Reform stall: An ecological analysis of the efficacy of an urban school reform initiative to improve students’ reading and mathematics achievement

James, Marlon; Rupley, William H.; Hall, Kristin Kistner; Nichols, Janet; Rasinski, Timothy V.; Harmon, Willie C.

doi:10.1080/2331186x.2016.1245089

Cited by 3 publications

(3 citation statements)

References 24 publications

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“…Si los recursos materiales del centro educativo son los apropiados y se ajustan al proceso de enseñanza-aprendizaje, influyen tanto en el desarrollo cognitivo como en el socioafectivo del alumnado (James et al, 2016;Martínez-Garrido y Murillo, 2016a;McEwan, 2015). Distintos estudios (Martínez-Garrido y Murillo, 2016c; Martínez-Garrido y Murillo, 2016d;Travitzki, 2017) señalan que disponer de biblioteca en el centro y ordenadores en las aulas, mejora el rendimiento escolar en Lengua y Matemáticas.…”

Section: • Características Del Centro Escolarunclassified

Mejora de las prácticas orientadoras desde la revisión sistemática de estudios sobre eficacia escolar

Delgado-Galindo¹,

Rodríguez-Santero²,

Torres-Gordillo³

2021

REOP

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Para contribuir al desarrollo integral del alumnado, principio básico de la orientación educativa, es necesario conocer las variables contextuales que afectan a la eficacia escolar (EE), entendida esta en términos de rendimiento académico. Es necesario estudiar el conjunto de factores que explica por qué un centro educativo posee resultados distintos a los que cabría esperar, atendiendo a su contexto social, económico y cultural. El informe Coleman (1966), que podría considerarse el precursor de este tipo de estudios, concluyó que el contexto del que procede el alumnado es lo más determinante en su progreso educativo. Numerosos investigadores han intentado rebatir esta conclusión, siendo uno de los tópicos de mayor actualidad en la orientación educativa. El objetivo de este artículo es aportar información sobre cuáles son las variables contextuales que guardan mayor relación con la EE y, a partir de ellas, contribuir a la mejora de la orientación educativa. Para tal fin, se ha desarrollado una revisión sistemática que ha supuesto la lectura en profundidad y el análisis cruzado de 64 documentos que recogen investigaciones en las que se abordan variables contextuales que afectan al rendimiento educativo del alumnado. Como resultado de este estudio se ha logrado conocer cuáles son las variables contextuales, coadyuvantes en la explicación de la EE, que pueden ayudarnos a contextualizar la orientación educativa. Las conclusiones alcanzadas revelan cómo podrían abordarse, desde la orientación educativa, estas variables que tan determinantemente marcan el devenir del alumnado en el centro educativo.

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Section: • Características Del Centro Escolarunclassified

Mejora de las prácticas orientadoras desde la revisión sistemática de estudios sobre eficacia escolar

Delgado-Galindo¹,

Rodríguez-Santero²,

Torres-Gordillo³

2021

REOP

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“…Indeed, an examination of the traditional change paradigm shows that, for decades, technical solutions have been used to address adaptive challenges, which are unlikely to be ameliorated through the application of those technical solutions (Hargreaves, 2004 ; Harris, 2013 ). This misalignment, which the grammar of schooling helps sustain (e.g., Cuban, 2020 ), is one of the reasons why scores of educational reform efforts in the U.S. have led to little sustained change (Duke, 2016 ; James et al, 2016 ). To foster the kind of activity needed to identify and address adaptive challenges, Heifetz ( 2010 ) argues that people need to develop their “adaptive capacity” (p. 73).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

“…Indeed, the policy environment continues to prompt numerous educators—teachers and administrators alike—to view change efforts as a series of technical challenges with quick fixes (e.g., Datnow & Park, 2018 ; Ho, 2008 ). As a result of this persistent misalignment, scores of U.S. policymakers and educators continue to reform local educational agencies (LEAs) (e.g., schools, districts), but those reforms have led to few sustained improvements, especially in urban contexts (e.g., Duke, 2016 ; James et al, 2016 ; see also Cohen & Mehta, 2017 and Payne, 2008 ).…”

Section: Introductionmentioning

confidence: 99%

“Stuck in this wheel”: The use of design thinking for change in educational organizations

2022

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Many of today’s educational organizations around the world contend with complex challenges. Yet, longstanding practices and norms in educational systems can hamper educators’ abilities to identify and address these challenges, such as only principals leading change efforts or the use of misaligned “quick fixes” for ill-defined challenges. A design-based approach to organizational change, on the other hand, holds promise to reframe change in local educational agencies like schools. Design thinking is one way to enact a design-based approach, but little research has investigated the process’s use to help educators conceptualize and implement change. Drawing upon transformational learning theory, this United States-based mixed-methods study examined a year-long professional learning workshop sponsored by a state education agency that used design thinking to reframe how participants orchestrated change in their contexts. Results indicated that design thinking helped participants devise more nuanced understandings of themselves and the change process in their contexts, yet, most participants’ actions continued to be influenced by longstanding practices and norms of the U.S. educational system. We close by discussing implications for practice and policy, particularly the need for professional learning experiences that prompt educators to critically reflect upon their mindsets and how their actions may differ from those mindsets. This greater understanding can better position educators to engage in change efforts that address increasingly complex challenges in education.

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Preparing Schools for Educational Change: Barriers and Supports – A Systematic Literature Review

Aldridge

McLure

2023

Leadership and Policy in Schools

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Reform stall: An ecological analysis of the efficacy of an urban school reform initiative to improve students’ reading and mathematics achievement

Cited by 3 publications

References 24 publications

Mejora de las prácticas orientadoras desde la revisión sistemática de estudios sobre eficacia escolar

Mejora de las prácticas orientadoras desde la revisión sistemática de estudios sobre eficacia escolar

“Stuck in this wheel”: The use of design thinking for change in educational organizations

Preparing Schools for Educational Change: Barriers and Supports – A Systematic Literature Review

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