ERIC Number: EJ1406114
Record Type: Journal
Publication Date: 2023
Pages: 21
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0924-3453
EISSN: EISSN-1744-5124
Available Date: N/A
The Stimulation of School Improvement Processes: The Orientation of Development Perspectives
School Effectiveness and School Improvement, v34 n4 p442-462 2023
In a constantly changing world, schools need to adapt. Difficulties, successes, and experienced challenges can be important driving forces for school improvement. This study aims to develop a comprehensive understanding of the situation and decision-making processes related to school improvement strategies in socially disadvantaged areas, where schools face particularly challenging circumstances. The study comprises data from 100 Austrian schools, that is, answers to open-ended questions in a survey. A mixed-methods approach was applied. The qualitative data were analyzed using qualitative content analysis. The data were processed, frequencies of themes were determined, and latent profile analysis was applied. The results show the diversity of challenges, difficulties, strengths, and development perspectives reported by schools. The results of the latent profile analysis indicate that there are different underlying profiles in the orientation of development perspectives towards strengths, difficulties, challenges, and/or not identified factors.
Descriptors: Foreign Countries, Disadvantaged Environment, Disadvantaged, Elementary Schools, Middle Schools, Organizational Learning, Educational Improvement, Barriers
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Austria
Grant or Contract Numbers: N/A
Author Affiliations: N/A