Redefining School Effectiveness

Walford, Geoffrey

doi:10.1080/01406720220121183

Cited by 3 publications

(2 citation statements)

References 18 publications

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“…However, there is an increasing awareness that non-cognitive outcomes could be relevant to include (Gray 2004;Höög 2010;Reynolds et al 2011;Walford 2002). As an example, on occasion, the quality of student learning is seen as something that should be included in the definition (Bogotch, Mirón and Biesta 2007;Trupp 2002;Pring 2000).…”

Section: Defining and Measuring The Dependent Variablementioning

confidence: 99%

Success or failure? Presenting a case selection strategy for studies of school improvement

2017

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In this article we propose a case selection strategy for comparative studies of school improvement. The strategy is based on two assumptions. First, we emphasize the importance of a strategic selection of cases (schools), which allows systematic comparisons between successful and failing schools. We claim that cases should be selected on the dependent variable, and, more specifically, on the variation in the dependent variable (i.e. school success or no school success). Second, we recognize the importance of a longitudinal perspective in the case selection process. We argue that quantitative longitudinal data should be used to identify consistently succeeding and consistently failing schools. Furthermore, we demonstrate the fruitfulness of the strategy by using it in a case selection process of successful and failing schools in Sweden. In sum, the strategy addresses the demand for research designs, which allow causal inference, in school improvement and school effectiveness studies. Systematic comparisons between successful and failing schools are essential to elaborate our insights of the mechanisms behind school success.

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Section: Defining and Measuring The Dependent Variablementioning

confidence: 99%

Success or failure? Presenting a case selection strategy for studies of school improvement

2017

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“…Looking beyond educational rhetoric however, it is questionable as to how much modern schooling has really changed. Walford [6] for example argues that the dominance of the examination has resulted in making modern schools "an even more effective sorting machine" for denoting future career trajectory or lack thereof. Similarly, Pearse in a damming condemnation of the Irish education system in 1912 also referred to the system of education as a 'murder machine.'…”

Section: Educational Prioritisationmentioning

confidence: 99%