Continuous School Improvement Research Articles

Una metodología de despliegue de mejora continua replicable en escuelas de negocios en México

Continuous improvement fosters adaptability and the ability to respond to changes and challenges in the environment, so in a constantly evolving context, organizations must continuously learn to remain competitive. Continuous improvement provides a structure and mindset that promote innovation and the ability to anticipate the changing needs and expectations of consumers of goods and services, such that the focus on continuous improvement impacts efficiency, adaptability, and innovation within organizations. In this context, the research problem in this paper is to propose a methodology for deploying continuous improvement that is replicable in business schools in Mexico, based on an updated and relevant theoretical framework in line with the guidelines of a major international accrediting organization for higher education, in this case, the Accreditation Council for Business Schools and Programs. The methodology used in this research was documentary and descriptive, collecting, analyzing, and synthesizing existing information on continuous improvement in business schools according to international standards in order to provide a solid foundation for further research in this field of study, and to describe the characteristics and accurate representation of the continuous improvement process in business schools in accordance with the guidelines of leadership, planning, stakeholder listening methods, learning assessment, human capital, and administrative processes.

Leading Change and Innovation Effectively in Secondary Schools: A Literature Review

This literature review investigates the concepts of innovation and change within the context of secondary education, distinguishing between these concepts while highlighting their interconnectedness. It emphasizes the importance of leadership in driving innovation and change to better prepare students for the 21st-century workforce, enhance student engagement and achievement, and address issues of equity and inclusion. Effective leadership is shown to be crucial for fostering a culture of adaptability, creativity, and continuous improvement in schools. The review also explores various theoretical frameworks, including Fullan’s educational change theory, Rogers’ Diffusion of Innovation, and Lewin’s process theory, to provide a comprehensive understanding of how change and innovation are implemented and sustained in educational settings. Challenges such as resistance to change, limited resources, and the need for teacher professional development are discussed, along with strategies to address these issues. Recent advancements in educational technology and the growing emphasis on equity-focused leadership are highlighted as key factors in shaping the future of secondary education. The review concludes by underscoring the necessity of visionary and resilient leadership to navigate the evolving educational landscape and create adaptive, innovative, and inclusive secondary schools.

Promoting faculty collaboration to support school-university partnerships and increase coaching self-efficacy

PurposeThis manuscript examines how university coaches can use the Classroom Check-Up (CCU; Reinke et al., 2008) to support continuous school improvement efforts around teacher practice within a PDS model and how collaboration between university faculty can increase their coaching self-efficacy.Design/methodology/approachThe paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas, and advance thinking about supporting educator coaching efficacy in school-university partnerships.FindingsThe paper provides insights and ideas for using a collaborative faculty coaching model based on the CCU (Reinke et al., 2008). Each coach provides insight about adapting the model to fit teacher, school, and district needs. Moreover, coaches report on how collaborating impacted their coaching self-efficacy.Originality/valueThis paper fulfills an identified need to support continuous school improvement efforts amid a teaching shortage using a collaborative faculty coaching model. Moreover, the authors explore “coaching self-efficacy” as a rare but valuable construct that is impacted by peer feedback.

Applicability of the Theoretical Model of a School Becoming a Learning Organization in the Pakistani City of Karachi

This study aims to develop and validate a scale to measure the concept of a school as a learning organization within the context of Karachi, Pakistan. Given the growing emphasis on fostering continuous learning and adaptability in educational institutions, the research seeks to understand how schools in this emerging era can embody the principles of a learning organization. The study employs a quantitative methodology, beginning with a survey questionnaire developed on a scale consist of seven constructs adopted from the work of Kools and Stoll (2016) by measuring the responses of school heads/principals, vice principals, coordinators and teachers The data is analyzed using exploratory and factor analysis to ensure the reliability and validity of the scale. The findings obtained provide insights into the specific characteristics and challenges of implementing learning organization principles in schools within the unique cultural, social, and educational landscape of Karachi. The scale is further analyzed for its predictive validity to find out its effect on job satisfaction The validated scale that is obtained by collecting the responses from different sector schools in Karachi Pakistan will serve as a valuable tool for educational policymakers and administrators aiming to promote a culture of continuous improvement and learning in schools through transformation of their school into a learning organization across Karachi, Pakistan.

