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Record Nr. |
UNINA9910255155003321 |
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Autore |
Rawolle Shaun |
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Titolo |
Improving Schools : Productive Tensions Between the Local, the Systemic and the Global / / by Shaun Rawolle, Muriel Wells, Louise Paatsch, Russell Tytler, Coral Campbell |
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Pubbl/distr/stampa |
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Singapore : , : Springer Singapore : , : Imprint : Springer, , 2016 |
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ISBN |
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Edizione |
[1st ed. 2016.] |
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Descrizione fisica |
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1 online resource (152 p.) |
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Disciplina |
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Soggetti |
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Educational policy |
Education and state |
Child development |
Teaching |
Professional education |
Vocational education |
International education |
Comparative education |
Educational Policy and Politics |
Early Childhood Education |
Teaching and Teacher Education |
Professional & Vocational Education |
International and Comparative Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references at the end of each chapters. |
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Nota di contenuto |
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Chapter 1 School Improvement as a Global Movement -- Chapter 2 The Network Model -- Chapter 3 Contexts for School Improvement -- Chapter 4 Classroom Practice and Student Learning -- Chapter 5 Leadership and Collaborative Practice in School Improvement -- Chapter 6 Improving Schools. |
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Sommario/riassunto |
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This unique book explores school improvement policy – from its translation into national contexts and school networks to its implementation in leader and teacher practices in individual schools and classrooms within this network of schools and its impact on |
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students’ learning. It draws on multiple conceptual and theoretical resources to explore the complexities attached to a school improvement process in a network of schools in Australia. These conceptual and theoretical resources include discourse, practice, representation and network, concepts common to both policy research as well as studies of leadership and classroom practice. They lead to a more detailed understanding of the intersections between educational policy and intervention processes, and the complex reality of school processes and teaching practices. In the book we trace the implementation of school improvement policies through its multiple phases, levels and contexts. Our data-collection and analysis methods draw on a variety of perspectives in the way different players perceive their roles and the nature of the initiative and the ways in which these intersect. The research findings are used to seek productive approaches to school improvement that combine policy integrity with local flexibility. The book contributes to the school improvement literature through its exploration of tensions between global and systemic settings and local practices and histories. |
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