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.