Processes and Dynamics behind Whole-School Reform: Nine-Year Journeys of Four Primary Schools

Autor/in	Li, Yuk Yung
Titel	Processes and Dynamics behind Whole-School Reform: Nine-Year Journeys of Four Primary Schools
Quelle	In: American Educational Research Journal, 54 (2017) 2, S.279-324 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0002-8312
Schlagwörter	Educational Change; Foreign Countries; Pilot Projects; Elementary Schools; Elementary School Students; Elementary School Teachers; Instructional Leadership; Educational Improvement; Longitudinal Studies; Qualitative Research; Case Studies; Grade 1; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Interviews; Observation; Documentation; Hong Kong + Suchen Sie Ihr Suchwort? Bildungsreform; Ausland; Pilot project; Modellversuch; Pilotprojekt; Elementary school; Grundschule; Volksschule; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Instruction; Leadership; Bildung; Erziehung; Führung; Teaching improvement; Unterrichtsentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Qualitative Forschung; Case study; Fallstudie; Case Study; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Interviewing; Interviewtechnik; Beobachtung; Dokumentation; Hongkong
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01