The imperative of complementarity between the school level and the classroom level in educational innovation

Journal of Curriculum Studies

Volumn 31, Issue 6, 1999, Pages 661-677

  Maes, Frederik ^a   Vandenberghe, Roland ^a   Ghesquiere, Pol ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039842550     PISSN: 00220272     EISSN: 13665839     Source Type: Journal    
DOI: 10.1080/002202799182936     Document Type: Article

References (47)

1. Aincow, M. (ed.) (1991)Effective Schools for All (London: Fulton).
2. Clement, MI (1995) De Professionele Ontwikkeling van Leerkrachten Basisonderwijs: De Spanning Tussen Autonomie en Collegialiteit [Primary School Teachers’ Professional Development: The Tension Between Autonomy and Collegiality]. Doctoral dissertation, Centrum voor Onderwijsbeleid en-vernieuwing, Katholieke Universiteit Leuven, Belgium.
3. Conley, S (1991) Review of research on teacher participation in school decision making. In G. Grant (ed.), Review of Research in Education, 17 (Washington, DC: American Educational Research Association), 225-266.
4. CReemers, B P. MI (1991)Effectieve Instructie[Effective Instruction] (Den Haag, The Netherlands: Stichting voor Onderzoek van het Onderwijs).
5. CReemers, B P. MI and PDeben, W T. J. G (1992)Indicatoren van Onderwijseffectiviteit[Indicators of Educational Effectiveness] (Groningen, The Netherlands: Interuniversitair Centrum voor Onderwijsonderzoek).
6. CRoll, P. and Hastings, H (eds) (1996)Effective Primary Teaching: Research-Based Classroom S trategies (London: Fulton).
7. Elvore, R F. (1996) Getting to scale with good educational practice. Harvard Educational Review,66 (1), 1-26.
8. Firestone, W A and Bader, B D. (1991) Professionalism or bureaucracy? redesigning teaching. Educational Evaluation and Policy Analysis,13 (1), 67-86.
9. GHesquiere, P., de Fever, F. and van Hove, G (1996)Op Weg naar Inclusief Onderwijs? Elementen voor de Discussie rond de Hervorming van het Buitengewoon Onderwijs in Vlaanderen in Functie van de Internationale Tendens tot Integratie [On the Way Towards Inclusive Education? Elements for the Debate about the Special Education Reform in the Dutch-Speaking Part of Belgium as a Result of the International Tendency Towards Integration] (Leuven, Belgium: Vlaamse Onderwijsraad).
10. GOetz, J. P.and LECOMPTE, M D. (1984)Ethnography and Qualitative Design in Educational Research (London: Academic Press).
11. Kelchtermans, G (1993) Getting the story, understanding the lives: from career stories to teachers’ professional development. Teaching and Teacher Education,9 (5/6), 443-456.
12. Knapp, MI S. (1997) Between systemic reforms and the mathematics and science classroom: the dynamics of innovation, implementation, and professional learning. Review of Educational Research,67 (2), 227-266.
13. Knapp, T. R (1982) The unit and the context of analysis for research in educational administration. Educational Administration Quarterly,18 (1), 1-13.
14. Lagerweij, N A J. and Haak, E M I(1994)Eerst Goed Kijken…: De Dynamiek van Scholen-in-Ontwikkeling[First Take a Good Look: The Dynamic of Schools in Development] (Leuven, Belgium: Garant).
15. Lee, V. E and Smith, J. B (1996) Collective responsibility for learning and its effect on gains in achievement for early secondary students. American Journal of Education,104 (2), 103-147.
16. Louis, K S. (1982) Multisite/multimethod studies. American Behavioral Scientist,26 (1), 6-23.
17. Louis, K S. (1994) Beyond ‘managed change’: rethinking how schools improve. School Effectiveness and School Improvement,5 (1), 1-24.
18. Louis, K S., MArks, H. M and Kruse, S. (1996) Teachers’ professional community in restructuring schools. American Educational Research Journal,33 (4), 757-798.
19. Louis, K S. and Miles, M B (1990)Improving the Urban High School: What Works and Why (London: Cassell).
20. Mas, F., Vandenberghe, R and GHesquiere, P. (1997a) Het diagnostiserend en remedierend vermogen van lagere scholen [The diagnostic and remedial capacity of primary schools]. Eindrapport OBPWO 94.01. Centre for Education Policy and Innovation, Katholieke Universiteit Leuven, Belgium.
21. MAes, F, Vaneenberghe, R and GHesquiere, P. (1997b) Vragenlijst ‘Zorg voor leerlingen met onderwijsleerproblemen’: Verantwoording en handleiding [Questionnaire ‘Care for pupils with learning problems’: Justification and manual]. Unpublished paper, Centre for Education Policy and Innovation, Katholieke Universiteit Leuven, Belgium.
22. MAes, F, Vaneenberghe, R and GHesquiere, P. (1997c) The diagnostic and remedial capacity of primary schools. The development of the questionnaire ‘The care for pupils with learning problems’. Paper presented at the 7th European Conference for Research on Learning and Instruction (EARLI), Athens, Greece.
23. MArks, H. M and Louis, K S (1997) Does teacher empowerment affect the classroom? the implicatons of teacher empowerment for instructional practice and student academic performance. Educational Evaluation and Policy Analysis,19 (3), 245-275.
24. MRRIAM S B (1988)Case Study Research in Education. A Qualitative Approach (San Francisco: Jossey-Bass).
25. Miles, M B and HuBerman, A M (1984)Qualitativ e Data Analysis: A Sourcebook of New Methods (Beverly Hills, CA: Sage).
