Concept and Design Developments in School Improvement Research : : Longitudinal, Multilevel and Mixed Methods and Their Relevance for Educational Accountability.

• Superior document: Accountability and Educational Improvement Series
• Author: Oude Groote Beverborg, Arnoud.
• TeilnehmendeR: Feldhoff, Tobias.; Maag Merki, Katharina.; Radisch, Falk.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2021.; ©2021.
• Year of Publication: 2021
• Edition: 1st ed.
• Language: English
• Series: Accountability and Educational Improvement Series
• Physical Description: 1 online resource (314 pages)

Table of Contents

• cover
• Contents
• About the Editors
• Chapter 1: Introduction
• 1.1 Overview of the Chapters
• Chapter 2: Why Must Everything Be So Complicated? Demands and Challenges on Methods for Analyzing School Improvement Processes
• 2.1 Introduction
• 2.2 Theoretical Framework of the Complexity of School Improvement Processes
• 2.3 Conclusion and Outlook
• 2.3.1 Guiding Questions
• References
• Chapter 3: School Improvement Capacity - A Review and a Reconceptualization from the Perspectives of Educational Effectiveness and Educational Policy
• 3.1 Introduction
• 3.1.1 What Kind of School Improvement?
• 3.2 Contextually Variable School Improvement
• 3.2.1 The Role of Context in EE over the Last Decades
• 3.2.2 Meaningful Context Variables for SI
• 3.3 School Improvement and Classrooms/Teaching
• 3.3.1 Reasons for Improving Teaching to Foster SI
• 3.3.2 Lesson Study and Collaborative Enquiry to Foster SI
• 3.4 Building School Improvement Capacity
• 3.5 Studying the Interactions Between Schools, Homes, and Communities
• 3.6 Delivering School Improvement Is Difficult!
• References
• Chapter 4: The Relationship Between Teacher Professional Community and Participative Decision-Making in Schools in 22 European Countries
• 4.1 Introduction
• 4.2 Theoretical Section
• 4.2.1 Professional Community (PC)
• 4.2.2 Participative Decision-Making (PDM)
• 4.2.3 The Relationship Between Professional Community and Participative Decision-Making
• 4.2.4 The Specific National Educational Contexts
• 4.3 Method
• 4.3.1 Data and Variables
• 4.3.2 Analysis Method
• 4.4 Results
• 4.4.1 Professional Community and Participative Decision-Making
• 4.4.2 Sensitivity Checks
• 4.5 Conclusion and Discussion
• 4.5.1 Limitations and Future Research
• References
• Chapter 5: New Ways of Dealing with Lacking Measurement Invariance
• 5.1 Introduction.
• 5.1.1 The Multi-Level Framework of the Education System
• 5.1.2 Context Matters: Comparing Educational Constructs in Different Contexts
• 5.1.3 Teaching Quality
• 5.1.4 Measurement Invariance Analyses
• 5.1.5 Research Objectives
• 5.2 Method
• 5.2.1 Study
• 5.2.2 Data Analyses
• 5.3 Results
• 5.3.1 Research Aim No. 1: How Neglecting MI Could Lead to False Interpretations of Results
• 5.3.2 Research Aim No. 2: Investigating the Stability of the Scale Used to Assess Disciplinary Climate Across Countries and Comparing Countries Even if MI Is Missing
• 5.3.3 Research Aim No. 3: Explaining Missing MI by Using Other Variables, Which Are Considered to Have the Same Meaning in Different Countries
• 5.4 Discussion
• 5.5 Conclusion
• References
• Chapter 6: Taking Composition and Similarity Effects into Account: Theoretical and Methodological Suggestions for Analyses of Nested School Data in School Improvement Research
• 6.1 Expanding the Concept of Group Level in School Research
• 6.2 Composition Effect as Diversity Typologies
• 6.3 Positioning Effect
• 6.4 Modelling Position Effects
• 6.5 Present Study: The Relation Between the Influence of Composition and Similarity Effects on Job Satisfaction
• 6.6 Methods
• 6.6.1 Sample
• 6.6.2 Measurement Instruments
• 6.6.3 Analysis Strategies
• 6.7 Results
• 6.7.1 Analysis of Variance
• 6.7.2 Main and Composition Effects
• 6.7.3 Main and Similarity Effects with GAPIM and Multilevel Analysis
• 6.7.3.1 Individual Teacher Self-Efficacy as Predictor
• 6.7.3.2 Collective Teacher Self-Efficacy as Predictor
• 6.8 Discussion
• 6.9 Limitations and Further Research
• References
• Chapter 7: Reframing Educational Leadership Research in the Twenty-First Century
• 7.1 Introduction
• 7.2 What Are the Dominant Methodologies Adopted in Educational Leadership Research?.
• 7.2.1 Instructional, Transformational, and Distributed Leadership
• 7.2.2 Assessment of the Dominant Methodologies in Educational Leadership Research and Courses
• 7.3 Limitations of the Dominant Methodologies in Educational Leadership Research and Courses
• 7.3.1 Population, Sampling, and Normal Distributions
• 7.3.2 Linearity in a Predominantly Closed System
• 7.3.3 Explanatory, Explorative, and Descriptive Research
• 7.4 The Current Landscape of Schooling
• 7.4.1 Complexity of Schools: Systems and Structures
• 7.4.2 Shared and Distributed Leadership
• 7.5 What Are the Alternatives to Current Social Science Methodologies for Educational Leadership?
