Exploring whole school versus subject department improvement in Hong Kong secondary schools

School Effectiveness and School Improvement

Volumn 26, Issue 2, 2015, Pages 215-239

  Ko, James ^a   Hallinger, Philip ^a   Walker, Allan ^a  

^a THE EDUCATION UNIVERSITY OF HONG KONG   (Hong Kong)

Author keywords

education reform; Hong Kong; change; school improvement; secondary schools; subject departments

Indexed keywords

EID: 84929029783     PISSN: 09243453     EISSN: 17445124     Source Type: Journal    
DOI: 10.1080/09243453.2014.882848     Document Type: Article

References (67)

1. Ainley, J. (1994, January). Curriculum areas in secondary schools: Differences in student response. Paper presented at the International Congress for School Effectiveness and Improvement, Melbourne.
2. Barth, R. (1990). Improving schools from within. San Francisco, CA: Jossey-Bass.
3. Brookover, W., & Lezotte, L. (1979). Changes in school characteristics coincident with changes in student achievement. East Lansing: Michigan State University, College of Urban Development.
4. Bryk, A. S., Sebring, P. B., & Allensworth, E. (2010). Organizing schools for improvement: Lessons from Chicago. Chicago, IL: University of Chicago Press.
5. Crandall, D., Eiseman, J., & Louis, K. S. (1986). Strategic planning issues that bear on the success of school improvement efforts. Educational Administration Quarterly, 22(3), 21–53.
6. Creemers, B. P. M., & Kyriakides, L. (2008). The dynamic model of educational effectiveness. New York, NY: Routledge.
7. Creemers, B. P. M., & Scheerens, J. (1994). Developments in the educational effectiveness research programme. International Journal of Educational Research, 21, 125–140.
8. Cuban, L. (2013). Why so many structural changes in schools and so little reform in teaching practice? Journal of Educational Administration. 51, 109–125.
9. Day, C., Sammons, P., Hopkins, D., Harris, A., Leithwood, K., Gu, Q., … Kingston, A. (2011). Successful school leadership: Linking learning and achievement. Berkshire: Open University Press.
10. Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37, 15–24.
11. Edmonds, R. (1982). Programs of school improvement: An overview. Educational Leadership, 40(3), 4–11.
12. Firestone, W. A., & Corbett, H. D. (1988). Planned educational change. In N. Boyan (Ed.), Handbook of research on educational administration (pp. 321–340). New York, NY: Longman.
13. Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-Bass.
14. Fullan, M. (2007). The new meaning of educational change (4th ed.). New York, NY: Teachers College Press.
15. Geijsel, F., Sleegers, P., & Van den Berg, R. (1999). Transformational leadership and the implementation of large-scale innovation programs. Journal of Educational Administration, 37, 309–328.
16. Geijsel, F., Sleegers, P., Van den Berg, R., & Kelchtermans, G. (2001). Conditions fostering the implementation of large-scale innovation programs in schools: Teachers’ perspectives. Educational Administration Quarterly, 37, 130–166.
17. Gurr, D., Drysdale, L., & Mulford, B. (2005). Successful principal leadership: Australian case studies. Journal of Educational Administration, 43, 539–551.
18. Hall, G. (2013). Evaluating change processes: Assessing extent of implementation (constructs, methods and implications). Journal of Educational Administration, 51, 264–289.
19. Hall, G., & Hord, S. (2002). Implementing change: Patterns, principles, and potholes. Boston, MA: Allyn & Bacon.
20. Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding the impact on school capacity and student learning. School Leadership & Management, 30, 95–110.
21. Hallinger, P., & Heck, R. H. (2011). Exploring the journey of school improvement: Classifying and analyzing patterns of change in school improvement processes and learning outcomes. School Effectiveness and School Improvement, 22, 1–27.
22. Hargreaves, A., & Fullan, M. (1998). What’s worth fighting for out there. New York, NY: Teachers College Press.
23. Hargreaves, A., & Macmillan, R. (1995). The balkanization of secondary school teaching. In L. S. Siskin & J. W. Little (Eds.), The subjects in question (pp. 141–171). New York, NY: Teachers College Press.
24. Hargreaves, D. H. (1995). School culture, school effectiveness and school improvement. School Effectiveness and School Improvement, 6, 23–46.
25. Hargreaves, D. H., & Hopkins, D. (1994). Development planning for school improvement. New York, NY: Cassell.
26. Harris, A. (1998). Improving ineffective departments in secondary schools: Strategies for change and development. Educational Management Administration & Leadership, 26, 269–278.
27. Harris, A., Jamieson, I., & Russ, J. (1995). A study of “effective” departments in secondary schools. School Organisation, 15, 283–299.
28. Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge.
29. Hawley W., & Rosenholtz, S. (Eds.). (1984). Good schools: What research says about improving school achievement [Special issue]. Peabody Journal of Education, 61(4).
30. Hills, J. R. (1983). Interpreting stanine scores. Educational Measurement: Issues and Practice, 2(3), 18–27.
31. Huberman, M., & Miles, M. (1984). Innovation up close: How school improvement works. New York, NY: Plenum.
32. Jackson, D. S. (2000). The school improvement journey: Perspectives on leadership. School Leadership & Management, 20, 61–78.
33. Ko, J. Y. C., Hallinger, P., & Walker, A. D. (2012). Exploring school Improvement in Hong Kong secondary schools. Peabody Journal of Education, 87, 216–234.
34. Lee, J. C.-K., Levin, H., & Soler, P. (2005). Accelerated schools for quality education: A Hong Kong perspective. The Urban Review, 37, 63–81.
