Gonzalez Torres_Gonzalez Torres - Rhetoric and Reality of School Improvement in Chile [electronic copy]

RHETORIC AND REALITY OF SCHOOL IMPROVEMENT IN CHILE A Multiple Case Study of School Improvement Policy and External Technical Support Programmes for Municipal Primary Schools Alvaro F González Torres Department of Curriculum, Pedagogy and Assessment UCL Institute of Education MPhil/PhD in Education 2016 DECLARATION I declare that the work presented in this thesis is my own Where information has been derived from other sources, including the author’s previous writing, this has been indicated in the thesis Word count (exclusive of appendices and references): 88.027 words ABSTRACT Currently we are witnessing the expansion of performance-based reforms in education around the world, based on a global education reform agenda In Chile, the policy framework for school improvement has changed because of modifications to the governance structure and the introduction of performance standards in the school system This policy framework defines a performance-based accountability system according to students’ achievement in Chile’s national examination (SIMCE), and institutes external technical support as the main policy strategy for improvement at the school level This policy framework assumes a decontextualised, technical-rational perspective of school improvement, influenced by school effectiveness literature Based on a social theory perspective, I aim to problematise this notion of improvement by studying the influence of the Chilean policy framework for school improvement on the implementation of external technical support programmes in seven primary municipal schools Through a qualitative multiple case study, I look at the rationale (rhetoric) of the policy framework for school improvement by inquiring about its development and implementation, and in addition, I look at the practice (reality) of improvement in schools in relation to the implementation of three distinct external technical support programmes The findings from the case studies indicate that the Chilean policy framework for school improvement normalises and places responsibility at the school level, promoting an accountability-based, autonomy-driven, self-improving school system Furthermore, the influence of the policy framework is found on the implementation of external technical support programmes, the narratives of school improvement that these programmes put forward, and the way these programmes contribute to the attributes of a self-improving school system Building on this study, and supported with social theory literature, I challenge the dominant notion of school improvement, making the case for and conceptualising an approach to school improvement studies that looks beyond the technical-rationality of effectiveness TABLE OF CONTENTS DECLARATION ABSTRACT TABLE OF CONTENTS LIST OF TABLES LIST OF FIGURES ABBREVIATIONS ACKNOWLEDGEMENTS 11 CHAPTER I .12 PROBLEMATISING SCHOOL IMPROVEMENT – PART ONE 12 Chilean school system: normative and institutional setting 13 School improvement, policy and reform 15 Research rationale: rhetoric and reality of school improvement in Chile 17 Outline of the thesis 19 CHAPTER II 23 THE CHILEAN SCHOOL SYSTEM 23 Historical background 23 Current characteristics of the Chilean school system 27 Achievements and unresolved issues 34 CHAPTER III 39 GLOBAL EDUCATION REFORM LANDSCAPE 39 Current landscape: the global and the local 39 Global influences on local education systems 42 The influence of globalisation on the development of local education reform 44 CHAPTER IV 48 HISTORICAL REVIEW OF SCHOOL IMPROVEMENT INITIATIVES IN CHILE 48 Prescriptive and centralised improvement: 1990-2007 49 From centralised to school-based improvement, and back: 2008-2011 55 School improvement initiatives: continuities, changes and problems 61 CHAPTER V 63 SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT 63 School Effectiveness, School Improvement 63 Critiques to school effectiveness and school improvement 67 School effectiveness and school improvement influence on education reform 69 External support for school improvement 71 CHAPTER VI 78 RESEARCH METHODOLOGY 78 Research rationale and background 78 Paradigms in research: epistemological and methodological framework 81 Research approach and design 85 Ethical considerations 101 CHAPTER VII 105 CASE STUDY ZERO: CURRENT POLICY FRAMEWORK FOR SCHOOL IMPROVEMENT 105 Researching the policy framework 106 Participant informants 106 School improvement policy in Chile 108 Theory of change: How does the policy framework promote improvement? 122 CHAPTER VIII 126 CASE STUDY ONE: SCHOOLS NETWORK PROJECT (PROYECTO REDES) 126 Programme design 128 Researching the programme 130 Participant schools 131 Programme implementation in schools 134 Theory of change: How does the Schools Network promote improvement? 149 CHAPTER IX 154 CASE STUDY TWO LEADING HEAD TEACHERS (DIRECTORES LÍDERES) 154 Programme design 157 Researching the programme 160 Participant schools and external agents 161 Programme implementation in schools 164 Theory of change: How does the Leading Head Teachers promote improvement? 