09 SES 09, Network Keynote: The Dynamic Approach to School Improvement: Main features and impact on promoting quality and equity in education
This paper argues that the Dynamic Approach to School Improvement (DASI) (Creemers & Kyriakides, 2012) can promote quality and equity in education. The first part refers to the main features and major steps of DASI. It is emphasised that DASI promotes the design of school improvement projects that are based on a theory which has been tested. Specifically, DASI has its own theoretical framework which refers to factors of educational effectiveness that need to be considered in introducing a change at school level. By making use of the dynamic model of educational effectiveness (Creemers & Kyriakides, 2008), this approach draws attention to the importance of improving school policy for teaching and the school learning environment since these two overarching factors were found to be associated with student achievement gains (Kyriakides, Creemers, Antoniou, & Demetriou, 2010; Hattie, 2009; Scheerens, Seidel, Witziers, Hendriks, & Doornekamp, 2005). DASI is also based on the assumption that each school should develop its own strategies and action plans for improvement, but support to schools should be offered by an Advisory and Research Team (A&RTeam), which is able to provide technical expertise and the available knowledge-base on improvement of factors addressed by the school. Although each school is treated as a professional community responsible for designing and implementing its own improvement strategies and action plans, school stakeholders are not left alone to design and implement their strategies and actions, but are encouraged to make use of the A&RTeam and any other available resource within and/or outside of the school. Therefore, a systematic research based approach to design, implement, and evaluate improvement efforts (Bryk, Sebring, Allensworth, Luppescu, & Easton, 2010; Rowan, Correnti, Miller, & Camburn, 2009), is promoted by DASI. The second part of this paper advocates for the use of DASI to promote quality and equity in education. In regard to its impact on quality, it is stressed that four experimental studies revealed that DASI had a stronger impact on improving learning outcomes than the participatory approach to teacher and school improvement which gives emphasis to professional experience (Creemers & Kyriakides, 2015). Although these four studies provide some empirical support on the impact that DASI can have on promoting student learning outcomes (quality), participating schools were not situated in socially disadvantaged areas. Thus, the third part of this paper presents the methods of an experimental study which moves a step forward and investigates the impact of DASI on promoting not only quality, but also equity in socially disadvantaged schools. Given that early effectiveness studies were concerned with identifying ways to help schools in disadvantaged areas to achieve learning outcomes, it is important to find out whether DASI can help schools in low disadvantaged areas to become more effective. Specifically, the study reported here searches for the impact of DASI on: a) student achievement gains in mathematics (quality dimension of school effectiveness), and b) reducing unjustifiable differences in student learning outcomes in mathematics (equity).
Bryk, A.S., Sebring, P.B., Allensworth, E., Luppescu, S., & Easton, J.Q. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press. Creemers, B.P.M., & Kyriakides, L. (2008). The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools. London and New York: Routledge. Creemers, B.P.M., & Kyriakides, L. (2012). Improving Quality in Education: Dynamic Approaches to School Improvement. London and New York: Routledge. Creemers, B.P.M., & Kyriakides, L. (2015). Developing, testing and using theoretical models of educational effectiveness for promoting quality in education. School Effectiveness and School Improvement, 26(1), 102-119. Hattie, J. (2009). Visible learning: a synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Kyriakides, L., Creemers, B., Antoniou, P., & Demetriou, D. (2010). A synthesis of studies searching for school factors: Implications for theory and research. British Educational Research Journal, 36(5), 807-830. Rowan, B., Correnti, R., Miller, R. J., & Camburn, E. M. (2009). School improvement by design: Lessons from a study of comprehensive school reform programs. In G. Sykes & B. Schneider (Eds), Handbook on educational policy research (pp. 637–651). London, UK: Routledge. Scheerens, J., Seidel, T., Witziers, B., Hendriks, M., & Doornekamp, G. (2005). Positioning and validating the supervision framework. Enschede/Kiel: University of Twente, Department of Educational Organisational and Management.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.