School Improvement Through Research-Engagement In Different Contexts (Symposium)
In the context of the SQTE project, a symposium was approved for the American Educational Research Association’s 2020 Annual Meeting. The panel, entitled ‘School improvement through research-engagement in different contexts’, is to bring together and discuss research findings around the relationship of school quality improvement and the application of academic insights by teachers and heads, comparing England, Austria and Italy. Considering the role that science can play in terms of school quality development, raises the issue of what ways are most suitable for qualitative research to reach out to the practice and benefit both teachers’ and headteachers’ professional development. The five papers discussed during the symposium cover aspects of this topic from different perspectives.
Research Based School Improvement: How Highly Effective and Improving Schools in England Apply Research
In this paper, Roland Bernhard (Universität Salzburg/ University of Oxford), Katharine Burn (University of Oxford) and Pam Sammons (University of Oxford) analyse how school turnarounds in England benefitted from research-based professional development. The paper is part of a symposium on school quality development through research-engagement.
Learning in Initial Teacher Education from school leaders: Processes of knowledge transformation
In this paper, Ulrike Greiner (Universität Salzburg), Roland Bernhard (Universität Salzburg/ University of Oxford) and Christian Wiesner (University College of Teacher Education in Lower Austria) analyse the views of school leaders from effective and improving schools in England on school improvement processes and compare them with those of headteachers in Austria. The paper is part of a symposium on school quality development through research-engagement.