal development.

Es fundamental que los líderes educativos desarrollen continuamente las competencias necesarias para usar datos pertinentes a su contexto institucional en la toma de decisiones.

En este práctica de liderazgo analizamos las diferencias entre datos, información, conocimiento y saber contextualizado. Revisa el material completo, a continuación, y descubre sus distinciones, con el fin de tomar decisiones informadas, contextualizadas y pertinentes para la mejora educativa.

Se indaga el sentido de la conferencia de Sloterdijk
“Normas para el Parque humano” así como las
polémicas por ella suscitada. Se realiza un diagnóstico
de la capacidad crítica del humanismo tradicional. En el
marco del naufragio del humanismo como escuela y
utopía domesticadora humana -marco en el que
Sloterdijk reclama una revisión genético-técnica de la
humanidad- se indaga ¿qué criterios pueden
establecerse para normar las inevitables luchas por los
derechos de la crianza humana? ¿Quiénes y sobre qué
bases debieran hoy detentar el derecho a la crianza?
¿Cómo determinar quiénes son los que educan y los que
son educados? Se proponen nuevos caminos que
tienen en la mediación de la técnica su formulación
discursiva y sus orígenes en las disidencias que, desde
la propia tradición filosófica, reducían la estancia del
hombre en el mundo a su expresión leída y escrita.

The journal "Minority Reports. Cultural Disability Studies" purports to devote the monographic issue 13 / II 2021 to the topic of school and educational inclusion of the students with disability, as it is declined, both in conceptual and operational terms, in the different European countries.

Der Beitrag stellt das US-amerikanische Schulentwicklungsprogramm „Success for All“ dar und analysiert, weshalb es dem Vorhaben gelungen ist, ein evidenzbasiertes Lösungsmodell an rund 3000 Standorten in standardisierter Form und mit gleichbleibend hoher Wirkung zu implementieren.

The concept of responsibility is highly relevant to the organization of public schooling. Through public schools, adult citizens allow for the formal nurture and training of children to become full citizens, able to participate in our shared social, economic, and political life. With growing awareness of the importance of effective schooling to individual and collective well-being,wide-scale attempts have recently been made to reform school governance in the United States and internationally. The authors show how use of a responsibility framework can generate important insights into such reform efforts and their effects. Scholars and practitioners have done well incorporating accountability into the language of policy and practice. Little has been said about responsibility. The authors address this omission and apply their framework to interpret two distinctive reform strategies: (a) efforts to strengthen mayoral control over urban schools and (b) the creation of charter schools.

The effects of teachers' group incentives on student achievement are examined by reviewing theoretical arguments and empirical studies published between 1990 and 2011. Studies from developing countries reported positive effects of group incentives on student test scores. However, experimental studies from developed countries reported insignificant effects. Some of the evidence appears to show a positive association between small group size of teachers and the effectiveness of group incentives. Still, it is uncertain whether the key to successful group incentives in teaching emanates from the incentive size, teacher group size, teacher intrinsic motivation, or type of incentive (rank type vs. non-rank type). Furthermore, most studies show that individual teacher incentives have positive effects unlike studies on group incentives. However, there is a lack of comparative studies of group incentives and individual incentives. We conclude that current empirical evidence has unclear policy implications and recommend additional experimental research.

The education of pupils with special educational needs (SEN) in inclusive settings and their specific needs, problems and behavior are still a challenge for teachers, mainly because of unexplored reasons and factors of disabilities which could complicate the educational process. The aim of the paper was to explore the relationship and differences between mental vulnerability and school performance in pupils of the standard population (N=100) and pupils with SEN (N=28) in the pilot study. Pupils were assessed by the Strengths and Difficulties Questionnaire (SDQ-Svk, Slovak version) which was first used in an educational context in the Slovak republic. School performance was expressed by teachers as an assessment of educational progress. Statistical analysis showed a significant positive association between school performance and emotional symptoms, conduct problems, hyperactivity and problems with peers in pupils from a standard population. Lower school performance was associated with lower prosocial behavior. However, school performance of pupils with SEN did not correlate with any of the scales of the SDQ-Svk; their higher scores of overall mental vulnerability played a smaller role in their school achievement than expected. Future research should be focused on analyzation of the differences in factors determining school performance of pupils from the standard population and pupils with SEN. Results of the research call for changes in educational approaches towards pupils with SEN in inclusive settings.

