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Rozwój i główne nurty w badaniach efektywności szkoły

100%
Nowosad I.
Studia Edukacyjne
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2017
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issue 46
125-152
EN
This article isolates the main phases of the research into school effectiveness, at the same time emphasizing the specificityof attitudes, the dominant directions and the conclusions drawn in particular phases. The approach adopted emphasizes key achievements which have influencedthe direction of research and as such define the contemporary understanding of an effective school.
2
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School as a Professional LEARNING Community: A Comparison of the Primary and Lower Secondary Levels of Czech Basic Schools

92%
Novotný P., Pol M., Hloušková L., Lazarová B., Sedláček M.
The New Educational Review
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2014
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vol. 35
163-174
EN
This article deals with two subjects which form an inevitable part of the discussion on Czech basic schools. First, there is school development from the inside, individual and group learning and organizational development in schools. Second, there is the double task of Czech basic schools to provide pupils with primary and, subsequently, lower secondary education. The aim of the analysis is to compare evidence given by teachers at the primary and lower secondary levels of basic schools about processes which create the dimensions of a professional learning community. Analysis of the data obtained from this research, which was carried out in Czech basic schools, leads to the conclusion that despite a relatively large conformity in the adult actors’ perception of systematicity in handling the subjects of learning, this perception cannot be considered homogeneous.
3
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Lokálnost a globálnost – nové požadavky na efektivitu a zdokonalování práce školy

92%
Townsend T.
Studia paedagogica
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2010
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issue 2
9-26
EN
The school effectiveness and school improvement movement has had a great impact on educational reform over the past thirty years. It has been both influential because it has demonstrated that schools can make a difference to student achievement, beyond that which is associated with family background, but also controversial, because some governments in the late 1980s and early 1990s interpreted this as schools being the only thing that made a difference. However, if the history of school effectiveness is placed in the longer history of education in general, then we can start to see the role that it has played in reshaping how we perceive education. Over the course of history, education has had four major shifts in focus, with each shift bringing new understandings of what education means. This commenced by very localised education characterised as thinking and acting individually, where only those that could afford it were given any kind of education and this has progressed through thinking locally, nationally and internationally, but still acting locally. The evidence suggests that these changes have brought as much improvement in terms of student achievement as is likely to occur and that it is time for a new way of approaching education, which is identified as thinking and acting both locally and globally. The paper considers what this means for school effectiveness and school improvement research and makes some suggestions as to where the research might move in the future to maintain its important place in educational change.
4

Reorienting Leadership Styles for Sustainable Education

81%
Oyetunji C.
Journal of Teacher Education for Sustainability
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2011
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vol. 13
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issue 2
59-69
EN
This paper describes the leadership style which can sustain education in Botswana community junior secondary schools (CJSS). The concept was examined based on the policy of education in Botswana, Botswana's vision for 2016 and the current situation in schools. Data was collected by means of a questionnaire and semi-structured interviews from a random sample of community junior secondary school teachers and head-teachers in Botswana. The data suggests that the head-teacher's leadership style affects teachers' and pupils' attitude towards a job and studies and that a participatory leadership style promotes sustainable education in schools. These findings can be useful for education policy makers, school administrators and researchers seeking to promote sustainable improvement in education.
5
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High autonomy and low accountability: Case study of five Czech schools

81%
Dvořák D., Urbánek P., Starý K.
Pedagogická orientace (Journal of the Czech Pedagogical Society)
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2014
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vol. 24
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issue 6
919-940
EN
The paper aims to describe the effects of a unique combination of high autonomy and low outcome accountability of the Czech schools. First, the paper outlines test-based accountability as a key concept of contemporary educational policy. Next, the research design is briefly described and the qualitative data on the effects of school choice and curriculum autonomy / decentralisation are presented. The discussion stresses the problem of time frame in evaluating system wide interventions and also sketches a vision of new emerging school reform discourse. Processes of change in five Czech “combined” primary and lower secondary schools were studied by qualitative longitudinal multiple case study for over 5 years. Surprisingly, the results suggest that many negative effects ascribed to the highstakes tests (e. g. curriculum narrowing, fabrication of image) could be seen in the studied schools despite the different model of governance in the Czech Republic. The contemporary discussion of risks of (high stake) testing should be complemented by a similar analysis of both costs and negative effects of the absence of outcome accountability.
6
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Kolegiální vztahy a zapojení učitelů do rozvoje školy

