I am at the beginning of working out an expertise, how schools in challenging contexts (socio-economically disadvantaged areas) can be supported.
Aside at aspects, what teachers, school leaders and parents can do, I am especially interested in instruments, which education policy, education administration and regional politics can supply supporting those schools.
In more details I mean: evidence-based improvement with support of experts for interpreting test data (what sort of social and learning outcome data are most important), additional ressources on the basis of a social index (like additional teachers and other supporting stuff, smaller classes, more teacher time for developing strategies and reflecting the actual situation, money for additional media, …), better organized school catchment areas with better social-mixed school population (bussing?), networks of schools in the region with similar problems,
and...
It would be helpful for me participating in your experiences and knowledge of relevant literature.
Gerd:
Perhaps, partnering with schools who have addressed said issues can help, especially their teachers who can act as mentors to the teachers in the schools facing challenging circumstances. Sometimes, challenges can cause the genius to emerge in us when we learn how others have overcome them. I have included a link to several studies in RG on school improvement, which I hope would be helpful to your question.
Best regards,
Debra
https://www.researchgate.net/publicliterature.PublicLiterature.search.html?type=keyword&search-keyword=Case+Study+of+school+improvement&search-abstract=&search=Search
The basic question might be: imply achievements in teaching also "usability" of graduates (school) in everyday life.
Determination of the correct composition of teaching (in the contemporary information Bang) is a big problem (at all school levels).
The rest is already rather technical (albeit important) problems.
The Early Learning Initiative, National College of Ireland use community action research to work together to improve outcomes for children. With funding from the Irish Government and Philanthropic organisations, we bring teachers from 12 schools together at least 3 times a year to plan numeracy activities for children. Over 5,000 children, parents and professionals are involved this year. Each term we have a numeracy week where everyone throughout the community, including parents, Public Health Nurses and librarians are having mathematical conversations and doing numeracy activities with children based on a theme. This term, it was sequencing and pattern. Next term, it is time. For more information, check out our Facebook page: https://www.facebook.com/pages/Early-Learning-Initiative/141642265960889; website: www.ncirl.ie/eli; or twitter account: https://twitter.com/ELI_Docklands along with the Irish Government's site: https://www.pobal.ie/Beneficiaries/neyai/Pages/default.aspx. The children in our community are now performing to national norms in Maths and are on a par with children in middle class areas.
Many schools in low socio-economic contexts have found Ruby K. Payne's book "A Framework for Understanding Poverty" useful as a staff PD resource. It has helped teachers better understand their students and community which in turn has helped them build better and more productive relationships to support learning. It has also informed teacher decision making.
http://www.ahaprocess.com/who-we-are/dr-ruby-payne/
I suggest strategic planning using SWOT analysis and PEST analysis to produce accurate data. It is never enough to simply have the data or information that emerged from PEST or SWOT analysis. The most important is the way the analysis of data will be used in order to improve the learning outcomes.
What education programs your school is offering? basic education? college? My pleasure to help to the best I can.
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