Pre-service Teaching Practicum in Ecuador: An Assessment from the Educational Actors’ Perspective

This study examines the implementation and evaluation of the new pre-service teachers’ teaching practicum in Ecuador at the National University of Education (UNAE). The primary objective was to investigate the perceptions of students, teachers, and administrators from host schools regarding the impact of the teaching practicum in these institutions. Quantitative and qualitative analyses were integrated through surveys and focus groups using a mixed-methods approach. This allowed the researchers to cover a broad spectrum of perceptions from different stakeholders. The collected data included responses from 245 teachers and 2,605 students, which allowed researchers to assess both the work practices and the interaction with the pre-service teachers. Focus groups with 45 teachers facilitated an in-depth analysis of the impact and areas that needed improvement. Additionally, survey results from 2020 to 2022 were reviewed to determine the benefits and overall effect of the teaching practicum. The results generally highlight a positive perception of the teaching practicum, emphasizing their importance in enriching the educational experience and pointing out areas for improvement to strengthen the pre-service teachers’ pedagogical competencies so that they can face specific contextual challenges. The study underscores the relevance of these practices in developing teaching skills and their essential contribution to continuous school improvement.

What are the perceptions of faculty and academic leaders regarding the impact of accreditation on the continuous quality improvement process of undergraduate medical education programs at Caribbean medical schools?

BackgroundAccreditation and regulation are meant for quality assurance in higher education. However, there is no guarantee that accreditation ensures quality improvement. The accreditation for Caribbean medical schools varies from island to island, and it could be mandatory or voluntary, depending on local government requirements. Caribbean medical schools recently attained accreditation status to meet the Educational Commission for Foreign Medical Graduates (ECFMG) requirements by 2024. Literature suggests that accreditation impacts ECFMG certification rates and medical schools’ educational processes. However, no such study has examined accreditation’s impact on continuous quality improvement (CQI) in medical schools. This study aims to gather the perceptions and experiences of faculty members and academic leaders regarding the impact of accreditation on CQI across Caribbean medical schools.MethodsThis qualitative phenomenological study inquiries about the perceptions and experiences of faculty and academic leaders regarding accreditation’s impact on CQI. Purposive and snowball sampling techniques were used. Participants were interviewed using a semi-structured interview method. Fifteen participants were interviewed across ten Caribbean medical schools representing accredited medical schools, accreditation denied medical schools, and schools that never applied for accreditation. Interviews were audio recorded, and thematic data analysis was conducted.ResultsThematic analysis yielded six themes, including accreditation and CQI, CQI irrespective of accreditation, faculty engagement and faculty empowerment in the CQI process, collecting and sharing data, ECFMG 2024 requirements, and organizational structure of CQI.ConclusionsThere is ongoing quality improvement at Caribbean medical schools, as perceived by faculty members and academic leaders. However, most of the change process is happening because of accreditation, and the quality improvement is due to external push such as accreditation rather than internal motivation. It is recommended that Caribbean medical schools promote internal quality improvement irrespective of accreditation and embrace the culture of CQI.

Growth Mindset Training for Teacher: Method of Changing the Teacher's Mindset

Background. The academic success of students in schools is significantly shaped by their mental attitudes, especially when they face challenging situations that demand substantial effort and resilience. The influence of teachers' attitudes, or mindsets, plays a crucial role within the educational environment, as these directly impact students' own mindsets and subsequently their approach to learning. Specifically, the concept of a 'growth mindset' – which is the belief that one's abilities and intelligence can be developed through dedication and perseverance – has been shown to transform how individuals perceive their capabilities and respond to failures. Objectives. In light of this, a specific study was conducted to evaluate the effectiveness of 'Growth Mindset Training' targeted at teachers. This training aimed to cultivate a growth mindset among educators, hypothesizing that a shift in teacher attitudes would, in turn, positively affect their students. Materials and methods. To assess the impact of the training, researchers utilized a growth mindset scale to measure the mindsets of 19 participating teachers, comprising 11 women and 8 men, both before and after they underwent the training program. Results. The findings from this study were quantitatively robust, with a T-statistic of -3.529 and a significance level of less than .005, indicating a statistically significant improvement in the teachers' growth mindsets post-training. Additionally, the analysis of mean scores from the pretest and posttest further confirmed an upward trend, suggesting that the mindset of the teachers had indeed shifted towards a more growth-oriented perspective. Conclusions. Thus, Growth Mindset Training emerged as a potent intervention tool, not merely altering teachers' perceptions but potentially setting a foundation for enhancing the overall educational experience by fostering a culture of perseverance and continuous improvement in schools.

