Bilateral (Hong Kong): Reshaping Educational Practice for Improvement in Hong Kong and England: How Schools Mediate Government Reforms

双边（香港）：重塑香港和英国的教育实践以改善：学校如何调解政府改革

• 批准号: ES/J017035/1
• 负责人: Qing Gu
• 金额: $ 9.83万
• 依托单位: University of Nottingham
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2012
• 资助国家: 英国
• 起止时间: 2012 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FJ017035%2F1
• 关键词: Bilateral; Hong; Kong; Reshaping; Educational

Raising standards of teaching and learning in schools is an issue of global concern and a key focus of recent educational reforms. However, there are continuing debates within policy, academic and practice communities about how and to what extent schools implement such reforms in ways which ensure that their intentions are achieved. The purpose of this research is, therefore, to contribute new knowledge of the complex interface between policy intentions and educational practices and outcomes through a comparative analysis of the ways in which the intended outcomes of such reforms are mediated by school leaders and teachers in a diverse range of effective and improving secondary schools in England and Hong Kong. The research will begin with a mapping exercise of perceived challenges of current government reforms in Hong Kong and England and a secondary analysis of two existing national surveys on senior and middle leaders' perceptions of their principals' contribution to change and improvement in their schools. These were part of two parallel three-year research projects, led by the research teams, which investigated the impact of school leadership on pupils' academic and social outcomes in the wider educational reform contexts in Hong Kong and England respectively (Gu et al., 2008; Day et al., 2009 & 2011; Walker, 2011). By merging the datasets of the two surveys and taking into account contextual differences, this secondary analysis will seek to develop a framework to analyse the influence of leadership at all levels on the implementation of mandated reform on the structures, processes and outcomes of school and classroom improvement.These analyses will form the basis for detailed case studies of 8 successful secondary schools (4 from the parallel study in each country) across diversified school populations in different socio-economic contexts. The main methodological advantage of studying these schools is that we will be able to build rich, longitudinal accounts of their actions and practices and thus ensure an in-depth investigation of how systemic reform intentions are mediated in different ways and with different effects by schools in different contexts. The case studies will focus upon the ways in which reforms are mediated by principals, senior and middle leaders and teachers in order to assess the extent to which their primary intentions have been translated into practice and whether their focus on improving the leadership of learning and teaching in schools and classrooms has been effectively realised and sustained. Interviews with principals, senior and middle leaders and full-time teachers will be the main method of data collection. Pupil surveys will also be conducted in order to explore their views on the changes (or no change) in educational practices in their schools and classrooms and their impact on their motivation to learn and achieve. Thus, by exploring perceptions of change at different levels and from different perspectives, the research will help us better understand the continuities , discontinuities and relative impact on schools serving different communities of reform led changes which seek improvements in educational practices and in pupil outcomes. This comparative analysis between schools in England and Hong Kong will provide new insights on the nature of the leadership and management of change in educational practice in the context of similarities and differences in the social, cultural and societal values between the two countries and similarities in the reform objectives. Moreover, by using longitudinal, mixed methods to investigate the interface of reform at macro (country), meso (school) and micro (classroom) levels, the research will make a distinctive contribution to knowledge of how mandated reforms are mediated in their contexts of use by school leaders and classroom teachers.

提高学校教学标准是全球关注的问题，也是最近的教育改革的重点。但是，政策，学术和实践社区中有关学校如何以及在何种程度上以确保实现其意图的方式实施此类改革的辩论。因此，这项研究的目的是通过比较分析对这种改革的预期成果的比较分析，以对政策意图与教育实践和成果之间的复杂界面进行新的知识，从而在英格兰和香港的各种有效和改善的中学方面介导了这种改革的预期结果。这项研究将从对当前政府改革在香港和英格兰的挑战进行映射开始，并对两项有关高级和中间领导人对校长对学校变革和改善的贡献的看法的现有国家调查进行了二次分析。这些是由研究团队领导的两个平行三年研究项目的一部分，该项目分别研究了学校领导力对学生在香港和英格兰更广泛的教育改革环境中的学术和社会成果的影响（Gu等，2008; Day等，2009＆2011; Walker，2011; Walker，2011）。通过合并两项调查的数据集并考虑到上下文差异，该次要分析将寻求一个框架来分析领导力在各级实施对学校和课堂改进的结构，过程和结果的实施的影响。这些分析将构成8个成功的中等范围的详细案例研究（这些分析）在每个阶段的详细案例研究中（4个跨度的范围）（在每个国家中进行多样化的范围）。研究这些学校的主要方法论优势是，我们将能够对其行为和实践进行丰富的纵向叙述，从而确保对如何以不同方式介导系统改革意图以及在不同环境下对系统的不同影响进行深入研究。案例研究将集中在校长，高级和中间领导者和教师介导的改革方式上，以评估将其主要意图转化为实践的程度，以及他们是否专注于改善在学校和教室中学习和教学的领导才能有效地实现和维持。对校长，高级和中级领导者以及专职教师的访谈将是数据收集的主要方法。还将进行学生调查，以探讨他们对学校和教室教育实践的变化的看法（或没有变化），及其对学习和实现动力的影响。因此，通过探索对不同层次的变化的看法，从不同的角度来看，这项研究将帮助我们更好地理解服务于不同改革社区的学校的连续性，不连续性和相对影响，从而寻求改善教育实践和学生成果的变化。在英格兰和香港学校之间的这种比较分析将在两国之间的社会，文化和社会价值观的相似之处和改革目标中的相似之处的背景下，就教育实践的领导和管理变化的性质和差异。此外，通过使用纵向，混合的方法来研究宏观（国家），中索（学校）和微观（教室）级别的改革界面，该研究将对知识的知识做出独特的贡献。

项目成果

How Do School Principals in Hong Kong Shape Policy?

香港学校校长如何制定政策？

• DOI: 10.1080/15700763.2018.1496340
• 发表时间: 2018
• 期刊: Leadership and Policy in Schools
• 影响因子: 1.1
• 作者: Bryant D

How Successful Secondary School Principals in England Respond to Policy Reforms: The Influence of Biography

英国成功的中学校长如何应对政策改革：传记的影响

• DOI: 10.1080/15700763.2018.1496339
• 发表时间: 2018
• 期刊: Leadership and Policy in Schools
• 影响因子: 1.1
• 作者: Day C

School-University Partnerships: Fulfilling the Potential: Summary Report

校校合作：发挥潜力：总结报告

• 发表时间: 2014
• 作者: Greany T

School Leadership and Education System Reform

学校领导与教育体制改革

• 发表时间: 2021
• 作者: Cousin, S.

Values-Driven Leadership Through Institutional Structures and Practices: How Successful Schools in England and Hong Kong "Absorb" Policy

• DOI: 10.1080/15700763.2018.1496341
• 发表时间: 2018-01-01
• 期刊: LEADERSHIP AND POLICY IN SCHOOLS
• 影响因子: 1.1
• 作者: Armstrong, Paul Wilfred;Ko, James;Bryant, Darren A.
• 通讯作者: Bryant, Darren A.