School Effectiveness and School Improvement in the United Kingdom
School Effectiveness and School Improvement in the United Kingdom
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英国的学校效能和学校改进
DOI：
10.1080/0924345960070203
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发表时间：
1996
影响因子：
3
通讯作者：
J. Hillman
中科院分区：
文献类型：
--
作者：
D. Reynolds;P. Sammons;L. Stoll;M. Barber;J. Hillman
英国的学校效能研究在起步阶段有些困难。英国教育研究的传统霸权，这是面向心理学的观点和他们强调个人和家庭作为教育成果的决定因素，创造了一个专业的教育研究气候有点不友好的学校效能研究，如最初非常敌对的英国反应鲁特等人。（1979）研究一万五千小时（例如，戈尔茨坦，1980）。阻碍发展的其他因素有：1在教育系统习惯上享有相当大的自主权而不受国家直接控制的情况下，在个别学校享有相当大的自主权而不受地方教育当局（或地区）控制的情况下，以及在个别教师在学校内享有相当大的自主权的情况下，为研究目的进入学校的问题; 2缺乏可靠和有效的学校制度气候措施（例如，与美国的情况形成鲜明对比）;
School effectiveness research in the United Kingdom has had a somewhat difficult infancy. The traditional hegemony of British educational research, which was orientated to psychological perspectives and their emphasis upon individuals and families as determinants of educational outcomes, created a professional educational research climate somewhat unfriendly to school effectiveness research, as shown by the initially very hostile British reactions to the Rutter et al.(1979) study Fifteen Thousand Hours (eg, Goldstein, 1980). Other factors that hindered development were:1 The problems of gaining access to schools for research purposes, in a situation where the educational system was customarily used to considerable autonomy from direct state control, and in a situation where individual schools had considerable autonomy from their Local Educational Authorities (or districts), and where individual teachers had considerable autonomy within schools; 2 The absence of reliable and valid measures of school institutional climate (a marked contrast to the situation in the United States for example);