Word Count: 3000
For this essay, select a specific area of school effectiveness and improvement that interest you (e.g. one relevant within your current professional context or your are interested in). The essay paper should critically analyse the literature that relates to a problem or an area of knowledge relevant to the course.
All your written work will be assessed with the following in mind. That you provide:
- A clear statement of purpose
- Critical commentary and analysis
- Coherent organisation of the content and argument
- A concluding statement
- An appropriate and accurate bibliography
Referenced can be used
Do schools make a difference to student outcomes? The history of school effectiveness and school improvement research.
Reynolds, D. (2010). Introduction: School effectiveness and school improvement in retrospect 1971-2010. In D. Reynolds (Ed.). Failure-free education? The past, present and future of school effectiveness and school improvement (pp. 1-23). New York: Routledge.
Hopkins, D. (2001). A perspective on educational change and school effectiveness. In D. Hopkins. School improvement for real (pp. 34-52). London and New York: Routledge Falmer.
Leading school improvement
Gurr, D. (2009). Successful school leadership in Australia. In N. C. Cranston & L. C. Ehrich
(Eds.). Australian school leadership today (pp. 539-551). Bowen Hills, Australia: Australian Academic Press.
Odhiambo, G., and Hii, A. (2012). Key stakeholders’ perceptions of effective school leadership. Educational Management Administration and Leadership, 40 (2), 232-247.
Campbell, J., Kyriakides, L., Muijs, D., & Robinson, W. (2004). Review of current research in teacher effectiveness. In J. Campbell, L. Kyriakides, D. Muijs & W. Robinson, Assessing Teacher Effectiveness (pp. 41-58), London and New York: Routledge Falmer.
Stronge, J. H. (2002). Prerequisites of effective teaching. In J. H. Stronge , Qualities of effective teachers (pp. 3-12). Alexandria, Virginia USA: Association for Supervision and Curriculum Development.
How do we determine effective? Frameworks for assessing the performance and effectiveness of schools: Models and recent developments.
Gray, J. (1995). The quality of schooling: Frameworks for judgment. In J. Gray & B. Wilcox. Good school, bad school: Evaluating performance and encouraging improvement. Buckingham: Open University Press.
Griffith, S. A. (2008). A proposed model for assessing quality of education. International Review of Education, 54, 99-112.
Bernhardt, V.L. (2013). The continous school improvement framework. In V.L. Bernhardt. Data Analysis for Continous School Improvement (pp.11-40). London and New York: Routledge.
What is the relationship between school culture and student outcomes?
Smyth, J., McInerney, P., Lawson, M. & Hattam, R. (1999). School culture as the key to school reform. Adelaide: Teachers’ Learning Project Investigation Series, Flinders Institute for the Study of Teaching, Document Services, University of South Australia.
Challenges to the school effectiveness and school improvement model.
Ainscow, M., Dyson, A. Goldrick, S. & West, M. (2012). Making schools effective for all: rethinking the task. School Leadership & Management: Formerly School Organisation, 32:3, 197-213.
Lauder, H., Jamieson, I. and Wikeley, F. (1998). Models of effective schools: Limits and capabilities. In R. Slee & G. Weiner (Eds.). School effectiveness for whom? London: Falmer Press.
Accountability and quality assurance for schools and school systems.
Anderson, J. A. (2005). Accountability in Education. Paris: International Academy of Education and International Institute of Educational Planning, UNESCO.
Cuttance, P. (2005). Quality assurance reviews as a catalyst for school improvement in Australia. In D. Hopkins, The Practice and Theory of School Improvement (101-128). New York: Springer.
Levin, B. (1998). An epidemic of education policy: (What) can we learn from each other? Comparative Education, 34(2), 131-141.
Lingard, B. (2010). Policy borrowing, policy learning: Testing times in Australian schooling. Critical studies in Education, 51(2), 129-147.
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