Evidence-Based School Development in Changing Demographic Contexts.

• Superior document: Studies in Educational Leadership Series ; v.24
• Author: Ylimaki, Rose M.
• TeilnehmendeR: Brunderman, Lynnette A.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2021.; ©2022.
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Series: Studies in Educational Leadership Series
• Physical Description: 1 online resource (185 pages)

Table of Contents

Evidence-Based School Development in Changing Demographic Contexts -- Foreword -- Acknowledgements -- Contents -- Part I: Changing Context for School Development and Description of the Model -- Chapter 1: School Development Approaches Over Time: Strengths, Limitations, and the Need for a New Approach -- Evidence-Based Policy Trends -- Research Trends -- Education and Humanistic Values -- Changing Demographics -- Strengths and Limitations of School Development: Research and Popular Models -- Global Interest in School Improvement -- Recent U.S. Leadership and School Improvement Programs -- References -- Chapter 2: A New Approach to School Development -- Description of the Arizona School Development Project -- Methods -- Results -- Survey Results -- Improved School Letter Grades -- Qualitative Interview Results -- References -- Part II: Lessons from the Arizona School Development Model -- Chapter 3: Values, Culture and Context -- Culture Defined in School Development -- Application -- Lessons Learned -- Case A: Smithson High School -- Case B: Ruth Bennett Middle School -- Final Thoughts -- References -- Chapter 4: Building and Sustaining School Leadership Capacity -- Leadership Capacity Defined for School Development -- Application -- Lessons Learned -- Case A: Venture Inc. -- Case B: Alexander High School -- Final Thoughts -- References -- Chapter 5: Using Data as a Source of Reflection in a Feedback Loop -- Application -- Lessons Learned -- Case A: Sylvester Middle School -- Case B: Mary Miller Elementary School -- Final Thoughts -- References -- Chapter 6: Going Deeper into Curriculum and Pedagogical Activity -- Application -- Lessons Learned -- Case A: Sun City Elementary School -- Case B: Smithson High School Revisited -- Final Thoughts -- References -- Chapter 7: Strength-Based Approaches to Meeting Culturally Diverse Student Needs.

Application -- Lessons Learned -- Case A: Santo Domingo Mission School -- Final Thoughts -- References -- Part III: Extending the Process to Other Contexts -- Chapter 8: School Development in South Carolina - Building Leadership Capacity for Evidence-Based School Development in South Carolina Schools -- Introduction to the Chapter's Purpose -- South Carolina Policy Context -- Limitations in Research Priorities: Accountability and the Role of Research and Evidence -- Aim of the Two Initiatives: LEI and SITIS -- Conceptual Model for the School Development Projects in South Carolina -- Leadership and School Development Project 1: Lowcountry Educators Initiative (LEI) -- LEI Participants -- Implementation of the LEI -- Findings: Participant Projects and Application of Place-Based Education -- Leadership and School Development Project 2: School Improvement Through Improvement Science (SITIS) -- SITIS Participants -- Implementation of the SITIS -- Recommendations for Practice -- Leadership Support -- Using the Local Context in Improving Practice -- Valuing of Data -- Recommendations for Policy -- References -- Chapter 9: The Swedish Context Bringing Support Structures to Scale: The Role of the State and School Districts -- Introduction: Cooperation for Better Schools -- The Policy Problem - According to the Government -- The Government's CBS Resolution as a Response -- The Government's "Theory of Action": A Deliberative Response -- In the Beginning: The Results of the Document Analyses -- The Swedish Schools Inspectorate's Oversight of the Schools -- Summarizing Reflections -- References -- Chapter 10: The Australian Context: National, State and School-Level Efforts to Improve Schools in Australia -- Introduction -- National Level School Improvement - The IDEAS and PALL Projects -- IDEAS (Innovative Designs for Enhancing Achievements in Schools).

Principals as Literacy Leaders (PALL) -- State/Regional Level School Improvement - MGSE Teacher Training and School Improvement Initiatives -- Melbourne Graduate School of Education's Master of Teaching -- Science of Learning Partnership Schools Initiative -- School Level Improvement: Evidence-Based Improvement in Two Schools -- Hume Central Secondary College -- Building Leadership Capacity -- Redesigning the Organisation -- Building Teacher Capacity to Improve Teaching -- Support from External Experts and Agencies -- Establishing a Performance and Development Culture -- School Performance -- Scoresby Secondary College -- School Improvement Strategy -- Setting New Direction -- Teaching and Learning -- Leadership and Professional Capacity Building -- Focus on Student Needs -- Findings -- Discussion -- References -- Chapter 11: The German Context: School Turnaround in Ten Schools in Difficult Circumstances: The Need for Adaptive and Contextualized Approaches to Development and Change -- Introduction -- International Research on Key Characteristics and Initiatives to Improve Schools in Difficult Circumstances -- The German Education Context -- Adapting a School Turnaround Approach in the German Context -- Theoretical and Methodological Approaches -- Presentation of Findings -- Leadership as a Key to Improvement -- Development Requires Time -- Development Requires Support -- Improvement of the School's Organisation and Student Outcomes -- Discussion and Conclusion -- References -- Part IV: Conclusions and Looking Ahead -- Chapter 12: Concluding Comments and Looking Ahead -- References.