Schools in Transition: Reform Efforts and School Capacity in Washington State

Borko, Hilda; Wolf, Steffen; Simone, Genet; Uchiyama, Kay

doi:10.3102/01623737025002171

Cited by 51 publications

(36 citation statements)

References 26 publications

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“…Our research suggests professional community as a second condition that supported lesson study success in the district, a finding that confirms other research on the value of strong professional community (Borko et al 2003;Coburn 2003;Lord 1994;Newman et al 2000;Perry 1996) and provides further evidence that ''context matters'' to reform outcomes (McLaughlin 1987;McLaughlin and Talbert 1993). When lesson study was introduced to the district, many teachers had already had positive experiences of collaboration on instruction in conjunction with previous reform efforts.…”

Section: Conditions Supporting Lesson Study Continuationsupporting

confidence: 84%

“…In this section, we propose that five interdependent conditions allowed development of BASD's lesson study model. These conditions closely mirror conditions for reform at the school level (Borko et al 2003;Coburn 2003;Newman et al 2000), pointing up the common requirements for reform within different education contexts.…”

Section: Conditions Supporting Lesson Study Continuationmentioning

confidence: 80%

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What is successful adaptation of lesson study in the US?

2008

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This paper features a case study of one US K-8 school district pioneering the use of ''lesson study,'' a teacher professional development approach adapted from Japan. The case explores events that occurred in the district over more than 4 years (Spring 2000-Fall 2004) as lesson study spread nationally and within the district. We document four categories of changes that occurred in the district's lesson study approach, and describe some of the early consequences of these changes as well as conditions that enabled the changes to occur. We argue that this case illustrates much of what we would hope to see in a maturing lesson study effort, and conclude that other US sites may need to go through similar changes, organize similar supports, and persist in their learning about lesson study to successfully adapt this model to their local contexts.

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Section: Conditions Supporting Lesson Study Continuationsupporting

confidence: 84%

Section: Conditions Supporting Lesson Study Continuationmentioning

confidence: 80%

What is successful adaptation of lesson study in the US?

2008

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“…In the other three cases, states either did not offer or districts did not take advantage of state level discussions around content standards. As others have demonstrated, we suggest that the most productive way to build capacity for reform seems to tailor support to local strengths and needs (Borko, Wolf, Simone, & Uchiyama, 2003;Borko, Elliott, & Uchiyama, 2002).…”

Section: Discussionmentioning

confidence: 99%

The Relationship Between State and District Content Standards:Issues of Alignment, Influence and Utility

Dutro

Valencia

2004

EPAA

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At the core of standards-based reform are content standards--statements about what students should know and be able to do. Although it is state standards that are the focus of much public attention and consume substantial resources, many local school districts have developed their own content standards in the major subject areas. However, we know very little about the role state standards have played in local standards efforts. In this article we report on a study of the relationship between state and local content standards in reading in four states and districts. Through interviews with key personnel in each state, and district and analyses of state and local content standards in reading, we explored the alignment between state and district content standards, the path of influence between the two, and the role of high-stakes tests in state and districts reform efforts. Our findings suggest that alignment had multiple meanings and that state standards had differential utility to districts, ranging from helpful to benign to nuisance. This wide variability was influenced by the nature of the standards themselves, the state vision of alignment and local control, districts’ own engagement and commitment to professional development, and student performance on high-stakes tests. We explore implications for the future of content standards as the cornerstone of standards-based reform and argue that states must promote district ownership and expand accountability if state content standards are to have any relevance for local efforts to reform teaching and learning.

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“…In other words, a great amount of research on leadership still focuses on school principals' behaviors or their leadership styles. Although school leadership is one of the most important determinants in the school capacity literature (Borko, Wolf, Simone, & Uchiyama, 2003;Dinham & Crowther, 2011;King & Bouchard, 2011;Newmann, Smith, Allensworth, & Bryk, 2001), as emphasized by Hallinger and Heck (2010) and Lambert (2003), leadership work in school capacity literature comprises not only the principal leadership but also an understanding and practice of leadership that allows broad-based and skillful participation of school community members. In line with this, findings of the study conducted by D'Ambrosio (2004) indicated that distributed leadership was not accepted widely in schools and that some important steps were needed to build school leadership capacity in which every member had right and responsibility to assume leadership.…”

Section: Resultsmentioning

confidence: 99%

An inquiry into leadership capacity: The case of Turkish primary schools

Kılınç¹,

Özdemir²

2015

IOJES

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The growing research interest in educational leadership requires the investigation of new school leadership perspectives as schools become more complex structures. This article explored the perceptions of primary school teachers and administrators on leadership capacity of their schools and related factors. This study employed a mixed method in which both quantitative and qualitative research methods were used together. A total of 2370 participants including teachers, vice principals and principals from 179 primary schools were included in the quantitative part of the study while 18 participants including teachers and school administrators participated in the qualitative part of the study. The research findings suggested that participants' levels of perception on distributed leadership and shared school vision subscales were lower than their levels of perceptions on collaboration and shared responsibility and perceived student achievement. The findings also illustrated that participants from schools with high leadership capacity thought they participated in vision building and instructional decision-making processes more frequently. The paper draws implications for improving teaching and learning in the schoolhouse.© 2015 IOJES. All rights reserved Keywords: Leadership capacity; school principals; vice principals, teachers, primary schools IntroductionEducational leadership is one of the most important factors that have a deep impact on building high quality learning and teaching environment at the school level and improving student achievement (Blase & Blase, 1999;, Dinham & Crowther, 2011, King & Bouchard, 2011. A great deal of research effort has been spent until now on investigating the relationships between educational leadership and student achievement (e.g. Alig-Mielcarek, 2003;Botello, 1997;Gentilucci & Muto, 2007;O'Donnell & White, 2005;Hearn, 2010;Nettles & Herrington, 2007;Kythreotis, Pashiardis, & Kyriakides, 2010;Louis, Dretzke, & Wahlstrom, 2010;Quinn, 2002;Robinson, Lloyd, & Rowe, 2008;Valentine & Prater, 2011; Witziers, Bosger, & Krüger, 2003), student learning (e.g. Krug, 1992;Leithwood, Patten, & Jantzi, 2010), improving instruction (e.g. Blase & Blase, 1999;Jenkins, 1985;Leithwood, Harris, & Hopkins, 2008), and school improvement (e.g. Delaney, 1997;Hallinger & Heck, 1998;Jackson 2000). These studies genereally focus on the direct and indirect effects of principal leadership on student achievement and on contribution of leadership processes to school improvement.Scholars have recently discussed that school principals' workload is getting harder, and that new roles and behaviors are expected from them (Bush, 1998;Grubb & Flessa, 2006;Hallinger & Heck, 2010). For instance, school principals are expected to exert a great deal of effort and time to build a focused school culture as they are likely to lead a school in balkanized school cultures where teachers belong to different * This article arose from a doctoral dissertation of Ali Çağatay Kılınç, which was titled "Determining the Leadership Ca...

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Schools in Transition: Reform Efforts and School Capacity in Washington State

Cited by 51 publications

References 26 publications

What is successful adaptation of lesson study in the US?

What is successful adaptation of lesson study in the US?

The Relationship Between State and District Content Standards:Issues of Alignment, Influence and Utility

An inquiry into leadership capacity: The case of Turkish primary schools

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