The Double Mirrors of School Improvement: The Aga Khan Foundation in East Africa

Anderson, Stephen E.

doi:10.1201/9780203751213-1

Cited by 3 publications

(3 citation statements)

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“…It also involves personalized feedback to students based on assessments of their learning, and explicit teaching of learning skills to strengthen students’ problem-solving competencies. With the possible exception of low-cost learning materials, these prescriptions for good teaching are consistent with international evidence about effective instruction (Anderson & Mundy, 2014 ). But quality teaching and teachers equally assume specific contextual meanings.…”

Section: Defining Quality For Present Times Education In Contextsupporting

confidence: 71%

“…Anderson and Mundy, 2014 proved that improvement solutions and practices in two groups of countries—developed and less developed—are very much convergent. Both developing and developed countries present a series of common challenges: the need for fewer top-down approaches, for instance, and for approaches less narrowly focused on the basics.…”

Section: Defining Quality For Present Times Education In Contextmentioning

confidence: 99%

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Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts

Mincu

2022

Prospects

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Failing to recognize the role of leaders in quality and equitable schooling is unfortunate and must be redressed. Leadership is fundamentally about organized agency and collective vision, not managerialism, since it is an organizational quality, not merely a positionality attribute. Most important, if change is to be systemic and transformative, it cannot occur uniquely at the individual teachers’ level. School organization is fundamental to circulating and consolidating new innovative actions, cognitive schemes, and behaviors in coherent collective practices. This article engages with the relevance of governance patterns, school organization, and wider cultural and pedagogical factors that shape various leadership configurations. It formulates several assumptions that clarify the importance of leadership in any organized change. The way teachers act and represent their reality is strongly influenced by the architecture of their organization, while their ability to act with agency is directly linked to the existence of flat or prominent hierarchies, both potentially problematic for deep and systemic change. A hierarchical imposition from above as well as a lack of leadership vision in fragmented school cultures cannot determine any transformation.

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Section: Defining Quality For Present Times Education In Contextsupporting

confidence: 71%

Section: Defining Quality For Present Times Education In Contextmentioning

confidence: 99%

Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts

Mincu

2022

Prospects

View full text Add to dashboard Cite

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“…It is because female teachers have the same vision and goals as male teachers in the school improvement plan, whose mission is to mold learners to be responsible and productive citizens in the future. Anderson (2022), tells a striking tale of academic progress that is also not particularly noteworthy in relation to their sex. School improvement experiences in the groups in the effort to raise the standard of instruction.…”

Section: Results and Analysis Sop#mentioning

confidence: 99%

Assessment of the School Improvement Plan in Relation to School Performance: Basis For a Strategic Planning

2024

IJFMR

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In this study, two hundred sixty-two (262) respondents from a very large school in the Division of Antipolo City assessed the school improvement plan and school performance using a survey questionnaire, and fifteen respondents (15) verified their answers through interviews. The study utilized a descriptive-quantitative method. The purposive sampling technique was used. Three (3) experts from the field of principals validated a researcher-made instrument. It was tested for reliability and applied ethical consideration. The following conclusions were drawn: the principal respondents are mostly female, have a doctorate degree, are 16 years of age or older in service, hold the position of Principal IV, and all of them are project leaders. While teacher respondents are mostly female, having a master’s degree, being 16 years of age or older in service, and holding the position of teacher I, in terms of designations most of them are project team member,but according to them, it doesn't matter the position; teachers can lead the projects depending on their willingness and ability. The assessments of respondents on the school improvement plan, quality of projects, stakeholders’ support, teachers’ performance, learners’ performance, and allocation of budget are very good. While school performance is shown, the enrollment rate highly depends on the teachers’ performance, while budget allocation is low. And the dropout rate strongly depends on the learners’ performance and weakly on the teachers' performance. Lastly, graduation rate: the greatest factor is the results from the learners’ performance, while the least is the results from the allocation of budget. The assessment of the school improvement plan of principal respondents based on their demographic profile is not significant. While teacher respondents in terms of sex are not significant, educational attainment is not significant except in the quality of projects, and learners’ performance, length of service, position, and designation are significant. While at the school, both principals and teacher respondents based on their demographic profiles are not significant. The overall school improvement plan was found to have a significant impact on school performance, as assessed by the two groups of respondents. Recommendations are discussed, and a strategic plan is presented.

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External change agents in developed and developing countries

Tajik

2008

Improving Schools

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During the last four decades, educational researchers and practitioners have intensively engaged in bringing about positive changes in schools. Therefore, the kinds of changes introduced to schools have become complex in nature and overwhelming in number -from improving teacher professional knowledge base and teaching repertoires to developing innovative curricula to changing the organizational structures and cultures in schools. The skills required by schools and teachers to implement these changes have also become more complex. Consequently, a large number of external agents -variously referred to as consultants, linking agents, education officers, or supervisors -have mobilized themselves for building schools' capacity and knowledge utilization at the local level. This article intends to analyse the existing stock of knowledge and understanding about external agents' roles and practices in school change, focusing on the significance, limitations, diversity and magnitude, and the challenges and tensions attached to this role in both developed and developing nations. The comparative analysis of the external change agents' roles and practices in the developed and developing country contexts provides useful insights into how context influences the change agents' roles and practices in school change.

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The Double Mirrors of School Improvement: The Aga Khan Foundation in East Africa

Cited by 3 publications

References 0 publications

Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts

Why is school leadership key to transforming education? Structural and cultural assumptions for quality education in diverse contexts

Assessment of the School Improvement Plan in Relation to School Performance: Basis For a Strategic Planning

External change agents in developed and developing countries

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