Leadership for Learning: Building Capacity for Effective Teaching and Learning in Schools Serving Disadvantaged Urban Communities

学习领导力：建设服务弱势城市社区的学校有效教学的能力

• 批准号: ES/K007750/1
• 负责人: Christopher Day
• 金额: $ 5.82万
• 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: 2013
• 资助国家: 英国
• 起止时间: 2013 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FK007750%2F1
• 关键词: Leadership; Learning; Building; Capacity; Effective

Raising standards of teaching and learning in schools, especially those serving socio-economically disadvantaged communities, is a key issue of concern for governments worldwide. Recent evidence shows that despite persistent efforts over the past half century, the attainment gap between children with different socio-economic backgrounds still remains (OECD, 2011). In recent years, governments in the UK have engaged in a series of radical structural and curriculum reforms intended to transform the governance, structures and cultures of schools, the curriculum and processes of learning and teaching in classrooms and, through these, to build capacity for improvements in teaching and learning and close the achievement gap. Running parallel with these has been a range of related research projects, some commissioned directly by government, some through government funded, independent research organisations. However, research findings have not always impacted on schools and teachers. The aim of this knowledge exchange project, therefore, is to promote the application of the accumulated academic knowledge on effective leadership and effective classroom practice to the work activities of a head teacher and senior leadership team of one secondary academy and the head teachers of seven primary schools in a teaching school alliance. These schools serve socioeconomically disadvantaged urban communities. A sustained participatory approach, in the form of workshops and school leader led inquiries, will be used to co-produce, document and disseminate new knowledge about effective leadership for learning practices within and across the schools.The work will be centrally informed by the key findings of six national and international research projects on school leadership and teachers and teaching led by the PI and Co-Is, including successful and effective school leadership (Department for Education (DfE)) and the National College for School Leadership (NCSL)); successful leadership of European schools in challenging urban contexts (Socrates); effective classroom practice (ESRC); turnaround schools through the London Leadership Strategy (NCSL); networked learning communities (NCSL); and teachers' work, lives and effectiveness (DfE).The Academy and the Teaching School Alliance have expressed a deep interest and commitment to the knowledge exchange project which will focus upon five key areas: i) turnaround leadership of underachieving schools in disadvantaged urban communities; ii) leaders who sustain success; iii) effective leadership of classroom teaching and learning; iv)) variations in teachers' work, lives and effectiveness; and v) collaborative school-based inquiry. Academic knowledge of these five areas will be applied to their priorities for development so that they may extend their understanding and improve their practice of leadership strategies for learning in these contexts.The outcomes of the research and development activities will be shared during the project through an interactive web-based workspace. A communications strategy will be developed during the project to maximise its impact on leaders of the wider school community. This strategy focuses upon disseminating outcomes of the school-led inquiries through i) a public facing website which will be scoped, designed and built using the university's content management system and ii) a regional conference which will bring together key stakeholders from participating schools and beyond, local authorities, national policy and head teachers' organisations and academics. One outcome of these strategies will be the establishment of a 'School-University Knowledge Transfer and Exchange Network' to enable sustained dialogue amongst practitioners themselves and between practitioners, academics and policy makers.

提高学校的教与学标准，特别是那些为社会经济弱势群体服务的学校，是世界各国政府关注的一个关键问题。最近的证据表明，尽管在过去半个世纪中作出了不懈的努力，不同社会经济背景的儿童之间的成就差距仍然存在(经合组织，2011年)。近年来，英国政府进行了一系列激进的结构和课程改革，旨在改变学校的治理、结构和文化，改变课堂上的课程和学习过程，并通过这些改革，建设改善教与学的能力，缩小成绩差距。与这些研究项目同步进行的还有一系列相关研究项目，其中一些由政府直接委托，另一些则通过政府资助的独立研究机构进行。然而，研究结果并不总是对学校和教师产生影响。因此，这一知识交流项目的目的是促进将积累的关于有效领导和有效课堂实践的学术知识应用于一所中学的一名校长和高级领导班子以及一个教学学校联盟中七所小学的校长的工作活动。这些学校为社会经济条件较差的城市社区提供服务。将采用持续的参与式办法，以讲习班和学校领导主导的询问的形式，共同产生、记录和传播有关有效领导在学校内部和学校之间的学习做法的新知识。这项工作将由关于学校领导和教师的六个国内和国际研究项目以及由国际学校领导和合作领导的教学的主要调查结果集中提供信息，包括成功和有效的学校领导(教育部)和国家学校领导学院(NCSL)；欧洲学校在具有挑战性的城市环境中的成功领导(苏格拉底)；有效课堂实践(ESRC)；通过伦敦领导战略使学校脱胎换骨(NCSL)；学院和教学学校联盟对知识交流项目表示了极大的兴趣和承诺，该项目将集中在五个关键领域：i)在弱势城市社区中对成绩不佳的学校的领导；ii)保持成功的领导者；iii)课堂教学和学习的有效领导；iv)教师工作、生活和有效性的变化；以及v)合作的校本探究。这五个领域的学术知识将被应用于他们的发展优先事项，以便他们可以扩大他们的理解，并改进他们在这些情况下学习领导战略的实践。研究和开发活动的成果将在项目期间通过一个基于网络的互动工作空间分享。在该项目期间，将制定一项沟通战略，以最大限度地提高其对更广泛的学校社区领导人的影响。这一战略的重点是通过i)一个面向公众的网站，该网站将利用大学的内容管理系统进行范围界定、设计和建设，以及ii)召开一次地区会议，汇聚参与学校和其他地方的关键利益攸关方、地方当局、国家政策以及校长组织和学者，从而传播学校主导的调查的结果。这些策略的成果之一是建立一个“学校-大学知识转移和交流网络”，使从业者之间以及从业者、学者和政策制定者之间能够进行持续的对话。

项目成果

Connecting School and University Communities: research and practice partnerships for change

连接学校和大学社区：研究和实践伙伴关系促进变革

• 发表时间: 2019
• 作者: Day C. W.

Influences on Capacities for Emotional Resilience of Teachers in Schools Serving Disadvantaged Urban Communities: Challenges of Living on the Edge

对城市弱势社区学校教师情绪复原能力的影响：生活在边缘的挑战

• 发表时间: 2016
• 期刊: Teaching and Teacher Education
• 影响因子: 3.9
• 作者: Day, C

Transforming the Quality of Education in High-need Communities: Schools-university partnerships for change

改变高需求社区的教育质量：学校与大学的变革伙伴关系

• 发表时间: 2017
• 作者: Day C