Evaluating Teacher and School Development by Learning Capital: A Conceptual Contribution to a Fundamental Problem

Autor/inn/en	Adolfsson, Carl-Henrik; Håkansson, Jan
Titel	Evaluating Teacher and School Development by Learning Capital: A Conceptual Contribution to a Fundamental Problem
Quelle	In: Improving Schools, 22 (2019) 2, S.130-143 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1365-4802
DOI	10.1177/1365480218784039
Schlagwörter	Teacher Evaluation; School Effectiveness; Faculty Development; Educational Environment; Program Evaluation; Foreign Countries; Outcomes of Education; Teacher Improvement; Student Improvement; Instructional Effectiveness; Pedagogical Content Knowledge; Social Capital; Capacity Building; Decision Making; Low Achievement; Special Needs Students; Compulsory Education; Principals; Administrator Attitudes; Teacher Attitudes; Student Attitudes; Secondary School Students; Instructional Leadership; Secondary School Teachers; Teaching Experience; Sweden + Suchen Sie Ihr Suchwort? Teacher appraisal; Lehrerbeurteilung; Schuleffizienz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Programme evaluation; Programmevaluation; Ausland; Lernleistung; Schulerfolg; Unterrichtserfolg; Pädagogische Kompetenz; Sozialkapital; Decision-making; Entscheidungsfindung; Unterdurchschnittliche Leistung; Sonderpädagogischer Förderbedarf; Schulpflicht; Principal; Schulleiter; Lehrerverhalten; Schülerverhalten; Sekundarschüler; Instruction; Leadership; Bildung; Erziehung; Führung; Schweden
Abstract	In light of an international policy movement to increase focus on students' academic achievement, the question of how to improve schools has become an important issue at all levels in the school system. Substantial resources have been invested in reforms to improve conditions for pupils' learning. Great expectations and responsibility are often placed on teachers in terms of their professional development (PD), the aim being to improve their teaching practices. Consequently, the question of how to evaluate the results of school improvement programmes, including teachers' PD, has arisen. However, there is a lack of theoretical concepts that can capture the outcomes of such development in a qualified way. Taking inspiration from the research on teachers' PD and theories relating to teachers' knowledge and capabilities, the aim of this study is to outline a conceptual framework that can serve as an analytical tool when evaluating both school improvement initiatives in general and school actors' learning in particular. Four types of learning capital that are intended to reflect the central aspects of teachers' and school organisations' learning and the capabilities linked to teaching practice and its development are outlined. This conceptual framework is applied and exemplified based on the results of a 3-year research project evaluating a school improvement programme in a Swedish municipality. Finally, some conclusions are drawn regarding the different types of analysis possible with the current conceptual framework related to the evaluation of school improvement efforts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01