Supporting PK-12 continuous school improvement efforts in a school–university partnership network

PurposeThis paper will discuss one university’s efforts to initiate a process to better support PK-12 continuous school improvement goals for all 13 schools in their PDS network as a way to broaden the university’s mission and respond more formally to the individual school communities with which they partner.Design/methodology/approachThe paper is conceptual in that it presents an innovative idea to stimulate discussion, generate new ideas and advance thinking about cross-institutional collaboration between universities and professional development schools.FindingsThe paper provides insights and ideas for bringing about change and growth in a seasoned PDS partnership network by connecting PK-12 continuous school improvement efforts to PDS partnership work.Originality/valueThis paper fulfills an identified need to study how seasoned partnerships can participate in simultaneous renewal by offering ideas that school–university partnership leaders can build upon as they make efforts to participate in the process of growth and change.

Insiders’ Voices: The Case of Informal Teacher Leaders in Lanao del Sur, Philippines

As part of the continuing efforts to contribute to the literature and studies on informal teacher leadership, this study aimed to explore and investigate the case of informal teacher leaders in Lanao del Sur and proposed an informal teacher leadership model generated from the findings. This study utilized a qualitative approach and employed a case study design. To holistically understand the case, twenty-four informal teacher leaders from different secondary schools were purposively identified and recommended to participate in the study. The data were gathered through focused-group interviews, personal narratives, and observations and were analyzed through Thematic Analysis. The findings unveiled that leadership and informal teacher leadership are defined as a skill or a process of mobilizing people toward attaining goals. The findings also discovered developed leadership attitudes and skills essential for effective and successful leadership. Besides, these informal teacher leaders encountered conditions that encouraged or discouraged them from taking leadership roles and accepting additional duties and responsibilities. From these findings, an informal teacher leadership model was generated. This model could be adopted and properly implemented to formally recognize and increase informal teacher leaders, nurture and harness their potential, and motivate them to take leadership roles because they foster a culture of collaboration, innovation, and continuous teaching and learning improvement in schools.

Assessment of Internet Learning for High School Students

The generally poor academic performance of secondary school students across the United States is motivating educators to discover ways to improve school conditions of learning. Because the main source of knowledge is the Internet, helping students know how to use this tool wisely and relate their searching to cooperative learning group assignments is a focus of instructional concern. The purpose of this study was to determine how to improve Internet learning at a single high school. The principal chose to use student voice as the method and invited all students to take the Internet Learning Poll to find out how they felt about learning from the Internet. They were told that taking the poll was voluntary, not an assignment, their responses would be anonymous, and combined with other students. Of 461 students enrolled, 444 took the poll, yielding a school completion rate of 96%. Students wanted to be taught methods to improve their Internet research skills and how to evaluate website credibility. They maintained that teachers needed training to devise assignments which contribute to Internet searching and problem-solving practice in cooperative learning teams. Student polling presents evidence-based data to identify needs of students and contribute to better school practices. The elements used to establish the goals of continuous school improvement planning can be met by focusing on faculty improvement, student voice, and principal leadership.

