Sustaining Turnaround at the School and District Levels: The High Reliability Schools Project at Sandfields Secondary School

Schaffer, Eugene C.; Reynolds, David; Stringfield, Sam

doi:10.1080/10824669.2012.637188

Cited by 20 publications

(19 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The major quantitative outcomes for this intervention and its follow-up have been reported in other studies both at the LA level and through case studies (Stringfield et al, 2008;Schaffer et al, 2012). Brief findings are reported here as a summary of the overall performance of LAs and specific case studies.…”

Section: Quantitative Strategies and Outcomesmentioning

confidence: 88%

See 1 more Smart Citation

Opportunity and Justice: Building a Valuable and Sustainable Educational Experience for Disenfranchised and Disengaged Youth

Schaffer

Stringfield

Reynolds

et al. 2013

Power and Education

Self Cite

View full text Add to dashboard Cite

Building a valuable and sustainable educational experience for disenfranchised and disengaged youth remains a challenge for secondary schools. This article examines successful schools located in areas of deprivation through the lens of Rawlsianism, particularly those ideas stated in A Theory of Justice (1971). Case studies from 16 schools located in England and Wales are examined for characteristics identified by heads, teachers and pupils which support their overcoming low performance, poverty and social disadvantage. The article reports both the 15-year quantitative outcomes of the schools on national performance measures and qualitative findings on strategies used by the schools and students to reach comparatively higher levels of success than students at more privileged schools reach. Central to these characteristics is the schools' ability to offer adequate basic rights or opportunities to all pupils. These schools were able to diminish social and economic inequalities for the least-advantaged students without diminishing these same opportunities for all students.

show abstract

Section: Quantitative Strategies and Outcomesmentioning

confidence: 88%

“…Many of the efforts were self-funded, with additional funding coming from the schools and a grant from the Tribal Foundation. Descriptions of the program and details regarding the quantitative and qualitative findings can be found in Stringfield et al (2008) and Schaffer et al (2012).…”

Section: Notesmentioning

confidence: 99%

Opportunity and Justice: Building a Valuable and Sustainable Educational Experience for Disenfranchised and Disengaged Youth

Schaffer

Stringfield

Reynolds

et al. 2013

Power and Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…Furthermore, informal leaders, reform coordinators, and expert teachers can play complementary leadership roles in facilitating reforms (Copland, 2003; Leithwood & Louis, 2012; Murphy & Datnow, 2003; Penuel et al, 2010; Riggan & Supovitz, 2008). To sustain reform and improvement, principals support a dispersed leadership structure to deepen and broaden organizational and instructional changes (Bryk et al, 2010; Copland, 2003; Day et al, 2011; Heck & Hallinger, 2009; Jackson, 2000; Schaffer, Reynolds, & Stringfield, 2012). A broader leadership also mitigated leadership succession problems (Giles & Hargreaves, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Schools often redesign their organization (e.g., create new roles and routines, change school timetable) to improve interaction and learning (Bellei et al, 2016; Day et al, 2011; Elmore & Burney, 1999; Hopkins, Spillane, Jakopovic, & Heaton, 2013; Penuel et al, 2010; Spillane et al, 2011). Notably, regular meetings of subject or grade-level teams support teachers’ ongoing, job-embedded professional learning (Bellei et al, 2016; Horn & Little, 2010; Penuel et al, 2010; Schaffer et al, 2012; Spillane et al, 2011) and contribute to student achievement (Ronfeldt, Farmer, McQueen, & Grissom, 2015).…”

Section: Literature Reviewmentioning

confidence: 99%

Processes and Dynamics Behind Whole-School Reform

2017

American Educational Research Journal

View full text Add to dashboard Cite

Despite decades of research, little is known about the dynamics of sustaining change in school reform and how the process of change unfolds. By tracing the nine-year reform journeys of four primary schools in Hong Kong (using multiyear interview, observational, and archival data), this study uncovers the micro-processes the schools experienced during their reform. New practices first took root in a group of pilot teachers before gradually disseminating to other teachers and eventually transforming the entire school. Challenges differed across the reform journey. Synergy between school leadership, external support, and organization redesign was critical for initial success. Continued progress depended on whether school leaders and external partners could adapt their roles and redesign the organization to address the school’s changing capacity and needs. The study reveals the long-term process of school reform and has crucial implications for policy, research, and practice.

show abstract

“…La primera, mayoritaria, aboga por una racionalización de los recursos materiales y humanos, por el establecimiento de medidas de control y evaluación 6 , y por la promoción de la eficiencia 7 y la eficacia 8 , con el fin de perseguir la mejora educativa (Arnott & Raab, 2000;Corvalán & McMeekein, 2006;Burki, Perry & Dillinger, 1999;Fusarelli & Johnson, 2004;Hughes, 2003;Merchán, 2012;Pollitt & Bouckaert, 2000;Reeves, Forde, O'Brien, Smith & Tomlinson, 2002;Sasaoka & Nishimura, 2010;Schaffer, Reynolds & Stringfield, 2012;Scheerens & Demeuse, 2005;Teddlie & Reynolds, 2001;Torres, 2004;Whitty, Power, & Halpin, 1998).…”

Section: Descentralización Y Contrato De Autonomíaunclassified

La Autonomía de las escuelas en Portugal: El caso del Agrupamiento de Escuelas de Algoz – Silves

Miranda

Estrada

Prieto

2013

EPAA

View full text Add to dashboard Cite

Resumen: El desarrollo de la autonomía en el sistema educativo portugués ha experimentado diversas oscilaciones desde su promulgación en 1976. En la actualidad, en el contexto de la crisis económica, se observa una mayor regulación del currículum y su recentralización; sin embargo bajo el paraguas gerencialista han resurgido los contratos de autonomía con unas eminentes posibilidades de descentralización. En este artículo desgranamos hasta dónde es capaz de llegar una comunidad educativa cuando puede decidir con flexibilidad sobre su organización y gestión. El contrato de autonomía se erige como el canalizador de una serie de cambios que ha reformado completamente al centro educativo. Este es el estudio de caso del Agrupamiento de Escuelas de Algoz-Silves. Palabras clave: política educativa; autonomía educativa; administración escolar; estudio de caso; investigación educativa. School autonomy in Portugal:The case of the educational community in Algoz -Silves Abstract: Promulgated in 1976, the autonomy of the Portuguese education system has experienced many ups and downs ever since. Nowadays, in the context of the economic crisis, we are witnessing aape epaa

show abstract

Sustaining Turnaround at the School and District Levels: The High Reliability Schools Project at Sandfields Secondary School

Cited by 20 publications

References 9 publications

Opportunity and Justice: Building a Valuable and Sustainable Educational Experience for Disenfranchised and Disengaged Youth

Opportunity and Justice: Building a Valuable and Sustainable Educational Experience for Disenfranchised and Disengaged Youth

Processes and Dynamics Behind Whole-School Reform

La Autonomía de las escuelas en Portugal: El caso del Agrupamiento de Escuelas de Algoz – Silves

Contact Info

Product

Resources

About