As charter schools have increased in number, studies of their success in ensuring the academic performance of students have likewise proliferated. Little attention, however, has been given to an appraisal of the boards that run them, despite the fact that board governance is a defining and requisite feature of charter schools, and experience suggests that effective boards are key to the quality and sustainability of charter schools.

For the development of social entrepreneurs it is imperative that educators embrace the concepts and process of social entrepreneurship (Dees, 1998). Exploration of these concepts in education could prove beneficial to the community (Haugh, 2005). This chapter focuses on the positives of introducing social entrepreneurship education at the primary and secondary levels of education. Specifically, its central focus deals with building children's entrepreneurial self-efficacy at a young age. Several benefits, of increasing self-efficacy at a young age, are outlined. Benefits, such as entrepreneurship training, not only training students, but it helps to prepare them for the new knowledge-based economy. Further, entrepreneurship education should help increase the success and survival rates of women and minority entrepreneurs. Essential to this process, a new curriculum needs to be devised including its means of assessment. Lastly barriers to an entrepreneurship program are discussed...

3. Emotional literacy " Wits" 4. Roots of Empathy 5. Anti-bullying "Steps to Success" 6. Conflict resolution 7. Leadership training and community service and learning Meanwhile, schools should continue whole school efforts such as code of conduct, peer mediation, guest lecturers, student recognition, after school clubs, and out of school programs 4. Facilitate networking opportunities for all individuals working on SEL across the Inner City Schools 5. Support SEL efforts by providing training in implementation, assessment and evaluation 6. Develop a multi-discipline SEL approach within schools and across the Inner City Schools 7. Develop a program for engaging and providing SEL information to parents 8. Develop a coordinated approach with community agencies to support SEL in out of school hours RECOMMENDATIONS FOR PROMOTING FAMILY ENGAGEMENT Establish of a parent center, a home visitor program, and action research teams in order to promote parent involvement Reach out to all families, not just those most easily contacted, and involve them in all major roles, from tutoring to governance Provide parent education information and training opportunities Provide family support programs to assist families with health, nutrition, and other services Provide networks to link all families with parent representatives, information about community services, etc. Provide information to all families who want it or who need it, not just to the few who can attend workshops or meetings at the school building. Enable families to share information with schools about culture, background, children's talents and needs Make sure that all information for and from families is clear, usable, and linked to children's success in school Design effective forms of school-to-home and home-to-school communications about school programs and children's progress Recruit and organize parent help and support

Bu ölçek, okullardaki eğitim öğretim ortamını olumsuz yönde etkileyen şiddet olaylarının azaltılması/önlenmesi amacıyla eğitim yöneticilerinin pratik olarak kullanabilecekleri araç konumundadır. Okul Güvenliği Ölçeği, beraberinde şiddet davranışı türleri, öğrenci profili özellikleri, şiddetin yaşandığı yerler ve zamanlar, destek alınan kişiler boyutlarını kapsayan anket de eklendiğinde, okullar tarafından kullanılabilecek bir ölçek olduğu düşünülmektedir.

Seventy-two (n = 72) school counselors from South Carolina were surveyed to assess their perceptions of their pre-service training in relation to eight school-family-community partnership roles and their perceived level of involvement in these roles, This exploratory study sought to determine whether school counselors varied by school level in their perceptions of their training and involvement and whether or not significant relationships existed between perceptions of pre-service training and perceived level of involvement in the eight partnership roles. Implications for practice, training, and research are discussed.

This book presents the argument that school leader research is a potent means through which the school leader grows professionally, and is also empowered to engage more deeply, insightfully and effectively with the many variables which underpin and mediate their plans for school improvement. This concept has its genesis in a coupling of ‘practitioner research’ (Hilton & Hilton, 2017; Lynch & Sell, 2014; Robinson & Lai, 2006) with the day-to-day work of the school leader. While engagement in research from a practitioner perspective is commonplace in professions such as medicine and engineering, its application in education, particularly school leadership, is minimal at best (Anderson & Herr, 1999; Lynch & Madden, 2017; Robinson & Lai, 2006). This lack of engagement is a loss of potential and opportunity for sustainable evidence-based school improvement. The book thus seeks to explain how a ‘school leader researcher’ can leverage the approach for sustainable school improvement.