Professional learning networks: a conceptual model and research opportunities

ABSTRACT Background Professional Learning Networks (PLNs) of educators represent a promising approach to achieving continuous school improvement. At the same time, a range of studies in this area, including several systematic reviews and meta-analyses, report multiple conceptual and methodological challenges, or, at best, mixed results. Purpose and sources The aim of this theoretical discussion paper, therefore, is to seek, first, to synthesise and connect to previous studies focused on professional learning communities and networks by combining and reflecting on their findings and recommendations. Second, we aim to contribute to the methodological development of the field in order to propose research that can link what happens in PLNs to changes in outcomes for students. For the latter, we will also make use of new insights from the field with regard to the use of big data in education. Main argument We propose a conceptual model of what defines PLNs, enactment process variables, and influencing factors, presenting our theory-of-action for how PLNs can be effective. Second, we discuss challenges and recommendations in studying PLN impact regarding research approach, research design and measurement. This discussion includes consideration of the use of big data to help to make the analysis of patterns in, and relations between, different types of PLN research data more efficient and reliable. Conclusion We need to define and study the processes and effects of PLNs more efficiently and effectively, to support PLNs in fulfilling the promise of increased teacher learning, improved outcomes for students, and, ultimately, sustainable school improvement at scale.

Developing and validating an instrument measuring school renewal: testing the factorial validity and reliability

ABSTRACT For this paper, we developed and validated the Orientation to School Renewal instrument,a 21-item instrument, based on seven factors, which allows schools to measure their school renewal efforts. The research is based on Goodlad’s notion of school renewal. Through an extensive literature review and our work over an eight-year period engaged in discussions with over 110 principals and 300 teachers, we gradually developed dimensions of the construct of school renewal. We then obtained survey data from a sample of 1,195 teachers in 83 schools, and validated the instrument using confirmatory factor analysis and other procedures. The seven factors identified from the literature and discussions with K-12 educators and confirmed via the validation process included: (a) focus on students and their achievements, (b) continuous school improvement, (c) balance between the internal and external influences, (d) the dialogue, decision, action and evaluation (DDAE) process, (e) implementation integrity, (f) implementers as active developers, and (g) internal responsibility and professionalism. Researchers and practitioners can use the instrument to collect valid and reliable data to measure, evaluate, and understand school renewal.

Exploratory Data Analysis in Schools: A Logic Model to Guide Implementation

Exploratory data analysis (EDA) is an iterative, open-ended data analysis procedure that allows practitioners to examine data without pre-conceived notions to advise improvement processes and make informed decisions. Education is a data-rich field that is primed for a transition into a deeper, more purposeful use of data. This article introduces the concept of EDA as a necessary structure to be embedded in school activities by situating it within the literature related to data-driven decision making, continuous school improvement systems, and action research methodologies. It also provides a succinct six-part framework to guide practitioners in establishing EDA procedures.

Coaching, professional community, and continuous improvement: rural school leader and coach development in a research-practice partnership

ABSTRACT The increased need for effective school leadership development, especially in rural and high-needs schools, has led to an increase in research-practice partnerships between districts and universities. Yet, there is a need for systematic analysis of the outcomes of such partnerships. The purpose of this paper is to examine the influence of a leadership development initiative on 16 school leaders and eight leadership coaches and their leadership and leadership coaching practices. The initiative, the Leadership Learning Community (LLC), was created through a research-practice partnership between a consortium of 12 predominantly rural, high-poverty school districts and two universities to meet the districts’ leadership development needs. The results of the study demonstrate the benefits of rural school districts partnering with other districts and universities to provide cross-district leadership development through facilitated professional communities and job-embedded coaching to develop rural school leaders and coaches able to lead continuous school improvement efforts.

Statewide School Redesign: Integrating Design Thinking and the Four Disciplines of Execution as a Continuous School Improvement Process

Sixty-six school districts and more than 150 schools in the state of Kansas are participating in the Kansans Can Redesign Project. In this article, we present a case study of using Design Thinking as a systemic process to structure continuous school improvement. The collage of real-life scenarios presented in our case shows the integration of Design Thinking and the Four Disciplines of Execution and highlights the nuances and delicacies involved in the process as the major change agents work together and engage theory-to-practice applications of design thinking for change. Also illustrated in the case are the struggles and successes experienced by schools as they venture into the unfamiliar terrains of the design thinking process and enact on the integrated principles to school redesign.

Cultural Values on Continuous Improvement in Private Schools in Kuwait

This study aimed to identify the impact of cultural values on continuous improvement in Kuwaiti private schools. The study was applied over a convenient sample amounting 100 administrators.
 