35. Levin, H. M. (1987). Accelerated schools for disadvantaged students. Educational Leadership, 44(6), 19–21.
36. Louis, K. S., & Miles, M. B. (1990). Improving the urban high school: What works and why. New York, NY: Teachers College Press.
37. McLaughlin, M. W., & Talbert, J. E. (2001). Professional communities and the work of high school teaching. Chicago, IL: University of Chicago Press.
38. McLaughlin, M. W., & Talbert, J. E. (2006). Building school-based teacher learning communities: Professional strategies. New York, NY: Teachers College Press.
39. Mulford, B., & Silins, H. (2003). Leadership for organisational learning and improved student outcomes – What do we know? Cambridge Journal of Education, 33, 175–195.
40. Mulford, B., & Silins, H. (2009). Revised models and conceptualization of successful school principalship in Tasmania. In B. Mulford & B. Edmunds (Eds.), Successful school principalship in Tasmania (pp. 157–183). Launceston: Faculty of Education, University of Tasmania.
41. Murphy, J. (2013). The architecture of school improvement. Journal of Educational Administration, 51, 252–263.
42. Potter, D., Reynolds, D., & Chapman, C. (2002). School improvement for schools facing challenging circumstances: A review of research and practice. School Leadership & Management, 22, 243–256.
43. Purkey, S. C., & Smith, M. S. (1983). Effective schools: A review. The Elementary School Journal, 83, 426–452.
44. Reynolds, D. (2010). Failure-free education? The past, present and future of school effectiveness and school improvement. London: Routledge.
45. Reynolds, D., Hopkins, D., Potter, D., & Chapman, C. (n.d.). School improvement for schools facing challenging circumstances: A review of research and practice. Unpublished paper, University of Exeter, Exeter, UK.
46. Reynolds, D., Stringfield, S., & Schaffer, E. C. (2006). The high reliability schools project: Some preliminary results and analyses. In A. Harris & J. Chrispeels (Eds.), Improving schools and educational systems (pp. 56–76). New York, NY: Routledge.
47. Reynolds, D., Teddlie, C., Hopkins, D., & Stringfield, S. (2000). Linking school effectiveness and school improvement. In C. Teddlie & D. Reynolds (Eds.), The international handbook of school effectiveness research (pp. 206–231). London: Falmer Press.
48. Rosenholtz, S. J. (1985). Effective schools: Interpreting the evidence. American Journal of Education, 93, 352–388.
49. Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of schools. New York, NY: Longman.
50. Rutter, M., Maughan, B., Mortimore, P., & Ouston, J. (1979). Fifteen thousand hours: Secondary schools and their effects on children. Cambridge, MA: Harvard University Press.
51. Sammons, P., Thomas, S., & Mortimore, P. (1997). Forging links: Effective schools and effective departments. London: Paul Chapman.
52. Saphier, J., & King, M. (1985). Good seeds grow in strong cultures. Educational Leadership, 42(6), 67–74.
53. Sarason, S. (1982). The culture of the school and the problem of change (2nd ed.). Boston, MA: Allyn & Bacon.
54. Schaffer, E., Reynolds, D., & Stringfield, S. (2012). Sustaining turnaround at the school and district Levels: The high reliability schools project at Sandfields Secondary School. Journal of Education for Students Placed at Risk, 17, 108–127.
55. Scheerens, J. (1990). School effectiveness research and the development of process indicators of school functioning. School effectiveness and school improvement, 1, 61–80.
56. Scheerens, J., & Creemers, B. P. M. (1989). Conceptualizing school effectiveness. International Journal of Educational Research, 13, 691–706.
57. Siskin, L. (1997). The challenge of leadership in comprehensive high schools: School vision and departmental divisions. Educational Administration Quarterly, 33, 604–623.
58. Siskin, L. S. (1991). Departments as different worlds: Subject subcultures in secondary schools. Educational Administration Quarterly, 27, 134–160.
59. Slavin, R. E., & Madden, N. A. (2006). Success for All/Roots & Wings: 2006 summary of research on achievement outcomes. Baltimore, MD: Johns Hopkins University, Center for Research and Reform in Education.
60. Sleegers, P., Geijsel, F., & Van den Berg, R. (2002). Conditions fostering educational change. In K. Leithwood & P. Hallinger (Eds.), Second international handbook of educational leadership and administration (pp. 75–102). Dordrecht: Kluwer Academic.
61. Stoll, L., & Fink, D. (1996). Changing our schools: Linking school effectiveness and school improvement. Buckingham: Open University Press.
62. Stringfield, S., Reynolds, D., & Schaffer, E. (2008a). Improving secondary students’ academic achievement through a focus on reform reliability: 4- and 9-year findings from the High Reliability Schools project. School Effectiveness and School Improvement, 19, 409–428.
63. Stringfield, S., Reynolds, D., & Schaffer, E. (2008b). Towards highly reliable, high quality public schooling. In MCREL (Ed.), High reliability organizations in education (pp. 6–23). Denver, CO: MCREL.
64. Stringfield, S., Reynolds, D., & Schaffer, E. (2012). Making best practice standard – and lasting. Phi Delta Kappan, 94(1), 45–50.
65. Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., & Peetsma, T. T. D. (2012). Building school-wide capacity for improvement: The role of leadership, school organizational conditions, and teacher factors. School Effectiveness and School Improvement, 23, 441–460.
66. Walker, A., & Ko, J. (2011). Principal leadership in an era of accountability: A perspective from the Hong Kong context. School Leadership & Management, 31, 369–392.
67. Willms, J. (1992), Monitoring school performance: A guide for educators. London: Falmer Press.