Studies have highlighted the difficulty of conducting interventions with parents when what motivates
them to seek therapy is a behavioral problem of a child. As a way of preventing and treating this
complaint an intervention procedure was prepared and applied with school children, with the aim of promoting better social interactions between the children and their peers. The aim of the study was to verify whether the social skills learned by the children during the intervention were generalized for the school and family environments. A total of 7 children participated in the study, who were enrolled in the second year of elementary school and presented behavioral problems at a clinical
level in the school and family environments. To evaluate the results the following instruments were used: CBCL, TRF, SSRQ-parents, SSRQ-teachers, RE-SHE-P, and an observation protocol. The intervention procedure had a duration of 8 sessions in which the teaching of social skills was performed, the themes of which were: To greet, to initiate conversations and civility; to thank, to say
good things and express opinions; to make friends, to help, play and share things; to wait their turn
and control themselves; to make, answer requests and to thank; to name feelings and empathy; to
compliment, kiss and hug; to admit mistakes, apologize and listen to criticism. The results indicated
that, based on the reports of the parents and teachers, there were improvements in the behavior of
the children, although not to the point of leaving the clinical level, however, from the observation protocol the parents and children presented a high frequency of skilled behaviors and a low frequency of unskilled behaviors.

This article identifies spatial dimensions of educational outcomes using maps of the 2016 Grade 5 reading results for Australia's National Assessment Program–Literacy and Numeracy for all Australian schools. A geographical information system (GIS) was used to overlay schools' results onto suburbs' advantage or disadvantage to visualise spatial patterns. We then examined the extent to which school results “cluster” in socio‐economically advantaged and disadvantaged suburbs and considered the consistency of spatial patterns for results across major cities. That work illustrates both how GIS can foreground educational inequality and how “the spatial” is more than corollary for student socio‐economic status. Results show substantial differences between urban and remote areas and towns of different size. Maps of cities visualise spatial “clustering” patterns of school results, with most schools in advantaged suburbs having high results and almost no schools in disadvantaged s...

En el marco del debate nacional sobre el lucro en la educación, sus defensores han argumentado supuestos beneficios: innovación, diversidad, calidad, entre otros.  El artículo revisa estos argumentos y sus debilidades en lo teórico y empírico, para luego proponer un análisis del rol del lucro en la educación desde una perspectiva ética, mirando los efectos en el sistema educacional como un todo y sus repercusiones en la sociedad, entre estas, el debilitamiento de la democracia y de los derechos fundamentales

A schools role is changing from that of providing education to developing a polished society to that of working as Govt. agents and agents of change. There are many expectations from a school. Unlike earlier where a school had just to focus on providing quality education has now also to focus on providing sound infrastructure and check the learning outcomes. A school's role is changing with the change in demographic requirement and socioeconomic status of the demography. The paper focuses on highlighting the upcoming change and the roles that the school will have to play in the near future.

The methodology for the evaluation of educational systems is being developed in different elds, such as educational statistics, psychometrics, sociology and econometrics. Each discipline has developed approaches suitable for the analysis of particular aspects of the evaluation process. For example, educational statistics focuses on learning curves using standardized scores, while econometrics mainly deals with private returns (e.g. in terms of wages) or social returns (e.g. in terms of productivity). Anyway, there is a considerable overlap among the elds, for example peer effects are studied both in educational statistics, as a major topic, and econometrics, as a minor topic.

Discussione della situazione del sistema formativo italiano rispetto all'idea e alle pratiche di valutazione diagnostica. Discusse alcune valenze di questo concetto, si esaminano le decisioni pubbliche relative a modelli e strumenti valutativi e in particolare rispetto alla duplice articolazione, interna ed esterna, che la valutazione diagnostica dovrebbe avere: la prima colloca i discenti su una scala costruita in base al parametro rappresentato dagli obiettivi. La seconda codifica l’insieme delle caratteristiche dell’individuo che incidono sull’apprendimento. Nella situazione di palude del sistema formativo italiano, soprattutto delle articolazioni centrali, si suggerisce di organizzarsi dal basso.