• 7.5.1 Brief Introduction to Complexity Science from an Educational Leadership Perspective
• 7.5.2 Emergence
• 7.5.3 Non-linearity
• 7.5.4 Self-Organization
• 7.6 Social Network Analysis as an Alternative to Normal Distribution and Linearity
• 7.6.1 How Does Social Network Analysis Contribute to Educational Leadership Research?
• 7.7 Conclusion
• References
• Chapter 8: The Structure of Leadership Language: Rhetorical and Linguistic Methods for Studying School Improvement
• 8.1 Introduction
• 8.2 School Leadership and School Improvement
• 8.3 Leadership Language as Action
• 8.4 Language in Organizations
• 8.5 Rhetorical Analyses
• 8.6 Rhetorical Form and Principal Talk: An Example
• 8.6.1 Methods
• 8.6.2 Findings
• 8.6.3 Limitations
• 8.7 Methodological Considerations
• 8.8 Implications for Practice
• References
• Chapter 9: Designing and Piloting a Leadership Daily Practice Log: Using Logs to Study the Practice of Leadership
• 9.1 Introduction
• 9.2 Situating the Work: Conceptual and Methodological Anchors
• 9.2.1 Conceptual Anchors
• 9.2.2 Methodological Anchors
• 9.3 Designing the LDP Log
• 9.3.1 ESM Log Design
• 9.3.2 LDP Log Design
• 9.4 Research Methodology.
• 9.4.1 Sample
• 9.4.2 Data Collection
• 9.4.3 Data Analysis
• 9.5 Findings
• 9.5.1 Research Question 1
• 9.5.2 Research Question 2
• 9.5.3 Research Question 3
• 9.5.4 Research Question 4
• 9.6 Discussion: Redesigning the LDP Log
• 9.7 Conclusion
• Appendices
• Appendix A: Daily Practice Log
• Appendix B: Document That Observer's Used to Record/Input Data while Shadowing
• Appendix C: Sample of the Cognitive Interview - Post-Logging Protocol
• Appendix D: Inter-rater Reliability Across Observers
• Appendix E: Examples of Matches in Logger/Shadow Interactions
• Appendix F: Codes Used to Calculate Kappa Coefficients
• Appendix G: Example of Calculating the Kappa Coefficient
• References
• Chapter 10: Learning in Collaboration: Exploring Processes and Outcomes
• 10.1 Introduction
• 10.1.1 PLC as a Context for Teacher Learning
• 10.1.2 The Study (Mixed Methods Design)
• 10.2 Quantitative Phase
• 10.2.1 Methods
• 10.2.2 Results
• 10.3 Qualitative Phase
• 10.3.1 Case Selection and Method
• 10.3.2 Results
• 10.3.2.1 Collaboration Between Teachers
• 10.3.2.2 Learning Outcomes from the Collaboration
• Content of the Outcomes
• Diversity of the Outcomes
• 10.4 Discussion and Conclusion
• References
• Chapter 11: Recurrence Quantification Analysis as a Methodological Innovation for School Improvement Research
• 11.1 Introduction
• 11.2 Theoretical and Methodological Framework
• 11.2.1 Information and Reflection in a Situated and Ongoing Learning Process
• 11.2.2 Logs
• 11.2.3 Recurrence Quantification Analysis
• 11.2.4 Present Study
• 11.3 Method
• 11.3.1 Sample
• 11.3.2 Measurement
• 11.3.3 Analysis Strategy
• 11.4 Results
• 11.5 Discussion
• 11.5.1 Limitations &amp
• Future Directions
• Appendices
• Appendix A
• Daily Log 1(2)
• Information
• Daily Log 2(2)
• Information
• Appendix B
• Monthly Log.
• Learning Experience
• References
• Chapter 12: Regulation Activities of Teachers in Secondary Schools: Development of a Theoretical Framework and Exploratory Analyses in Four Secondary Schools Based on Time Sampling Data
• 12.1 Introduction
• 12.2 Theoretical Framework on Regulation in the Context of School Improvement
• 12.2.1 Regulation in the Context of School Improvement: Theoretical Anchors
• 12.2.2 Definition of Regulation in the Context of School Improvement
• 12.3 Previous Research on Daily Regulation in Schools and Research Deficits
• 12.4 Research Questions and Hypotheses
• 12.5 Methods
• 12.5.1 Context of the Study and Sample
• 12.5.2 Data Collection and Data Base
• 12.5.2.1 Recording of Regulation Activities
• 12.5.2.2 Assessment of Interest
• 12.5.3 Data Analysis
• 12.6 Results
• 12.6.1 Set of Questions No. 1
• 12.6.1.1 What Daily Regulation Activities Occur in the Participating Schools, and What Is Their Frequency? (Question 1a)
• 12.6.1.2 To What Extent Do the Daily Regulation Activities During the Week (from Monday to Friday) Differ from Daily Regulation Activities on the Weekend? (Question 1b)
• 12.6.1.3 To What Extent Are There Differences Among the Schools in Selected Regulation Activities Specifically Relevant for School Development? (Question 1c)
• 12.6.1.4 To What Extent Are There Differences Among Teachers? (Question 1d)
• 12.6.2 Set of Questions No. 2
• 12.6.2.1 How Do Teachers Perceive the Benefits of the Daily Regulation Activities, and How Satisfied Are Teachers at the End of the Day? To What Extent Are There Differences Among the Schools? (Question 2a)
• 12.6.2.2 To What Extent Are Teachers' Daily Regulation Activities Related to Teachers' Daily Perceptions of Benefit and Teachers' Daily Satisfaction Levels? (Question 2b).
• 12.6.2.3 To What Extent Is Teachers' Perceived Daily Benefit Related to Their Daily Level of Satisfaction? To What Extent Do the Relations Between Daily Benefit and Satisfaction Differ Among the Schools? (Question 2c).