Methods in longitudinal school improvement research: state of the art

Towards Sustaining Levels of Reflective Learning: How Do Transformational Leadership, Task Interdependence, and Self-Efficacy Shape Teacher Learning in Schools?

“…Exploration of these dynamics yields valuable insights in how teacher learning in schools, and its organizational and psychological antecedents, changes over time and what drive their changes. Although different scholars have emphasized the need for using more longitudinal designs in school improvement research [15,[28][29][30][31] there is still little systematic evidence for how organizational and psychological factors shape teacher learning in the context of the school over time. More longitudinal research is thus needed to increase our understanding of the nature and dynamics of these relationships and how change in schools occurs over time.…”

Examining the Timing of Educational Changes Among Elementary Schools After the Implementation of NCLB

“…If schools want different results, they must measure and then change the processes to create the results they really want” (p. 80). Recent research found successful school improvement efforts targeted coordinating instructional practices with student needs and highlighted the central role leadership played in the selection, implementation, and evaluation of strategic actions that led to building instructional capacity and corresponding increased student learning (Coelli & Green, 2012; Day et al, 2010; Feldhoff, Radisch, & Klieme, 2014; Heck & Hallinger, 2009; Leithwood, Louis, & Wahlstrom, 2004; Mulford & Silins, 2003, 2009; Murphy & Meyers, 2007; Robinson, Lloyd, & Rowe, 2008; Thoonen, Sleegers, Oort, & Peetsma, 2012; Urick & Bowers, 2011). Improved instructional services resulted from collective strategic effort, even in the earliest stage (Day et al, 2010; Hallinger & Heck, 2011).…”

Fostering sustained teacher learning: co-creating purposeful and empowering workplaces

“…Additionally, this dissertation answers the call for more research that assesses levels of engagement in learning longitudinally, as there is still little systematic evidence for how organizational and psychological factors shape teacher learning in the context of the school over time (Feldhoff, Radisch, & Klieme, 2014;Hallinger & Heck, 2011;Heck & Hallinger, 2014;Thoonen, et al, 2012;Sleegers et al, 2014). Where cross-sectional studies are limited in making valid and reliable claims about the direction of influence of the relations between variables, longitudinal studies can make stronger claims about causality.…”

“…Although different scholars have emphasized the need for using more longitudinal designs in school improvement research (Feldhoff, Radisch, & Klieme, 2014;Hallinger & Heck, 2011;Heck & Hallinger, 2014;Sleegers et al, 2014;Thoonen et al, 2012) there is still little systematic evidence for how information sharing can be sustained, or elevated, in the context of the school over time. More longitudinal research is thus needed to increase our understanding of the dynamic relations between visions, perceptions of interdependence and information sharing over time.…”

“…Exploration of these dynamics yields valuable insights in how teacher learning in schools, and its organizational and psychological antecedents, changes over time and what drive their changes. Although different scholars have emphasized the need for using more longitudinal designs in school improvement research (Feldhoff, Radisch, & Klieme, 2014;Hallinger & Heck, 2011;Heck & Hallinger, 2014;Sleegers et al, 2014;Thoonen, Sleegers, Oort, & Peetsma, 2012) there is still little systematic evidence for how organizational and psychological factors shape teacher learning in the context of the school over time. More longitudinal research is thus needed to increase our understanding of the nature and dynamics of these relationships and how change in schools occurs over time.…”