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International Handbook of School Effectiveness and Improvement

Review, Reflection and Reframing

  • Book
  • © 2007

Overview

Editors:
  1. Tony Townsend

    1. Florida Atlantic University, Boca Raton, U.S.A.

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  • Contains chapters from most of the key thinkers in the field internationally
  • Provides an analysis of perhaps the most influential educational research field of the past 25 years on a region by region basis
  • Contains chapters from South America, Asia and Africa, which are rarely reported in the English speaking world
  • Provides an overview of the direction of future research in the area

Part of the book series: Springer International Handbooks of Education (SIHE, volume 17)

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Table of contents (51 chapters)

  1. Front Matter

    Pages I-XIV
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  2. A Review of the Progress

    1. Front Matter

      Pages 1-2
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    2. 20 Years of ICSEI: The Impact of School Effectiveness and School Improvement on School Reform

      • Tony Townsend
      Pages 3-26

    3. Four Decades of Body-Surfing the Breakers of School Reform: Just Waving, Not Drowning

      • Hedley Beare
      Pages 27-40

    4. Generic and Differentiated Models of Educational Effectiveness: Implications for the Improvement of Educational Practice

      • Leonidas Kyriakides
      Pages 41-56

    5. Improving School Effectiveness: Retrospective and Prospective

      • John MacBeath
      Pages 57-74

    6. School Effectiveness Research in Latin America

      • Javier Murillo
      Pages 75-92

    7. “Effective for What; Effective for Whom?” Two Questions SESI Should Not Ignore

      • Ira Bogotch, Luis Mirón, Gert Biesta
      Pages 93-110

    8. Pursuing the Contextualisation Agenda: Recent Progress and Future Prospects

      • Martin Thrupp, Ruth Lupton, Ceri Brown
      Pages 111-126

  3. A World Showcase: School Effectiveness and Improvement from all Corners

    1. Front Matter

      Pages 127-128
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    2. A History of School Effectiveness and Improvement Research in the USA Focusing on the Past Quarter Century

      • Charles Teddlie, Sam Stringfield
      Pages 131-166

    3. History of the School Effectiveness and Improvement Movement in Canada over the Past 25 Years

      • Larry Sackney
      Pages 167-182

    4. School Improvement in Latin America: Innovations over 25 Years (1980–2006)

      • Beatrice Avalos
      Pages 183-204

    5. Growing Together: School Effectiveness and School Improvement in the UK

      • Louise Stoll, Pam Sammons
      Pages 207-222

    6. Educational Effectiveness and Improvement: The Development of the Field in Mainland Europe

      • Bert P. M. Creemers
      Pages 223-242

    7. School Effectiveness and Improvement in Asia: Three Waves, Nine Trends and Challenges

      • Yin-Cheong Cheng, Wai-ming Tam
      Pages 245-268

    8. School Effectiveness and Improvement in Taiwan

      • Hui-Ling Pan
      Pages 269-286

    9. School Effectiveness and Improvement in Mainland China

      • Daming Feng
      Pages 287-306

    10. The Maturing of a Movement: Tracking Research, Policy and Practice in Australia

      • Brian Caldwell
      Pages 307-324

    11. Schooling Reform: Reflections on the New Zealand Experience

      • Howard Fancy
      Pages 325-338
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Keywords

About this book

This book celebrates twenty years of the International Congress for School Effecti- ness and Improvement. According to Judith Chapman’s report in the first issue of the Australian Network News (1989, p. 1): The initiative for ICES was taken by Dale Mann, former Chairperson (1976–85) of the Department of Educational Administration, Teachers’College, Columbia University, who served as the first Chairperson (1984–85) for the National Council for Effective Schools in the United States . . . [who] felt it timely to bring policy-makers, researchers and planners together. By mid-1987 eight countries, the USA, England, Wales, Scotland, Australia, Sweden, Canada and South Africa had shown sufficient interest for an international congress to be conducted in late 1987 or early 1988. “The planning group at Columbia was int- ested in a Congress in two parts: (1) a conference on school effectiveness open to all with an interest and with papers presented in the normal fashion for such events, and (2) a decision-making meeting at which the organization would be formally cons- tuted and decisions made. ” (Chapman, 1989, p. 1) In January 1988, the first Congress was held at the University of London. Policy makers, practitioners and scholars from 14 countries, including the initial 8, together with Germany, Hungary, Ireland, Israel, the Netherlands and Norway, attended the Congress and adopted the name “International Congress for School Effectiveness.

Editors and Affiliations

  • Florida Atlantic University, Boca Raton, U.S.A.

    Tony Townsend

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