New PDF release: Designing and Leading the Future School: A Cross-cultural

By Clive Dimmock

Colleges are anticipated and challenged to accomplish scholar results commensurate with the skills of all scholars, yet few are able to this. This booklet demonstrates that current university constructions and approaches must be redesigned, and indicates methods of reforming colleges to reinforce pupil results. the writer means that a holistic procedure that integrates all features of college existence - studying, instructing, curriculum, university buildings, assets, management and administration - is required. a pragmatic and coherent version is used, underpinned via study proof of what works and the way practitioners can observe top perform to advancements for pupil results.

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Additional info for Designing and Leading the Future School: A Cross-cultural Perspective (Student Outcomes and the Reform of Education)

Sample text

Frameworks and studies which focus on a single level risk ignoring the cultural relationships and interplay between different levels of culture, from school to national, thereby failing to account sufficiently for context. For example, Bray and Thomas (1995) claim that national or macro-comparative studies tend to suffer from overgeneraliza-tion, and therefore to neglect local differences and disparities. In short, single-level studies neglect the influence of culture on schools and on school leadership in particular.

Such a view, however, represents a misunderstanding and distortion of the ‘best practices’ literature. Far from narrowing the range of choice available, it advocates that teachers have a wider range of practices from which to select. Evidence reveals, for example, that both direct teaching and cooperative learning are more likely to be successful when teachers adopt certain behaviours and factor-in certain contextual features. The ‘best practices’ approach therefore informs teachers about how to maximize the effectiveness of whatever approach they wish to adopt.

Models and frameworks are abstractions and simplifications of reality. They enable analysis to focus on particular variables or parts of a system and the relationships between them, and at the same time to see the parts in relation to the whole. Furthermore, modelling can serve a useful purpose in enabling the formation of shared visions and goals among personnel working at different levels within a school and a school system. Precepts are principles which underlie models; they are based on beliefs and values.

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