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.

提高学校的教学水平是全球关注的问题，也是最近教育改革的重点。然而，政策、学术和实践界一直在辩论学校如何以及在多大程度上实施这种改革，以确保实现其意图。因此，本研究的目的是通过比较分析英格兰和香港不同的有效和改进的中学的学校领导和教师对这种改革的预期结果进行调解的方式，为政策意图与教育实践和结果之间的复杂界面提供新的知识。这项研究将开始，首先对香港和英国当前政府改革所面临的挑战进行绘图，并对两项现有的全国调查进行二次分析，调查内容是高级和中级领导人对其校长对变革的贡献的看法和改进学校。这些研究是两个平行的三年期研究项目的一部分，由研究团队领导，分别在香港和英国调查在更广泛的教育改革背景下，学校领导对学生学业和社会成果的影响（Gu et al.，2008; Day等人，2009 & 2011;步行者，2011）。通过合并两次调查的数据集并考虑到背景差异，这一次级分析将力求建立一个框架，分析各级领导对执行法定结构改革的影响，这些分析将成为对8所成功中学进行详细案例研究的基础。（每个国家的平行研究中有4个），涉及不同社会经济背景下的多样化学校人口。研究这些学派的主要方法优势在于，我们将能够对它们的行动和实践建立丰富的纵向账户，从而确保深入调查系统性改革意图是如何在不同背景下以不同方式和不同效果通过学派进行调解的。个案研究将集中于校长、高层和中层领导及教师如何推动改革，以评估他们的主要意图在多大程度上已转化为实践，以及他们是否已有效地实现和维持他们对改善学校和教室的学与教领导的关注。访谈校长、高中级领导和专职教师将是数据收集的主要方法。此外，亦会进行学生调查，以探讨他们对学校和教室的教育措施改变（或不变）的意见，以及这些改变对他们学习和成就的动机的影响。因此，通过从不同层面和不同角度探讨对变革的看法，本研究将有助于我们更好地了解改革导致的变革的连续性、不连续性以及对服务于不同社区的学校的相对影响，这些变革旨在改善教育实践和学生成果。英国和香港的学校之间的比较分析将提供新的见解的性质的领导和管理的变化在教育实践中的背景下的相似性和差异，在两国之间的社会，文化和社会价值观和相似之处的改革目标。此外，通过使用纵向的，混合的方法来调查接口的改革在宏观（国家），中观（学校）和微观（课堂）的水平，研究将作出独特的贡献，知识如何授权的改革是在其使用的情况下，由学校领导和教师进行调解。

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.

Enacting Values and Educational Purpose: How Leaders Mediate Policy for Improvement in Successful Secondary Schools in England

制定价值观和教育目的：领导者如何协调英格兰成功中学的改进政策

• 发表时间: 2018
• 期刊: Leadership and Policy in Schools
• 影响因子: 1.1
• 作者: Day, C.