Mathematics achievement in the transition from intermediate school to high school : a thesis presented in partial fulfilment of the requirements for Master of Educational Studies in Mathematics at Massey University

This study investigates the nature and level of communication between the primary and intermediate schools and the high schools in relation to student achievement. It also investigates how information relating to mathematics achievement is passed between the schools and makes some suggestions to improve the current situation. Four high schools, three intermediate schools and three full primary schools were identified for the study and a survey was conducted of two teachers in each of these schools to identify what happens in these schools in relation to the transition of students from Form 2 to Form 3. It was found that there were significant differences in the ways that schools on either side of the transition viewed and implemented the National Curriculum in Mathematics. The primary and intermediate schools were much more enthusiastic about the National Curriculum than the high schools. As a consequence it was found that the primary and intermediate schools have made considerable progress toward reporting student progress against the objectives of the curriculum and were able to determine levels of achievement in each strand. It was found that primary and intermediate schools are moving away from the "Primary Progress Record, Senior School" (known as the blue record card) as the main means of handing information about student achievement on to the high schools. Many schools are developing their own "profile" or progress sheets as a way of better tracking student progress and therefore are more able to accurately indicate where the student is when they enter high school. The high schools have generally not been using this information as a basis for their third form programmes. They report that there is a large variation in the quality and quantity of the information which comes from their provider schools and in many cases would prefer a single document which gave a general idea of student ability. The high schools were therefore placing students in classes on general ability, gained by enrolling staff, or on entrance tests which they developed. The high schools were much less enthusiastic about measuring against the objectives of the curriculum and were able to present a number of reasons for their reluctance. There is therefore a need to develop a model for communicating student achievement across the transition into high school. It was found that many of the high school teachers did not value the information provided by the primary and intermediate schools because they had no part in determining what information should be collected and how it could be used. Revising the data collection process, involving the teachers who could potentially use the information, would be one way of overcoming this. Results of this study show that there is a need for teachers to be more aware of the practises of schools on the other side of the transition

The reality and implications of community perceptions of school effectiveness: a case study of selected schools

This research begins by analysing the effects of parental choice on the development of two neighbouring schools in one county between 1980 and 1990 and questions the validity of community judgement of schools. The literature review traces the development of home and school links and community involvement, the measurement of school effectiveness and previous work on parental choice of school. A distinction is made between "choice" and "judgement" of schools. The community which might affect a school is defined as parents, leavers and the community at large. An initial survey in one school identified those features which were considered important in judging the effectiveness of schools, and, backed by findings from a number of research sources, twelve criteria were selected as the basis for the main fieldwork. By means of a rapid response survey up to one hundred respondents in each of seven secondary schools, selected to give a range of socio-economic and cultural backgrounds, were asked to identify which of the twelve criteria were seen as strengths in the school. Up to thirty interviews were also held in each school community. In each school the identified strengths were compared with evidence for the existence of those strengths in school performance

School leadership and management in South Africa: findings from a systematic literature review

Purpose: The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education. Design/methodology/approach: The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007. Findings: The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning. Research limitations/implications: The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects. Practical/implications: The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders. Social/implications: The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race. Originality/value: The paper’s value lies in the comprehensive and systematic review of research on school leadership

School leadership models: what do we know?

The growth in the importance of school leadership has been accompanied by theory development, with new models emerging and established approaches being redefined and further developed. The purpose of this paper is to review current and recent writing on leadership models. The paper examines theoretical literature, to see how leadership is conceptualised, and empirical literature, to demonstrate whether and how the research evidence supports these concepts. The paper shows that leadership models are subject to fashion but often serve to reflect, and to inform, changes in school leadership practice

Educational Resource Management

The management of resources is a central duty for school and college leaders, but one for which they are often under-prepared. Good, contextual information and guidance are vital, especially as increased marketisation, international comparison and decentralised governance put additional pressure on leaders to manage their resources astutely. This second edition of Educational Resource Management: An International Perspective is an updated guide to all aspects of this key responsibility and how they are applied in today’s real-world situations across the globe. Following a detailed overview of funding and resource management in public and private provision, the book looks at the criteria by which the effectiveness, efficiency and equity of the management of educational resources may be judged. It goes on to explore cost structures, budgets and the principles of asset management, all illustrated through case studies that draw on practitioner experiences and the authors’ observations in a range of national contexts. Concluding with a review of current tensions in educational resource management and pointers towards further study, the book is a succinct yet comprehensive guide for school and college leaders. It will be essential reading for those studying the subject as part of Masters and Professional Doctorate qualifications

Educational Resource Management

The management of resources is a central duty for school and college leaders, but one for which they are often under-prepared. Good, contextual information and guidance are vital, especially as increased marketisation, international comparison and decentralised governance put additional pressure on leaders to manage their resources astutely. This second edition of Educational Resource Management: An International Perspective is an updated guide to all aspects of this key responsibility and how they are applied in today’s real-world situations across the globe. Following a detailed overview of funding and resource management in public and private provision, the book looks at the criteria by which the effectiveness, efficiency and equity of the management of educational resources may be judged. It goes on to explore cost structures, budgets and the principles of asset management, all illustrated through case studies that draw on practitioner experiences and the authors’ observations in a range of national contexts. Concluding with a review of current tensions in educational resource management and pointers towards further study, the book is a succinct yet comprehensive guide for school and college leaders. It will be essential reading for those studying the subject as part of Masters and Professional Doctorate qualifications

Master teachers as teacher leaders: evidence from Malaysia and the Philippines

The career paths of teachers in most countries lead to talented practitioners progressively reducing their classroom work to take on leadership and management responsibilities culminating in headship. Some education systems seek to keep good teachers in classrooms by offering alternative promoted posts, often described as master teachers. This article presents evidence of the role of master teacher in two underpublished Asia-Pacific contexts: Malaysia and the Philippines. Drawing on interviews with master teachers, and their principals and colleagues, the article provides a picture of the activities and role relationships of these senior practitioners. The findings show that the master teacher role largely succeeds in keeping talented and ambitious teachers in the classroom, but there is only limited evidence of a wider impact on colleagues, schools and the education system

School leadership in West Africa: findings from a systematic literature review

The literature shows that leadership is the second most important factor influencing school and learner outcomes, including levels of literacy and numeracy, school leaving examination results, and progression to secondary and higher education. This paper focuses on school leadership in West Africa, drawing on a systematic review of the academic and 'grey' literature, commissioned by UNESCO. The aim of the desk research was to ascertain the state of school leadership at all levels. The paper shows that no West African countries provide specific preparation for school principals. It also shows that the predominant leadership style is managerial, with accountability to the hierarchy, within and beyond the school. The paper concludes that specific development programmes should be provided for current and aspiring principals