177 CHAPTER X 182 CASE STUDY THREE: SHARED SUPPORT PLAN (PLAN APOYO COMPARTIDO – PAC) 182 Programme design 183 Researching the programme 186 Participant school 188 Programme implementation in schools 189 Theory of change: How does the Shared Support Plan promote improvement? 204 CHAPTER XI 208 CROSS-CASE ANALYSIS 208 Implementing external technical support: challenging theoretical assumptions 209 Narratives of school improvement: between normalisation and innovation 215 Policy framework influence: (re)creating the (self) improving school 220 CHAPTER XII 225 PROBLEMATISING SCHOOL IMPROVEMENT – PART TWO 225 Rhetoric and reality of school improvement 226 Thinking of an alternative: Critical School Improvement Studies? 229 REFERENCES 232 APPENDICES 268 APPENDIX INFORMATION LETTERS AND CONSENT FORMS 268 APPENDIX DATA SET SUMMARY 272 APPENDIX INTERVIEW SCHEDULES 275 APPENDIX CODING MATRIX 277 LIST OF TABLES Table Approaches to external support, and principles of school improvement 73 Table Description of cases and fieldwork activities undertaken for each of them 92 Table Participant informants interviewed, their role and additional information – Policy Framework for School Improvement 107 Table Sample of Schools, their characteristics and participants interviewed – Schools Network Project 132 Table Sample of Schools, their characteristics and participants interviewed – Leading Head Teachers Project 162 Table Sample of school, its characteristics and participants interviewed – Shared Support Plan 188 LIST OF FIGURES Figure Chilean school system structure 14 Figure School system governance structure, translated and adapted from Román and Carrasco (2007) 28 Figure New governance structure of the Chilean school system, translated and adapted from the Quality Agency website 29 Figure Relationship between MINEDUC, schools and local authorities, and ATE within the framework of SEP, adapted from González (2013) 59 Figure Cross case analysis: approaches to external support, principles of school improvement, narratives of improvement, and policy framework features 209 ABBREVIATIONS ATE – Educational Technical Assistance ATP – Technical Pedagogical Advisors CLE – Centre of Educational Leadership CNED – National Council of Education CSR – Comprehensive School Reform DAEM – Municipal Department of Educational Administration DEPROV – Ministry of Education Provincial Department ELE – School Leadership Team FICOM – Shared Financing JEC – Full School Day LEM – Reading, Writing and Mathematics initiative LGE – General Law of Education LLECE - Latin American Laboratory for Assessment of the Quality of Education MBE – Framework for Good Teaching MECE - Improving Quality and Equity programme MINEDUC – Chilean Ministry of Education P900 – The 900 Schools Programme PAC – Shared Support Plan PEI – School Pedagogical Project PISA – Programme for International Student Assessment PME – School Improvement Plan SAC – System of Quality Assurance of Education SEN – Special Education Needs SEP –Preferential School Subsidy Law SEREMI – Ministry of Education Regional Secretariat SES – Socio Economic Status SIMCE – Measurement System of Education Quality TIMSS – Trends in International Mathematics and Science Study 10 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an improvement: Case studies of programmes in eight european countries and their contribution to the effective school improvement model' School Effectiveness and School Improvement, 16 (4), 387-405 Wilcox, B and Gray, J M (1996) Inspecting schools: holding schools to account and helping schools to improve Buckingham, UK: Open University Press Williams, M (2000) 'Interpretivism and Generalisation' Sociology, 34 (2), 209-224 Willmott, R (1999) 'School Effectiveness Research: an Ideological Commitment?' Journal of Philosophy of Education, 33 (2), 253-268 Willms, J D (2000) 'Monitoring School Performance for 'Standards-based Reform'' Evaluation & Research in Education, 14 (3-4), 237-253 Winkler, D R and Rounds, T (1996) 'Municipal and private sector response to decentralization and school choice' Economics of Education Review, 15 (4), 365-376 Wohlstetter, P., Malloy, C L., Chau, D and Polhemus, J L (2003) 'Improving Schools through Networks: A New Approach to Urban School Reform' Educational Policy, 17 (4), 399-430 Wolff, L., Shiefelbein, E and Shiefelbein, P (2002) Primary Education in Latin America: The Unfinished Agenda Washington, DC: Inter-American Development Bank Woods, P A., Bagley, C and Glatter, R (1998) School Choice and Competition: markets in the public interest: Psychology Press Wrigley, T (2004) '‘School effectiveness’: the problem of reductionism' British Educational Research Journal, 30 (2), 227-244 Wrigley, T (2008) 'School Improvement in a neo-liberal world' Journal of Educational Administration and History, 40 (2), 129-148 Yin, R K (2003) Case study research: design and methods (3rd ed.) Thousand Oaks, CA.; London: Sage Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 267 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDICES APPENDIX INFORMATION LETTERS AND CONSENT FORMS Information letter for Case Study Zero participants Dear (Researcher, Advisor, Ministry Officer, Local Authority Officer) The reason for this letter is for me to inform and invite you