jeromedelisle.org

Hopkins, D., Stringfield, S., Harris, A., Stoll, L., & Mackay, T. (2014). School and system improvement: A narrative state-of-the-art review. School Effectiveness and School Improvement, 25(2), 257-281.

Link to ICSEI paper (Google scholar-2013 Draft) is HERE



The late Sam Stringfield

Sam was Professor and Educational Leadership Program Coordinator at the University of Cincinnati. He spent three decades studying teacher, school, and system-effects on academic and other achievements of students.  Throughout his career Sam worked to improve schools for all young people, particularly those in areas of significant poverty. The High Reliability project, which he co-designed with Professor David Reynolds using school effectiveness principles, was successful in supporting and sustaining school improvement in many parts of the world. His core belief that those working within the School Effectiveness and School Improvement (SESI) movements had a responsibility to make a positive difference to schools and students, was infectious and compelling. More from ICSEI



Reynolds, D., Sammons, P., & Townsend, T. Educational Effectiveness Research (EER). A state of the Art Review, 4-7.

Link to ICSEI paper is here

See

David, R., Teddlie, C., & Reynolds, D. (2000). The international handbook of school effectiveness research. Psychology Press.

Link



Scottish School Improvement Strategy

• Be rigorous about the gaps to be closed and pursue relentlessly “closing the gap” and “raising the bar” simultaneously.  

• Ensure a consolidated and evidence-informed strategic approach to equity policies.

• Develop metrics that do justice to the full range of CfE capacities informing a bold understanding of quality and equity.

• Create a new narrative for the Curriculum for Excellence.

• Strengthen the professional leadership of CfE and the “middle”. 

• Simplify and clarify core guidance, including in the definitions of what constitutes the Curriculum for Excellence. 

• Focus on the quality of implementation of CfE in schools and communities, and make this an evaluation priority. 

• Develop targeted, networked, evaluated innovation in secondary school learning environments to enhance engagement. 

• Develop a coherent strategy for building teacher and leadership social capital.

• Develop an integrating framework for assessment and evaluation that encompasses all system levels.

• Strike a more even balance between the formative focus of assessment and developing a robust evidence base on learning outcomes and progression.

• Strengthen evaluation and research, including independent knowledge creation.

Read more of this publication at THIS PLACE

Improving Schools in Scotland: An OECD Perspective.

Rutter, M., & Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of school psychology, 40(6), 451-475.

Find HERE



RECOMMENDED TEXTBOOKS

1. Alleyne, H. McD. (1995). Nationhood from the school bag: A historical analysis of the development of secondary education in Trinidad and Tobago. Washington, DC.: OEA/OAS General Secretariat.
2. London, N. (2003). Pathways to educational transformation and development: Policies, plans, lessons. Toronto: Canadian Scholars Press
   
3. Fullan, M. (2010). All systems go: The change imperative for whole system reform. Thousand Oaks, CA: Corwin Press.
4. Hargreaves, A., Lieberman, A., Fullan, M. & Hopkins, D. (Eds.) (2010) Second International Handbook of Educational Change. Dordrecht, Springer.
5. Hargreaves, A. & Shirley, D. (2009). The fourth way. Thousand Oaks, CA; Corwin Press.
6. Harris, A. & Chrispeels, J. (eds) (2008, second edition) International perspectives on school improvement. London: Routledge Falmer.
7. Sims, S., & Sims, R. (2004). Managing school system change: Charting a course for renewal. Greenwich, CT: Information Age Publishing.
8. Reynolds, D. (2010). Failure free education? The past, present and future of school effectiveness and school improvement. London: Routledge.

