"New" school inspections are essential parts of "evidence-based governance" concepts and have been implemented by many European countries as a major strategy to assure and improve the effectiveness and quality of their education systems. However, national inspection systems vary in their composition and in their contextual…

There have been appeals within the educational change (EC) and school improvement (SI) literature for research to explore more non-westernized and developing country contexts (Dimmock, 2000; Harris, 2009; Harris & Chrispeels, 2006; McMahon, 2006). This article is a response to those appeals. The study maps the SI educational policy contexts of…

This study adopted a quantitative methodology involving a matched sample of federated and non-federated schools and utilising multilevel modelling techniques to explore the impact of federations on student outcomes. The sample involves a total of 50 school districts and 264 schools. These are grouped into 122 federations; 264 comparator schools…

This article summarises findings from systematic reviews of research on primary and secondary mathematics, primary and secondary reading, and programmes for struggling readers. All reviews used a common set of procedures, requiring comparisons with control groups and duration of at least 12 weeks. Across hundreds of qualifying studies, a clear…

Despite frequent attempts to address educational changes and the roles of information and communication technology (ICT) in effecting changes in student learning, few have conceptually examined ICT implementation within a wider context of managing change in schools. Methodologically, it has been argued that ignoring the multilevel nature of the…

The present study examined whether a short but regularly used program of relaxation, applied to Primary and Secondary school children, could (a) reduce noise levels (in decibels), (b) reduce pupils' experienced stress levels, and (c) increase the pupils' ability to concentrate, as measured by teachers' estimates. Noise levels in 5 classrooms (84…

Analyzes UK PISA data to test two central hypotheses in the "school mix" theory of student achievement. Findings suggest that the school composition effect is sometimes an artifact of statistical procedures and caused by "unmeasured" within-SES school selection for noncognitive dispositions and variable family resources within social classes.…

Describes strategy used by New Zealand Ministry of Education to intervene in 26 self-managing schools by developing a partnership with the schools and their communities. Documents difficulties encountered in the first phase (year one) of the intervention and the successes of the second phase (year two). (Contains 1 figure, 3 tables, and 27…

Explores the nature of school leadership in Pakistan by drawing on two studies describing experiences of headteachers in Karachi. Identifies three determinants of personal efficacy of headteachers: The powers and accountability of the school system, community expectations within the context of the national culture, and the individual's personality…

Presents a conceptualization and analysis of school performance feedback systems (SPFS), followed by framework that includes factors crucial for their use and effects. Provides two examples of use of SPFS. Summarizes evidence on the process, problems, and impact of SPFS; suggests strategies for using performance feedback to improve schools.…

Syntheses of research findings from major studies of school-based management (SBM) generate eight elements of schooling associated with successful SBM: An active vision, meaningful decision-making authority, distribution of power, development and use of knowledge and skills, collecting and communicating information, rewards for progress, shared…

Uses hierarchical linear models to determine whether school-based professional development contributes to schoolwide professional community. Finds positive effects of school-sponsored professional development on professional community at both the school and individual teacher levels. (Contains 26 references.) (PKP)

Reviews selected research literature on the size of school effects compared with teacher effects. Analysis does not confirm general impression that teacher effects outweigh school effects. Discusses reasons for this conclusion. (Contains 31 references.) (PKP)

Comparative analysis of the power of two models (technical and participating) of European school self-evaluation to explain the success of the process itself. Finds similarities in explanatory power of both models, suggesting that they be combined for self-evaluation optimization. (Contains 26 references.) (PKP)

Outlines Student Conditions instrument intended to complement existing Improving the Quality of Education for All (IQEA) mapping instruments in United Kingdom. Briefly conceptualizes each condition, using a combination of review of literature and findings from empirical research within IQEA. Findings derived from analysis of data from various IQEA…