to participate in the activities of the research study called ‘Understanding the School Improvement Policies in Chile, through the study of External Support Programmes for Municipal Schools’15 This study is part of the doctoral thesis (PhD) of the main researcher The main aim of the study is to identify the key factors associated with the policy framework of school improvement, which are manifested through the implementation of external technical support programmes offered to municipal schools In other words, I want to understand how these relate to the process of school improvement To study this topic, a multiple case study will be developed to follow up the implementation of three programmes of external technical support to municipal schools (cases) which are currently operating in two districts These are all situated in the current context of educational policies in Chile, which will also be analysed regarding the System of Quality Assurance of Education (SAC) and the Preferential School Subsidy law (SEP) After finishing the fieldwork process, a report about the cases will be produced, to analyse the process of school improvement Specifically, your participation involves a semi-structured interview about the school improvement policy in Chile, and particularly about how it has been implemented in the different levels of the educational system This interview aims to provide a contextual framing for the study of three case studies of programmes or technical assistance initiatives which will be followed up It is very important to highlight that your decision to participate is voluntary and free Any recollected information will be of an anonymous nature and will only be used for the aims of this study In addition, and if you consider it necessary, you will have access to the study records (audio, transcripts, reports) that are directly linked to your participation The researcher is committed to adopt the necessary measures to guarantee the wellbeing, and the physical and psychological care of the participants in this study, according to the Ethical guidelines for educational research proposed by the British Educational Research Association (BERA) If you have any questions about your participation, you can ask at any time during the study to the researcher via the email address indicated below Likewise, you may withdraw from the study at any moment, without the risk of prejudice or the need of an excuse I hope that you contemplate this invitation positively I appreciate your disposition and time to consider participating of this study Sincerely Alvaro González Torres Doctoral researcher Institute of Education, University of London agonzalez01@ioe.ac.uk 15 This was the research title proposed for my Upgrade in late 2012, and I changed it later to “Rhetoric and Reality of School Improvement in Chile A Multiple Case Study of School Improvement Policy and Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 268 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Information letter for Case Studies One, Two and Three participants Dear (Teacher, Head Teacher, External Advisor) The reason for this letter is for me to inform and invite you to participate in the activities of the research study called ‘Understanding the School Improvement Policies in Chile, through the study of External Support Programmes for Municipal Schools’ This study is part of the doctoral thesis (PhD) of the main researcher The main aim of the study is to identify the key factors associated with the policy framework of school improvement, which are manifested through the implementation of external technical support programmes offered to municipal schools In other words, I want to understand how these relate to the process of school improvement To study this topic, a multiple case study will be developed to follow up the implementation of three programmes of external technical support to municipal schools (cases) which are currently operating in two districts These are all situated in the current context of educational policies in Chile, which will also be analysed regarding the System of Quality Assurance of Education (SAC) and the Preferential School Subsidy law (SEP) After finishing the fieldwork process, a report about the cases will be produced, to analyse the process of school improvement Specifically, your participation involves a semi-structured interviews about the implementation of [name of external technical support programme] and the process of improvement in the school, and participant observations of programme activities carried out in the school These activities can be formal and informal meetings, classroom observation, evaluation procedures, and any other activity relevant for the remit of this study These interviews and observations aim to learn about the implementation of [name of external technical support programme] in which you participate It is very important to highlight that your decision to participate is voluntary and free Any recollected information will be of an anonymous nature and will only be used for the aims of this study In addition, and if you consider it necessary, you will have access to the study records (audio, transcripts, reports) that are