14 SES 12 A, Networked Systems, Schools & Communities to Improve Education of Disadvantaged Students
The study focuses on schools that have low socio-economic status and show high academic results. An attempt is made to understand what is happening inside these schools and what distinguishes them from each other. The study is based on data collected using a contextualization questionnaire to define the socio-economic status of schools and academic results — average values for the school and the results of state exams. The qualitative part of the research is represented by interviews with all participants of school educational process and lesson observations.
Schools working in difficult conditions — having a low socio-economic status of the contingent and lacking human and financial resources — are able to achieve high educational results. The degree to which they succeed in this depends to a great extent on the educational policy that allows the school to be effective in adverse circumstances [Pinskaya et al., 2011; Lupton, 2004; Reynolds et al., 2011; Siraj, Taggart, 2014]. Also such educational organizations are called “a school that functions well in a context of adversity” (Masten et al., 2008) and “schools performing beyond expectations” (Hargreaves & Harris, 2011).
12 schools of different context were investigated in 5 regions of Russia: Republic of Karelia, Moscow Oblast, Tomsk Oblast, the Sakha Republic, and Yaroslavl Oblast. The schools are regarded as of high poverty though showing high performance. Lesson observations, interviews and focus groups were conducted. The field study explored: • resource shortages the school faces, how it succeeds in overcoming them and creating a rich learning environment; • academic expectations of all participants; • organization of work with groups of students differing in their level of academic achievement; • strategies applied by schools to involve parents in the educational process; • attitudes of all participants to the socialization of students. The research on such schools in Russian regions helped to identify factors of school success as compared to low performing schools.
Schools that can be deemed resilient and offer high-quality education create robust and friendly learning environment, help their students choose occupations and prepare them for future successful socialization. Overall, their learning impact can be described as “enhancing life chances” for children. We note that schools make significant efforts to engage parents in learning and thus make them participants of school life. Schools organize students’ leisure time, arrange museum visits and educational trips. Highly capable staff continues to actively master innovative classroom formats. Despite high academic performance requirements, schools create student-friendly environment of psychological comfort and mutual trust. Of special note is the fact that the key figure that propels school development is an outstanding leader, school principal.
1.Agasisti, T., Avvisati, F., Borgonovi, F., & Longobardi, S. (2018). Academic resilience, OECD Working papers (167). 2.Bourdieu, P. (1986). The Forms of Capital. Education: Culture, Economy, and Society, 46–58. https://doi.org/10.1002/9780470755679.ch15 3.Breen, R., & Jonsson, J. O. (2005). Inequality of Opportunity in Comparative Perspective: Recent Research on Educational Attainment and Social Mobility. Annual Review of Sociology, 31(1), 223–243. https://doi.org/10.1146/annurev.soc.31.041304.122232 4.Chapman, C., Armstrong, P., Harris, A., Muijs, D., Reynolds, D., & Sammons, P. (2012). School effectiveness and improvement research, policy, and practice: Challenging the orthodoxy? https://doi.org/10.4324/9780203136553 5.Coleman, J. (1966). Equality of Educational Opportunity. Educational Theory, 26(1), 3–18. https://doi.org/10.1111/j.1741-5446.1976.tb00708.x 6.Day, C., & Gu, Q. (2013). Resilient teachers, resilient schools: Building and sustaining quality in testing times. Resilient Teachers, Resilient Schools: Building and Sustaining Quality in Testing Times. https://doi.org/10.4324/9780203578490 7.Hargreaves, A., & Harris, A. (2011). Performance beyond expectations. National College for School Leadership, 19. Retrieved from http://www.ai.sri.com/~quam/Public/papers/ILC2005/20050529-Lisp-performance.pdf%5Cnhttp://dera.ioe.ac.uk/10022/1/download?id=151888&filename=performance-beyond-expectations-full-report.pdf 8.Harris, A. (2008). Effective Leadership in Challenging Schools, 1–14. 9.Hopkins, D., & Reynolds, D. (2001). The Past, Present and Future of School Improvement: Towards the Third Age. British Educational Research Journal, 27(4), 459–475. https://doi.org/10.1080/01411920120071461 10.Lupton, R. (2004). Schools in Disadvantaged Areas: Recognising Context and Raising Quality, (January 2004), 1–44. https://doi.org/10.3386/w20909 11.Masten, A., Herbers, J., Cutuli, J., & Lafavor, T. (2008). Promoting Competence and Resilience in the School Context. Professional School Counseling, 12(2), 76–84. https://doi.org/10.5330/PSC.n.2010-12.76 12.Mortimore, P. (1988). School Matters: The Junior Years. 13.OECD. (2008). Measuring Improvements in Learning Outcomes: Best Practices to Assess the Value-Added of Schools. 14.OECD (2018), PISA 2006 and PISA 2015 Databases. 15.Othman, M., & Muijs, D. (2013). Educational quality differences in a middle-income country: the urban-rural gap in Malaysian primary schools. School Effectiveness and School Improvement, 24(1), 1–18. https://doi.org/10.1080/09243453.2012.691425 16.Pinskaya, M.A., Derbyshir, N.S., Bysik, N.V., & Kosaretsky, S.G. (2017). "Effective" Schools: Resources, Population and Management Strategies of Principals" 17.Pinskaya, M., Kosaretsky, S., & Froumin, I. (2011). Schools that work effectively in difficult social contexts. Educational Studies, Moscow. 18.Reynolds, D., Chapman, C., Kelly, A., Muijs, D., & Sammons, P. (2011). Educational effectiveness: The development of the discipline, the critiques, the defence, and the present debate. Effective Education, 3(2), 109–127. https://doi.org/10.1080/19415532.2011.686168 19.Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C., & Stringfield, S. (2014). Educational effectiveness research (EER): a state-of-the-art review. School Effectiveness and School Improvement. https://doi.org/10.1080/09243453.2014.885450 20.Siraj, I., & Taggart, B. (2014). Exploring Effective Pedagogy in Primary Schools : Evidence from Research.
- 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.