Community Research and Development Information Service - CORDIS


In the Effective School Improvement project, a comprehensive framework on effective school improvement was developed which integrates concepts derived from a variety of theories (especially educational effectiveness and improvement theories) and from an analysis of case studies of successfully improving schools. Eight countries (the Netherlands, Finland, the United Kingdom, Belgium -French Community, Greece, Italy, Spain, and Portugal) participated in the project.
The state of the art in the theories under study did not allow for the construction of an effective school improvement model that could live up to the requirements for scientific models. Still, the construction o f a comprehensive framework was possible. Because of strong differences between countries, we have decided to use general concepts in the framework which can then be filled in more specifically on the basis of the actual or desired educational situation in separate countries. We have given examples of these specifications in outlining the concepts of the framework.
The improving school is in the center of the framework. The school executes improvement processes, aimed at improvement outcomes, within an impr ovement culture. The improving school is embedded in the educational context. The school is experiencing pressure to improve from this context, receives resources for improvement and keeps the wider educational goals of the society in mind during improveme nt. All relationships in the model (within the improving school and between the educational context and the improving school) are reciprocal.

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