directly linked to your participation The researcher is committed to adopt the necessary measures to guarantee the wellbeing, and the physical and psychological care of the participants in this study, according to the Ethical guidelines for educational research proposed by the British Educational Research Association (BERA) If you have any questions about your participation, you can ask at any time during the study to the researcher via the email address indicated below Likewise, you may withdraw from the study at any moment, without the risk of prejudice or the need of an excuse I hope that you contemplate this invitation positively I appreciate your disposition and time to consider participating of this study Sincerely Alvaro González Torres Doctoral researcher Institute of Education, University of London agonzalez01@ioe.ac.uk External Technical Support Programmes for Municipal Primary Schools” Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 269 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Standard Participant consent form Please, fill this form after you have read the information letter about this study Study Title: Understanding the School Improvement Policies in Chile, through the study of External Support Programmes for Municipal Schools Thank you for your interest in participating of this study Before you give consent the researcher has to explain the details of the study You will receive a copy of this consent form for your records and refer to it at any moment during your participation in the study Participant consent: I, _ (Name) ● I have read the information letter and I understand the aim of this study, ● I understand that I can decide not to be part of this study at any moment For that, I have to notify the researcher in order for my data to be withdrawn and disposed of immediately ● I declare that my participation has not been forced by the researcher or any other third party ● I understand that I will not be charged or that I will receive any monetary compensation for participating in this study ● I give my permission for recording and processing the activities where I participate only for the purposes of this study ● I understand that my data will be treated as strictly confidential and that it will not be used for any purposes other than those of the study This data will be handled according to the safeguards intended by the Chilean legislation under law No 19.628 for the protection of Private Life (1999), the British Data Protection Act (1998) and the ethical guidelines for educational research proposed by the British Educational Research Association (BERA, 2011) _ (Signature) Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 270 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Standard Researcher consent form Researcher consent form I, Alvaro González Torres ● ● ● ● ● ● ● I have given the participant an information letter, made the necessary arrangements for the participant to be able to read and comprehend the letter, and I have answered all of the participant’s questions about the study I consider that the participant understands the information that was communicated to him/her, including potential risks, benefits, and rights associated with his/her participation I have provided sufficient information to allow the participant to make an informed decision about his/her participation in the study I declare that I have not forced or unduly influenced the participant’s decision in any way I declare that this is an academic research, and that it has not been commissioned by any private or public institution I declare that I will not pay or charge any compensation to the participant for its voluntary collaboration I declare that all data will be treated as strictly confidential, and it will be handled according to the safeguards intended by the Chilean legislation under law No 19.628 for the protection of Private Life (1999), the British Data Protection Act (1998) and the ethical guidelines for educational research proposed by the British Educational Research Association (BERA, 2011) (Signature) Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 271 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX DATA SET SUMMARY Case Zero Policy Framework for School Improvement Interviews Documents Field notes - University researcher University researcher Education advisor Education advisor Ministry officer Ministry officer Ministry officer Local authority officer - Law Nº 20.248, Preferential School Subsidy - Law Nº 20.529, System of Quality Assurance of Education (No field notes recorded) Case One Schools Network Interviews Eastern Primary School (EP) - Head Teacher - Curriculum Leader - First Grade Teacher - Mathematics Teacher, and Special Needs Teacher (joint interview) Central Primary School (CP) - Head Teacher Fourth Grade Teacher/ Curriculum Leader (part time) Second Grade Teacher Western Primary School (WP) - Head Teacher Curriculum Leader Second Grade Teacher Fourth Grade Teacher University department - External advisor Local Authority Documents - Local authority officer - Minutes Network meeting (August 2013) Minutes Network meeting (September 2013) Minutes Network meeting (October 2013) Minutes Network meeting (November 2013) Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 272 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Field notes - Field notes visit Eastern Primary (April 2013) Field notes visit Central Primary (April 2013) Field notes visit Western Primary (April 2013) Field notes Network meeting (June 2013) Case Two Leading Head Teachers Interviews WB Yeats Comprehensive (WBY) - Head teacher External advisor Gladys Marin Primary (GM) - Head teacher External advisor Mayflower Primary (MF) - Head teacher External advisor Centre of School Leadership (CLE) Documents Field notes Project manager - Leading Head Teachers in Vulnerable Schools Project (2011) - Guidelines for advisory at [District] (April 2013) - Field notes advisory team meeting (January 2013) Field notes first head teachers meeting (April 2013) Field notes second head teachers meeting (April 2013) Case Three Shared Support Plan Interviews Documents Field notes High Forest Primary - Head teacher Curriculum leader Discipline leader Third grade teacher Fourth grade teacher - PAC Strategic Manual (2013) PAC Presentation (November 2013) CLE Presentation (March 2013) - Classroom observation, grade (June 2013) Classroom observation, grade (June 2013) Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 273 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Memos Title Curriculum coverage and SIMCE Disciplining vs Innovating Education Politics ES positioned by improvement policy ES Programme Learning Improvement Model Policy Improvement Policy Sink or Swim Interviewing Network Conditions The Leadership Assumption The notion of 'system' The SIMCE factor Description Assumption of direct relationship between curriculum coverage and SIMCE scores Portrayal of the role of external agents and the external support to schools The idea of clearly differentiated education politics and their effects, plus the questioning of such difference actually being as clear cut as people think Personal reflection during interview with WB Yeats Advisor (Leading Head Teachers project) On how the programmes learn and change (or not) their design or implementation strategy Linked to node 75 Improvement Model Policy Reflection from the interview with ministry officials about the orientation of Chile's school improvement policy and its consequences at schools Notes on the practice of collecting data through interviews; the good, the bad and the ugly! Three conditions to develop a network of schools: the social, political and technical Reference to case two, Leading Head Teachers, and the assumption that leadership is key to turn schools around When I'm talking about the system, what does that mean? Who am I referring to? Where is it? The presence of SIMCE that is constant and pressing for schools, but also for local authorities It dictates school improvement in Chile Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 274 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX INTERVIEW SCHEDULES Interview schedule for Case Zero participants (researchers, advisors, ministry and local authority officers) Theoretical Strand Topic Education policy and School system structure School improvement School system legal framework Interventions, initiatives and programmes for improvement Possible questions How would you describe the recent changes and orientation of the structural framework of the school system? What is the school system doing to promote improvement in schools? Evidence-based policymaking Political foundations of the What are the political intentions of policy framework the current policy framework, and Evidence-base for the how does it continues or diverges policy framework from previous intentions? What elements from national and international research evidence are picked up by the current policy framework? How is school improvement conceptualised and measured in the current policy framework? External support for External support role in How is external support School improvement current policy context conceptualised in the current policy Ministry role in the current framework? policy context In what ways is the Ministry and Other stakeholders role in other stakeholders (ATE, local the current policy context authorities, and schools) involved in external support and school improvement? Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 275 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Interview schedule for Cases One, Two and Three participants (teachers, head teachers, external advisors) Theoretical Strand School characteristics (management, instruction, working conditions) Topic School and community characteristics Professional role in/with the school Characteristics of other professionals working in/with the school Main achievements and challenges External technical Design and implementation support of the programme Relevant characteristics of the programme (success factors) Relevant challenges to the programme (risk factors) School improvement Conceptualisation of school policy and practice improvement Key factors of school effectiveness and improvement Strategies to monitor/evaluate/measure improvement Key elements of the policy for school improvement Possible questions How would you describe the school? How would you describe your role in/with the school? What elements of the internal context of the school you would highlight? How did the external technical support programme started in the school? How has the programme been implemented in the school? What elements are fundamental for the improvement of the school? What is the current condition of the school in terms of improvement? What elements from the local/national context have influenced the current condition of the school? Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 276 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an APPENDIX CODING MATRIX Code Name Ability Grouping Accountability ADECO Administrative Aim of Schooling Assessment ATE Complexity ATE Expertise ATE Internal Tension ATE Offer ATE Selection ATE Services ATE Theoretical Influence ATP Attendance Autonomy Better Education Bond with School Bureaucracy Capacity Building Change Classroom Management Classroom Observation Classroom Practice Coaching Code Procedure Collaboration Community Involvement Competition Critical Friend Curriculum Coverage Curriculum Restricting Data Use Disadvantage Disciplining Doing other people's work Early Years Effectiveness Factor ELE Empowerment Enrolment External Agents Assumptions External Agents Challenging External Agents Experience External Agents Expertise External Agents Feedback External Agents Learning Sources Coded Coding Frequency 11 10 6 1 15 1 12 1 12 1 17 1 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 23 10 12 14 13 19 13 11 11 33 2 35 20 15 10 25 1 3 277 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an External Agents Policy External Agents Presence in School External Agents Reflective Practice External Agents Relationship External Agents Relevance External Agents Role External Agents Training External Support Funding & Resources Headteacher Experience Headteacher Good-Quality Headteacher Motivation Headteacher New Headteacher Public Tender Headteacher Responsibility Headteacher Training Headteacher Turnover High Expectations Hopelessness ICT Improvement Conjectural Improvement Continuous Improvement Indicators Improvement Levers Improvement Model Policy Improvement Practice Improvement Process Improvement Sustainability Improvement Tactical Inequality Innovation Inspection Instruction Leaders Competences Leaders Decision Making Leaders Impact Leaders Professional Experience Leaders Relationship with Leaders Role Leaders Style Leaders Training Leading Heads Characteristics Leading Heads Impact Leading Heads Join Lesson Planning Local Authority Change Local Authority Evaluation Local Authority Learning Local Authority Perception Local Authority Role Local Authority Sanctions 14 14 1 3 10 9 1 15 7 1 19 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 14 30 37 37 1 13 10 19 55 13 15 4 18 19 26 10 64 10 24 13 1 57 278 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Markets Meaning Network (school) Ministry Initiatives Modelling Monitoring Learning Negotiation Network Assume Role Network Background Network Communications Network Difficulties Network Expansion Network Expectations Network Impact Network Intention Network Join Network Leadership Network Learning Process Network Model Network Organisation Network Participants Network Perception of Network Previous Experience Network School link Network School-led Network Support Leaving Network Sustainability Network University Involvement Networking Normalisation Open Classroom PAC Centralised Design PAC Challenges PAC Characteristics PAC Decentralised Implementation PAC Failure Parents Involvment Parents Relationship with Parents Satisfaction of Performance Contract PME Policy Borrow Policy Change Policy Evaluation Policy Implementation Policy Influence Policy Intention Policy Learning Politics Practice Borrow Practice Change Pressure 1 2 1 7 7 11 11 9 2 1 15 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 11 4 15 15 13 16 10 10 10 13 18 43 16 13 21 12 14 26 9 48 1 29 279 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Privatisation Professional Capacity Professional Commitment Professional Learning Programme Adaptation Programme Continuity Prompting Action-Reflection Reaction Poor Results Research in Schools Resistance Responsibility shared SAC School Classification School Closure School Development Stage School Diagnosis School Directive Team School Education Levels School Ethos School Infrastructure School Interaction School Internal Conflict School Interventions School Management School Municipal School Orientation School Social Status School Support Needs Self Evaluation SEP Sharing Practice SIMCE Staff Changes Standards Student Background Student Behaviour Student Education Needs Student Expelled Student Learning Experience Supervision Support as Craft Support Complexity Support Develop Materials Support Familiarisation Support Impact Support Individual-Institution Support Instruction Conditions Support Instructional Support Interdisciplinary Support Internal Support Management 1 2 15 5 18 1 12 12 29 8 1 1 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 2 15 23 18 2 48 13 40 1 25 17 30 17 87 15 16 10 24 1 2 15 280 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn