Understanding the Challenges for Evidence-Informed School Improvement Support in Disadvantaged Schools: An Exploratory Study. Research Report

Autor/inn/en	Walker, Matt; Nelson, Julie; Smith, Robert; Brown, Chris
Institution	Education Endowment Foundation (EEF) (United Kingdom)
Titel	Understanding the Challenges for Evidence-Informed School Improvement Support in Disadvantaged Schools: An Exploratory Study. Research Report
Quelle	(2020), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disadvantaged Schools; Barriers; Achievement Gap; Readiness; Evidence Based Practice; Educational Improvement; Institutional Autonomy; Foreign Countries; Principals; School Districts; Leaders; Educational Change; Elementary Secondary Education; United Kingdom (England) + Suchen Sie Ihr Suchwort? Teaching improvement; Unterrichtsentwicklung; Institutionelle Autonomie; Ausland; Principal; Schulleiter; School district; Schulbezirk; Fachleiter; Bildungsreform
Abstract	This exploratory study was commissioned by the Education Endowment Foundation (the EEF). The report presents findings on the challenges facing schools in disadvantaged circumstances (characterised by the EEF as 'Priority Schools'). Priority Schools, which include both primary and secondary schools, have a high proportion of pupils eligible for free school meals (FSM) and have been identified as being most in need of support to raise overall levels of attainment while also closing the gap in attainment between disadvantaged pupils and their peers. The study also explored schools' 'readiness' to engage with external support on evidence-informed approaches to school improvement, including the conditions that are necessary to support this. This report identifies and explores two key issues: (1) The challenges faced by Priority Schools in raising attainment (and any variations according to phase, school type or Ofsted category); and (2) Priority Schools' 'readiness' to engage with evidence-informed school improvement support (including the conditions enabling and hindering engagement). A key theme emerging through the research is that of agency. System leaders agreed with headteachers that the external challenges mentioned placed their schools under considerable pressure; and that it was difficult for school leaders to improve their schools when facing such obstacles. However, they also believed that headteachers sometimes failed to see themselves as critical change agents -- demonstrating a tendency to focus on the enormity of the external challenge, rather than on the possibilities to make specific, targeted, changes to those elements of a child's school day, over which they could exercise control. (ERIC).
Anmerkungen	Education Endowment Foundation. 9th Floor Millbank Tower, Millbank, London, SW1P 4QP, UK. Tel: +44-207-802-1676; e-mail: info@eefoundation.org.uk; Web site: https://educationendowmentfoundation.org.uk/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01