 The study concluded that there is an effect of cultural values on continuous improvement in private schools in Kuwait. The researcher recommends that there is a need to train employees in private schools to practice cultural values that contribute to continuous improvement, In addition to focus on enhancing work spirit within one team between teachers and school personnel, and to focus on enhancing cultural values prevailing in Kuwaiti society among school students.

Making the Familiar Strange

There is much agreement about the need for continuous improvement in schools but little understanding about how to bring about the changes in thinking and practice needed to support it. This case study describes a professional collaboration in which a strong, experienced teacher leader is able to learn something truly new, which enables her in turn to move persistently struggling students forward and to share the process by which she did so with her colleagues. Analysis reveals three categories of facilitator moves that were critical in prompting the transformation and that may be transferable to varied settings: adherence to precise purposes and goals; focusing and drilling down; and letting go. This study offers a preliminary framework of effective facilitator moves (those that shift teacher thinking and practice in ways that measurably and continuously improve student performance) for further research.

Inovação educacional. O que é? Porquê? Onde? Como?

The studies published in the field of educational innovation have been seeking to diffuse experiences rather than to understand its complexity. In general, they use quality indicators to describe educational experiences, but generally do not anchor in solid theoretical frameworks upon the concept of innovation in education. On the other hand, the rhetoric of innovation seems to be part of the predominant educational discourse, with some authors even considering that it has become a “trendy buzzword” and warning that, in the race to become innovative, schools and systems masquerade consumerism as pedagogy. This paper presents a literature review of narrative and exploratory type, non-systematic (Ferenhof & Fernandes, 2016), within an ongoing PhD research on educational innovation in a network of schools in Portugal, aims to give consistency to the research to undertake and clarify the concepts around innovation in education: understanding where the forces that call it come from, identifying how it is processed and in which levels it operates. Being a concept that has made a long way in economics, science and social life, the innovation in education lacks a conceptualization that details the variables and different scales in which it works, from the system itself to the classroom, from world level to local level. The review undertaken allowed us to envision educational innovation as a multidimensional and multilevel concept, serving a continuous school improvement process, necessarily focused on the human development of each and every student, according to equity and social justice standards.

Teacher Selection: School Principal Hiring Practices, Level of Training, and Confidence

Student success is dependent on teacher quality; therefore, principals must hire the most effective teachers in order to ensure continuous school improvement. This study investigated teacher hiring processes to determine the extent to which principals use research-based practices that are most likely to identify high-quality teachers. This study also sought information about the type of personnel selection training principals receive and confidence of the principal in their ability to hire high-quality teachers. Data were gathered using a survey e-mailed to principals in ten states in the southern and western regions of the United States. Analysis indicated that principals favor traditional interviews as the primary teacher selection instrument and are unlikely to utilize predictive screening tools or research-based structured interviews. In most cases, principals do not make final hiring decisions based on measurable data or research-based qualities known to be predictive of high teacher performance. Most principals reported minimal teacher selection training through one-time workshops and graduate courses and yet possess a high degree of confidence in their skill to hire the best teachers.

Professional Learning Communities in Peninsular Malaysia: Comparing Day Secondary School and National Religious Secondary School

The main aim of the study was to examine and compare the implementation of professional learning communities (PLCs) in Day Secondary School (DSS) and National Religious Secondary School (NRSS) in Peninsular Malaysia. A total of 350 teachers from DSS and 371 from NRSS completed the survey with usable data. The results revealed that, i) both DSS and NRSS achieved the level of Quite Good in PLCs, its dimensions as well as its sub-dimensions; ii) NRSS achieved a higher mean score than DSS in PLCs, Organizational Factor as well as Non-organizational Factor and the differences were significant; iii) both DSS and NRSS achieved a higher mean score in Organization Factor than Non-Organizational Factor; iv) among all the sub-dimensions of PLCs, both DSS and NRSS achieved the highest mean score in Shared Norms and Vision; v) among all the sub-dimensions of PLCs, DSS achieved the lowest mean score in External Support System whereas NRSS achieved the lowest mean score in Structural Support. This study contributes to the field of learning organization and provides practical insights for educational practitioners and researchers in advancing a more comprehensive analysis in exploring PLCs towards continuous and sustained school improvement.