Understanding Failing Schools: Perspectives from the inside

Nicolaidou, Maria; Ainscow, Mel

doi:10.1080/09243450500113647

Cited by 54 publications

(29 citation statements)

References 7 publications

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“…1, the conceptual model incorporates three sets of explanatory variables: school context, distributed leadership, and school improvement capacity. Studies of school effectiveness (Edmonds, 1979;Hawley & Rosenholtz, 1984;Hill & Rowe, 1996;Mortimore, 1993;Rutter, 1983;Sammons, Nuttall, Cuttance, & Thomas, 1995), school improvement (Foster, 2005;Jackson, 2000;Nicolaidou & Ainscow, 2005), effective classrooms (Creemers, 1994), and school leadership (Hallinger et al, 1996;Heck et al, 1990;Marks & Printy, 2003;Wiley, 2001) have contributed towards a more integrated understanding of how schools make a difference in learning (Ouston, 1999;Reynolds et al, 2000). This study incorporated key variables actively targeted in current school improvement efforts in its model of leadership and student learning.…”

Section: Explanatory Variablesmentioning

confidence: 99%

Testing a longitudinal model of distributed leadership effects on school improvement

Heck

Hallinger

2010

The Leadership Quarterly

138

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Section: Explanatory Variablesmentioning

confidence: 99%

Testing a longitudinal model of distributed leadership effects on school improvement

Heck

Hallinger

2010

The Leadership Quarterly

138

View full text Add to dashboard Cite

“…At the same time, the data used for producing such league tables are used to identify so-called 'failing schools' and, in some cases, 'failing teachers' within schools. The irony of these arguments is that accountability is often limited to choice from a set menu and thus lacks a real democratic dimension (see Biesta 2004a), that the elasticity of school choice is generally very limited, and also that equality of opportunity hardly ever translates into equality of outcomes because of the role of structural factors that are beyond the control of schools and teachers, thus also undermining part of the 'blame and shame' culture of school failure (see Tomlinson 1997;Nicolaidou and Ainscow 2005;Hess 2006;Granger 2008).…”

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confidence: 99%

Good education in an age of measurement: on the need to reconnect with the question of purpose in education

2008

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In this paper I argue that there is a need to reconnect with the question of purpose in education, particularly in the light of a recent tendency to focus discussions about education almost exclusively on the measurement and comparison of educational outcomes. I first discuss why the question of purpose should always have a place in our educational discussion. I then explore some reasons why this question seems to have disappeared from the educational agenda. The central part of the paper is a proposal for addressing the question of purpose in education—the question as to what constitutes good education—in a systematic manner. I argue that the question of purpose is a composite question and that in deliberating about the purpose of education we should make a distinction between three functions of education to which I refer as qualification, socialisation and subjectification. In the final section of the paper I provide examples of how this proposal can help in asking more precise questions about the purpose and direction of educational processes and practices

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“…There is one undeniable conclusion that emerges from our review of the question, namely the striking predominance of this approach in most academic texts according to the descriptors ''inclusive education'' and ''inclusive schools'' (Nicolaidou and Ainscow 2004;Ainscow 2007;Ainscow et al 2006;Carrington and Robinson 2006;Heung 2006;Remedios and Allan 2006). Slightly different connotations appear from one country to another.…”

Section: Inclusive Education In Academic Publicationsmentioning

confidence: 96%

Inclusive education and social inequality: an update of the question and some geographical considerations

et al. 2008

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The aim of this article is to review the current state of inclusive education in the world and to suggest a few relevant considerations. The first section ''Two parallel concerns'' retraces the inescapable connections between the educational aspects of inclusive education and more general concerns regarding inequality. The second section ''Inclusive education in academic publications'' scrutinizes academic publications and identifies two major themes among their contents: at first sight the internal transformations occurring in schools attract attention, but subsequently the territorial environment also gives rise to some concern. The third section ''Inclusive education in the publications of international organizations'' notes our search criteria for sifting through the documentation of the World Bank, OECD and UNESCO. The IBE/UNESCO workshops reflect varied, though converging interpretations of the concept of inclusive education in different parts of the world. All the official publications, however, tend to concentrate on the internal dynamics of schools, and there are not many that take a look at relations between inclusive education and public policy. Our last section ''The geographical dimension of inclusive education'' puts forward a few arguments in favour of paying more attention to inclusive Original language: Spanish.This article is one of the outputs of the research projects financed by the Spanish Ministry of Education and Science under the title Ma´s alla´de la focalizacio´n: educacio´n, desarrollo y polı´ticas contra la pobreza (Beyond focalization: education, development and poverty-reduction policies) SEJ2005-04235/SOCI.

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Understanding Failing Schools: Perspectives from the inside

Cited by 54 publications

References 7 publications

Testing a longitudinal model of distributed leadership effects on school improvement

Testing a longitudinal model of distributed leadership effects on school improvement

Good education in an age of measurement: on the need to reconnect with the question of purpose in education

Inclusive education and social inequality: an update of the question and some geographical considerations

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