School Improvement through School/University Partnership: Israel's school autonomy project as an example of and a theoretical addition to both fields

Purpose Increased school autonomy and accountability have been a common denominator of national reforms in otherwise heterogeneous governance systems in Europe and the USA. The paper argues that because schools serving disadvantaged communities (SSDCs) often have lower average performance, they are more often sanctioned or under closer scrutiny, but might also receive more additional resources. The purpose of this paper is to therefore analyze whether SSDCs have more or less autonomy than schools with a more advantageous context in four countries with heterogeneous autonomy and accountability policies. Design/methodology/approach The paper is based on the data from the Programme for International Student Assessment 2012 school and student questionnaires from Finland, Germany, the UK, and the USA. The choice of countries is based on different governance models described by Glatter et al. (2003). The data are used to identify SSDCs and analyze the reported autonomy in resource allocation and curriculum and assessment. Using regression analyses, patterns are analyzed for each country individually. They are then juxtaposed and compared. Differences are related back to the governance models of the respective countries. Findings The results indicate an association between the communities the schools are serving and the autonomy either in the allocation of resources, or the curriculum and assessment. SSDCs appeared to have a little more autonomy than schools with a more advantageous context in Finland, Germany, and the UK, but less autonomy in the USA. The comparison suggests that in the USA, autonomy is rather a reward for schools that have the least amount of need, whereas in the other three countries it could be a result of strategies to improve schools in need. The paper discusses possible explanations in the policies and support structures for SSDCs. Originality/value The effects of increased school autonomy and accountability on student achievement have been discussed at length. How different accountability policies affect the autonomy of schools with the highest needs has so far not been studied. The study can be understood as a first step to unravel this association. Following steps should include in-depth investigations of the mechanisms underlying increased or diminished autonomy for SSDCs, and the consequences for school improvement in these schools.

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Making sense of external partnerships

Journal of Professional Capital and Community ◽

10.1108/jpcc-02-2019-0004 ◽

2019 ◽

Vol 5 (1) ◽

pp. 51-71

Author(s):

Susanne Sahlin

Keyword(s):

School Improvement ◽

Qualitative Content Analysis ◽

Software Tool ◽

Sense Making ◽

Depth Information ◽

Institutional Perspective ◽

Content Type ◽

Making Sense ◽

University Partnership

Purpose The purpose of this paper is to examine principals’ sense-making of a school–university collaboration taking an institutional perspective on organizational change. The study’s context involves three schools in a collaboration focusing on leadership and school improvement with one university. Design/methodology/approach The study draws on findings from a qualitative case study that examined principals’ sense-making of this type of school–university collaboration. Data were collected over three years and consisted of semistructured interviews, meeting notes, field observations, field notes and document analysis. A qualitative content analysis was performed using the Atlas.ti 6.2 software tool. Findings The findings showed that mattering sense-making for the principals in this collaboration is related to the cultivation of collective participation and responsibility, the development of trust and improvement culture among actors, and the sense of moving towards research-based and collaborative learning-oriented practices in their schools. Research limitations/implications This study encountered several limitations that need to be addressed and recognized. First, the small number of cases in this multiple case study, as well as the specific social context, limits the possibilities for the generalization of the findings. Second, the study was not independently selected and the findings and analyses were linked to national and local contexts, which can be seen as a limitation and a strength. Nevertheless, this study provides in-depth information about the principals’ experiences and constructions of meaning as they helped lead a school–university collaboration in their schools. Finally, although the sample was small and not representative, the findings provided useful insights into and examples of how principals understand and interpret a school–university partnership in their schools’ improvement processes. Originality/value The findings provide an elaborated illustration of how intentional efforts to collaborate and develop the schools in a school–university partnership may affect the regulative, normative and cultural–cognitive aspects in schools.

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Inside the black box of school autonomy: how diverse school providers use autonomy for school improvement

Leadership and Policy in Schools ◽

10.1080/15700763.2020.1863433 ◽

2021 ◽

pp. 1-26

Author(s):

Ayesha K. Hashim ◽

Susan Bush-Mecenas ◽

Katharine O. Strunk ◽

Julie A. Marsh

Keyword(s):

School Improvement ◽

Black Box ◽

School Autonomy

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The Role of Teacher Empowerment and Teacher Accountability in School-University Partnerships and Action Research

Brock Education Journal ◽

10.26522/brocked.v20i2.169 ◽

2011 ◽

Vol 20 (2) ◽

Cited By ~ 2

Author(s):

Lauren Segedin

Keyword(s):

Professional Development ◽

Action Research ◽

School Improvement ◽

Professional Growth ◽

School Change ◽

Large Scale ◽

Development Method ◽

University Partnership ◽

The Government ◽

The Impact

Large-scale educational reform is occurring in Canada, the USA and the UK. Different strategies for change have resulted, including the school-university partnership and teacher-led action research. While this partnership and professional development method is perceived as a way to empower teachers it also appears to be riddled with issues of accountability. This study investigates the impact of participation in a school-university partnership, using action research as the professional development method for school improvement, on teaching professionals' sense of accountability and empowerment. The findings from this study showed that these projects were organized from the top-down and teachers felt accountable to the government, their peers, their students, the School Board, the school community, and the project funding body. However, teachers also were found to be empowered as they experienced shared decision making, teacher autonomy, professional growth, and school change. This suggests that the relationship between accountability and empowerment is not a simple one.

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The development of school autonomy and accountability in Hong Kong

International Journal of Educational Management ◽

10.1108/ijem-10-2015-0145 ◽

2016 ◽

Vol 30 (7) ◽

pp. 1207-1230 ◽

Cited By ~ 9

Author(s):

James Ko ◽

Yin Cheong Cheng ◽

Theodore Tai Hoi Lee

Keyword(s):

Hong Kong ◽

School Improvement ◽

Sufficient Conditions ◽

School Autonomy ◽

Educational Management ◽

Content Type ◽

Positive Effects ◽

Empirically Supported ◽

School Based ◽

International Audience

Purpose The purpose of this paper is to trace the development of school autonomy and accountability and related multiple changes and impacts in key areas of school education in Hong Kong since implementing school-based management (SBM) from 1990s. Design/methodology/approach To explore the evolution and the uniqueness of autonomy and accountability in the Hong Kong school system, the paper begins with an historical account, followed by an evaluation of the effects of SBM as shown in policy documents, local research, international reviews and illustrative findings from a case study. The local and international implications of SBM for research and practice are then discussed. Findings This paper shows the links between school autonomy and accountability by exploring the potential effects of both of these factors on educational management and student achievement, which are increasingly emphasised in educational policies. The investigation shows that the assumed links and effects are not always consistent or empirically supported. The positive effects that school autonomy has on school governance and management, teachers’ work, school-based curriculums and student learning are all significant when there is also strong leadership, comprehensive continuous professional development and a positive, collaborative school climate. These key elements work alongside school autonomy to facilitate positive change. Research limitations/implications School autonomy and accountability should be viewed as necessary, but not sufficient, conditions for school improvement and development. Further characterisation of the processes happening in schools is needed to explore the different realisations of school autonomy and accountability. Originality/value This investigation of school autonomy and accountability in Hong Kong provides the international audience with a deeper understanding of the dynamics involved in the development of SBM.

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