26 SES 07 A, Innovative Contributions to School and Classroom Development
In recent years, educational governances urge school leaders and management personnel in the educational sector to consider a large range of duties and tasks in the sphere of evidence-oriented quality development. These requirements call for a high degree of professional reflective and proflective work in schools in order to enable high-quality, meaningful organisational development planning (Wiesner et al., 2016). High quality organizational development requires first and foremost the following two aspects of schools: Firstly, following Fend (1988), schools have to consider themselves as pedagogical stakeholders. Secondly, based on such an active self-concept, schools should take notice of and use empirical data and information for opening up their individual scopes of action and decision-making. The latter obviously includes a transformation of data to application knowledge. Different actors, as e.g. teachers, school leaders or school inspectors, on different levels of the school system are or should be working with empirical feedback coming from school assessment studies. Most evidence about activities supporting school quality comes from individual “best practice schools” (Schratz, Westfall-Greiter, & Schwarz, 2014). In contrast, correlations between the respective factors based on larger samples are often missing.
This symposium presents innovate approaches clarifying some of these connections. The different approaches come from different countries (Austria, Italy, Vietnam) and are thus based on different national datasets. However, core similarities between all studies may be deduced. Paper #1 underlines the importance of data based feedback and working with data based feedback. Paper #2 investigates Austrian school leaders’ attitudes towards working in a value-orientated way with empirical feedback on schools, while carving out factors stimulating and debilitating the reflection and proflection of data. Paper #3 widens the perspective in terms of the usage of empirical school feedback. Based on Italian data it is shown that this feedback also influences organizational management processes and the organizational school culture. Finally, with respect to the need of further training of school leaders, paper #4 introduces a value-oriented self-assessment instrument for framing school leadership competencies and personal mastery. This tool helps school leaders to reflect/proflect and refine their strengths, a personal development which is assumed to foster school development in general.
Wiesner, C., Schreiner, C., Breit, S., Kemethofer, D., George, A. C. & Angerer, S. (2016). Die Bedeutsamkeit der professionellen Reflexion und Rückmeldekultur für eine evidenzorientierte Schulentwicklung durch Bildungsstandardüberprüfungen. Journal für Schulentwicklung, 20 (4), 18-26. Fend, H. (1988). Schulqualität. Die Wiederentdeckung der Schule als pädagogische Gestaltungsebene. Neue Sammlung 28 (1988) 4, S. 537-547 Schratz M., Westfall-Greiter, T., & Schwarz, J. (2014)
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.