81%
Stanković D.
Studia paedagogica
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2009
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issue 1
53-66
EN
It seems well established in the school development/improvement literature that improvement may only take place if based on a truly participative process. It means that not only the headteacher or the school boards are entitled to create the school vision, identify problems and plan the development, but that responsibility is distributed to many more people within and beyond the school. Teacher participation in school development is determined by multiple conditions from rather stable factors, like personal characteristics, to contextual variables, such as the norms of teacher collaboration. A research was carried out in 51 basic schools in Serbia, involving 385 teachers, in order to identify the background of individual preferences of those who participate in school development planning. The analysis shows that relations among teachers may be a burden to improvement projects once they are in progress, or, on the other hand, may increase their importance and the chances of success. Yet, most school improvement projects have improved collaboration and team work in schools, while indications that they led to further fragmentation of the staff were sporadic.
7
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Społeczno-kulturowe uwarunkowania demokratyzacji edukacji na Tajwanie

80%
Nowosad I.
Kultura-Społeczeństwo-Edukacja
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2018
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vol. 14
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issue 2
137-154
EN
Nowosad Inetta, Społeczno-kulturowe uwarunkowania demokratyzacji edukacji na Tajwanie [Social and cultural preconditions for the process of democratization in Taiwanese education]. Kultura – Społeczeństwo – Edukacja nr 2(14) 2018, Poznań 2018, pp. 137–154, Adam Mickiewicz University Press. ISSN 2300-0422. DOI 10.14746/kse.2018.14.12. The article focuses on changes introduced in Taiwan’s education since 1949, which reflect the social changes taking place in this country. Special attention is drawn to the origin and the course of two particularly important processes, i.e. democratisation and taiwanisation, which have radically changed the face of education, revealing Taiwan’s ‘balancing’ between the East and the West. While depicting their essence, also complex links with Taiwan’s policies towards China and its orientation onto economic growth were taken into account.
8
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O możliwości zastosowania kategorii dobrostanu nauczycieli i zaangażowania w pracę w badaniach szkoły jako efektywnej organizacji

58%
Farnicka M., Nowosad I., Socha R.
Edukacja Humanistyczna
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2018
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issue 1
69-86
PL
Prezentowany artykuł stanowi efekt poszukiwań możliwych uwarunkowań funkcjonowania szkoły jako efektywnej organizacji. Autorki, reprezentujące trzy różne obszary badawcze, na podstawie analizy wybranych badań zostały zainspirowane do szerszych poszukiwań mieszczących się w nurcie badań nad szkołą jako pozytywną organizacją. W artykule podjęto problem uwarunkowań utrzymywania się satysfakcji z pracy oraz zaangażowania w organizację. W celu zbadania związków między dobrostanem oraz zaangażowaniem w pracę i organizację a rozwojem zawodowym nauczycieli przedstawiono rezultaty badań prowadzonych w grupie nauczycieli (N = 129). Do badań wykorzystano Kwestionariusz UWES (Ultrecht Work Engagement Scale, Schaufelie i Bakker), Kwestionariusz Dobrostanu w Sytuacji Pracy (KDSP, Czerw) oraz Skalę Przywiązania do Organizacji (Affective Continuance and Normative Commitment Scales, Mayer i Allen). Rezultaty badań wykazały, że istniejący pozytywny związek pomiędzy dobrostanem w pracy a zaangażowaniem w pracę i organizację oraz pozytywny związek między zaangażowaniem w pracę a zaangażowaniem w organizację jest niezależny od długości pracy w szkole. Te wyniki skłoniły autorki do przedstawienia szerszej bazy teoretycznej dla stawianych problemów w nurcie efektywnej organizacji.
EN
In the article the authors discuss well-being and commitment as categories, which may be used in study on the personal growth and job satisfaction of teachers. Paper theoretically is based on organizational positive psychology and raises a subject of well-being and professional commitment category (at organization and work) as a source of life satisfaction. In order to examine relationships between the well-being and commitment to the work and organization the results of the study was presented. The study was conducted among teachers (N = 129). In study were used: UWES Questionnaire for examinations (Ultrecht Work Engagement Scale, Schaufelie and Bakker), Questionnaire of the Welfare in the work situation and Affective Continuance and Normative Commitment Scales. Analysed results showed a positive connection between the well-being at work and engagement at work and the organization and it is not linked with the duration of the professional career. Moreover research showed positive connection between the commitment to work and the commitment to the organization and it is not linked with the length of the work at the given institution. Based on analysed results the new study approach was proposed.
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