Journals and other readings

1. Bacchus, M. K. (1980). Education for development or underdevelopment? Guyana's educational system and its implications for the third world. Waterloo, Ontario (Canada): Wilfrid Laurier University Press.
2. Barber, M., & Mourshed, M. (2009). Shaping the future: How good education systems can become great in the decade ahead. Report on the International Education Roundtable (July 7), Singapore. McKinsey Education, Mc Kinsey and Company.
3. Corrales, J. (1999). The politics of education reform. Washington, DC: World Bank.
4. Creemers, B., Kyriakides L., & Sammons, P. (2010). Methodological advances in educational effectiveness research. London: Taylor & Francis, Ltd.
5. Datnow, A. (2005). The sustainability of comprehensive school reform models in changing district and state contexts.  Educational Administration Quarterly, 41(1), 121-153.
6. De Lisle, J. (2009). An institution deeply rooted in the status quo: Insight into leadership development and reform in the education sector of Trinidad and Tobago from the work of Edwin Jones. Social & Economic Studies 58(1), 69-93.
7. De Lisle, J. (2012). Explaining whole system reform in small states using contextualized theory: The case of the Trinidad and Tobago Secondary Education Modernization Programme. Current Issues in Comparative Education, 15(1), 63-81.
8. De Lisle, J., Mohammed, R., & Lee-Piggott, R. (2014). Explaining Trinidad and Tobago's system response to international assessment data. Journal of Educational Administration, 52(4), 487-508.
9. De Lisle, J. (2016). Evolving data use policy in Trinidad and Tobago: The search for actionable knowledge on educational improvement in a small island developing state. Educational Assessment, Evaluation and Accountability, 28, 35-60. 
10. Desimone, L. (2002). How can comprehensive school reform models be successfully implemented? Review of Educational Research, 72(3), 433-479.
11. Elmore, R. F. (1996). Getting to scale with good educational practice. Harvard Educational Review, 66(1), 1-26.
12. Fullan, M. (2011). Choosing the wrong drivers for whole systems reform. Center for Strategic Education Seminar Series 204.
13. Goodson, I., F., & Hargreaves, A., (2006), Educational change over time? The sustainability and nonsustainability of three decades of  secondary school change and continuity. Educational Administration Quarterly, 42(1), 3-41.
14. Gross, B., Booker, T. K., & Goldhaber, D. (2009). Boosting student achievement: The effect of comprehensive school reform on student achievement. Education Evaluation and Policy Analysis 31(2), 111-126.
15. Hargreaves, A. (2011). Second international handbook of educational change. New York, NY: Springer.
16. Hargreaves, A., & Shirley, D. (2009). The fourth way. Thousands Oakes, CA: Corwin.
17. Hargreaves, A., Halász, G., & Pont, B. (2007). School leadership for systemic improvement in Finland. Paris: Organization for Economic Cooperation and Development.
18.  Hickling-Hudson, A. (2002) Re-visioning from the inside: getting under the skin of the World Bank's Education Sector Strategy, International Journal of Educational Development, 22(6), 565-577.
19.  Higham, R., Hopkins, D., & Matthews, P. (2009) System Leadership in Practice, Maidenhead, Berkshire: Open University Press / McGraw Hill.
20.  Hopkins, D. & Reynolds, D. (2001). ‘The past, present and future of school improvement: Towards the Third Age’. British Educational Research Journal Vol. 27(4), 459-475.
21.  Klees, S. J., Samoff, J., & Stromquist, N. P. (Eds.) (2012). The World Bank and education: Critiques and alternatives. Rotterdam: Sense Publishers.
22.  Muijs, D., Harris, A., Chapman, C., Stoll, L. & Russ, J. (2004). Improving schools in socioeconomically disadvantaged areas: A review of research evidence. School Effectiveness and School Improvement, 15 (2), 149-175.
23. Sammons, P., (2007), School Effectiveness and equity: Making connections, A review of school effectiveness and improvement research and its implications for practitioners and policy makers, report commissioned by CfBT, London.
24. Retrieved from http://www.cfbt.com/evidenceforeducation/pdf/91168_SchEffectiveness_FullLiteratureReview.pdf
25. Scardamalia, M., & Bereiter, C. (1999). Schools as knowledge building organizations. In D. Keating & C. Hertzman (Eds.), Today’s children, tomorrow’s society: The developmental health and wealth of nations (pp. 274-289). New York: Guilford.
26. Schleicher, A. (2009). International benchmarking as a lever for policy reform. In A.Hargreaves & M. Fullan (Eds.), Change wars (pp. 97–115). Bloomington, IN: Solution Tree.
27. Smylie, M. A. (2010). Continuous school improvement. Thousand Oaks, CA: Corwin Press.
28. Townsend, T. (Ed) (2007). International handbook of school effectiveness and school improvement, New York: Springer.
29. OECD (2010). PISA 2009 Results: What makes a school successful? – Resources, policies and practices (Volume IV). Paris: OECD
30. OECD (2011), Strong performers and successful reformers in education: Lessons from PISA for the United States, Paris: OECD

Major Policy Papers

Trinidad and Tobago. National Task Force on Education. (1994). Education policy paper (1993–2003) (White Paper). Port of Spain, Trinidad: Ministry of Education.





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