26. CRganisate voor EConomsche Samenwerking en CNtwikkeling [OESO] (1991) Het Educatief Bestel in Belgie: Van Convergentie naar Divergentie: OESO: Doorlichting van het Educatief Overheidsbeleid [The Educational System in Belgium: From Convergence to Divergence: OESO: Investigation of the Government Educational Policy] Brussel-Bruxelles-Eupen, Belgium: Ministerie van de Vlaamse
27. Gemeenschap, Departement Onderwijs; Ministere de l’Education, de la Recherche et de la Formation; Verwaltung der Deutschsprachigen Gemeinschaft, Abteilung Unterricht.
28. PIJL, Y. J. (1997a) Basisonderwijs en de groei van LOM en MLK [Primary education and the growth of special education]. Tijdschrift voor Orthopedagogiek[Journal of Special Education], 36 (4), 160-170.
29. PJL, Y J. (1997b) Verblijfsduur als verklaring voor de groei van het speciaal onderwijs [Length of stay as explanation of the growth of special education]. Tijdschrift voor Orthopedagogiek [Journal of Special Education], 36 (5), 226-234.
30. Rowan, B (1990) Commitment and control: alternative strategies for the organizational design of schools. Review of Research in Education,16, 353-389.
31. SCheerens, J. (1989)Wat Maakt Scholen Effectief?: Samenvatting en Analyse van Onderzoeksresultaten[What Makes Schools Effective?: Summary and Analysis of Research Results]’s Gravenhage, The Netherlands: Stichting voor Onderzoek van het Onderwijs.
32. SCheerens, J. and CReemers, B P. MI (1993) Developments in school effectiveness research. International Journal of Educational Research,13, 685-825.
33. Schofield, J. W (1990) Increasing the generalizability of qualitative research. In E. W. Eisner and A. Peshkin (eds), Qualitative Inquiry in Education: The Continuing Debate(New York: Teachers College Press), 201-232.
34. Smylie, MI A (1994) Redesigning teachers’ work: connections to the classroom. Review of Research in Education,20, 129-177.
35. Smylie, MI A (1995) Teacher learning in the workplace: implications for school reform. In T. R. Guskey and M. Huberman (eds), Professional Development in Education: New Paradigms and Practices (New York: Teachers College Press), 92-113.
36. Smylie, MI A (1996) From bureaucratic control to building human capital: the importance of teacher learning in education reform. Educational Researcher,25 (9), 9-11.
37. Stevens, L M, vanWErkhdven, W, CAstelijns, J. H. M and Jager, A (1996) Van integratie naar onderwijshervorming [From integration to educational reform]. In R. de Groot, A. J. J. M. Ruijssenaars and H. Kapinga (eds), Inclusief Onderwijs [Inclusive Education] (Tijdschrift voor Orthopedagogiek [Journal of Special Education], jaargang 35, afl. 12) (Groningen, The Netherlands: Wolters-Noordhoff), 69-78.
38. vanDavme, J. (1992-1993) Schoolse vertraging en zittenblijven: frekwentie, betekenis en beleving door de leerling [School delay and repeating: frequency, meaning and student experience]. Tijdschrift voor Onderwijsrecht en Onderwijsbeleid [Journal of Educational Law and Educational Policy], 2, 103-119.
39. vanDavme, J. (1993)Cahier 3: Over het Aantal Jongeren met Vertraging in Ons Onderwijs[Monograph 3: Concerning the Numbers of Students Experiencing School Failure in Our Education System] (Brussels, Belgium: Vlaamse Onderwijsraad).
40. vandenBerg, R and Sleegers, P. (1996) Building innovative capacity and leadership. In K. Leithwood, D. Chapman, D. Corson, P. Hallinger and A. Hart (eds), International Handbook of Educational Leadership and Administration, Part II (Dordrecht, The Netherlands: Kluwer), 653-699.
41. VAN den Berg, R and Vandenberghe, R (1981)Onderwijsvernieuwing in Verschuivend Perspectief[Educational Innovation in a Changing Perspective] (Tilburg, The Netherlands: Zwijsen).
42. vandenBerg, R and Vandenberghe, R (1984)Grootschaligheid in de Onderwijsvernieuwing[Educational Innovation on a Large Scale] (Tilburg, The Netherlands: Zwijsen).
43. vandenBerg, R and Vandenberghe, R (1995)Wegen van Betrokkenheid: Reflecties op Onderwijsvernieuwing [Ways of Involvement: Reflections on Educational Innovation] (Tilburg, the Netherlands: Zwijsen).
44. van Dun, K (1990) De ontwikkeling van het buitengewoon onderwijs in Belgie [The development of special education in Belgium]. Master’s thesis, Faculteit der Psychologie en Pedagogische Wetenschappen, Katholieke Universiteit Leuven, Belgium.
45. vanDun, K and Ruijssenaars, A. J. J. MI (1991) Omvang en groei van het buitengewoon/ speciaal onderwijs in Vlaanderen en Nederland: een onderzoek naar de omvang en evolutie van het leerlingaantal [Scope and development of special education in the Dutch-speaking part of Belgium and the Netherlands: an investigation in the magnitude and evolution of the number of pupils]. Tijdschrift voor Orthopedagogiek, Kinderpsychiatrie en Klinische Kinderpsychologie [Journal of Orthopedagogics, Child Psychiatry and Clinical Child Psychology], 16 (4), 181-192.
46. Vandenberghe, R and VaneerVect, R (1992)Scholen in de Vernieuwingsarena [Schools in the Innovation Arena] (Leuven/ Apeldoorn: Garant).
47. Vlaavse Ondrwijsraad (1993)Cahier 5: Zittenblijven in het Basisonderwijs en in het Secundair Onderwijs: Adviesvan de Vlaamse Onderwijsraad [Monograph 5: Repeating in Primary and Secondary Education: Advice from the Flemish Board of Education] (Brussels, Belgium: Vlaamse Onderwijsraad).