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.

提高学校教学水平是全球关注的问题，也是近期教育改革的重点。然而，政策、学术和实践界内部一直在争论学校如何以及在多大程度上实施此类改革，以确保其意图得以实现。因此，本研究的目的是通过比较分析英格兰和香港各种有效和不断改进的中学的学校领导和教师如何调节此类改革的预期结果，从而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。该研究将首先对香港和英国当前政府改革所面临的挑战进行摸底，并对现有的两项全国性调查进行二次分析，这些调查涉及中高层领导对其校长对学校变革和改进的贡献的看法。这些是由研究团队领导的两个平行的三年研究项目的一部分，该项目分别调查了香港和英国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 et al., 2009 & 2011; Walker, 2011）。通过合并两次调查的数据集并考虑背景差异，这项二次分析将寻求开发一个框架，以分析各级领导力对实施法定改革对学校和课堂改进的结构、过程和结果的影响。这些分析将为不同社会经济背景下不同学校人口的 8 所成功中学（每个国家的平行研究中的 4 所）的详细案例研究奠定基础。研究这些学校的主要方法论优势在于，我们将能够对它们的行动和实践建立丰富的、纵向的描述，从而确保深入调查不同背景下的学校如何以不同方式调节系统性改革意图并产生不同效果。案例研究将重点关注校长、中高层领导和教师调解改革的方式，以评估他们的主要意图在多大程度上转化为实践，以及他们对提高学校和课堂学与教领导力的关注是否得到有效实现和持续。校长、中高层领导和专任教师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课堂教育实践变化（或没有变化）的看法，及其对学习和成就动机的影响。因此，通过从不同层面和不同角度探讨对变革的看法，该研究将帮助我们更好地了解服务于不同社区的学校的连续性、间断性和相对影响，以改革为主导的变革寻求教育实践和学生成绩的改进。英国和香港学校之间的比较分析将为两国社会、文化和社会价值观的异同以及改革目标的相似性背景下的教育实践变革的领导和管理的本质提供新的见解。此外，通过使用纵向、混合方法来调查宏观（国家）、中观（学校）和微观（课堂）层面改革的界面，该研究将对了解学校领导和课堂教师如何在使用强制改革的背景下进行调解做出独特的贡献。

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.