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Differential instructional qualities despite equal tasks: Relevance of school contexts for subdomains of cognitive demands
Cognitive demand is a crucial dimension of instructional quality. Its heterogenous operationalizations call for refined investigations, with respect...
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Effects of Interaction Qualities Beyond Task Quality: Disentangling Instructional Support and Cognitive Demands
Instructional quality dimensions of cognitive demands and instructional support have been shown to have an impact on students’ learning gains....
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School principals’ social support and teachers’ basic need satisfaction: The mediating role of job demands and job resources
Many teachers report high levels of occupational stress. Teachers’ basic need satisfaction is essential for teachers’ well-being at work. Social...
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Exploring if Playground Quality Predicts Head Start Preschoolers’ School Day Physical Activity
Physical activity (PA) engagement in Early Childcare and Education Centers (ECEC) supports preschoolers’ ability to meet the national physical...
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Toward agenda 2030 in education: policies and practices for effective school leadership
School leadership has been described as a key target for leveraging the quality of education in relation to sustainable development goal (SDG4) that...
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Large-scale school improvement: results of and conditions for systemic changes within coupled school systems
The aim of this study was to explore the results of and conditions for systemic large-scale school improvement. Through a multi-level analysis and a...
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Re-contextualization of school quality assessment policies: an ethnography approach to SIMCE on Chilean disadvantaged schools
Accountability policies through standardized testing are widespread in diverse educational systems. Based on an ethnographic research study, we...
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The school-wide pedagogical framework at an Australian primary school: experiences and perspectives of teachers
Teachers play a pivotal role in the implementation of school-based pedagogical reforms. The study reported here explored how participating teachers ( n ...
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Quality Assurance in Teacher Education: Ensuring Quality in School Education
Teacher education is an enabling factor that promotes efficiency in the schools. In context of the current emphasis on “creating a knowledge...
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Competitive grants in autonomous public schools: how school principals are labouring for public school funding
This paper examines competitive grants for public schools, as a form of additional funding from the government. We draw on interviews with principals...
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The Quantified School
Chapter 6 provides an account of the ways in which high-stakes accountability frameworks produce a specific type of school that is driven by...
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From a public school to an IB school: experiences and challenges for curriculum transformation in a junior high school in Taiwan
In recent years, the Asia–Pacific region has experienced unprecedented expansion in the adoption of the International Baccalaureate (IB) program. The...
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Standards for School Leadership and Principalship
The critical role of school leadership in improving learning and teaching for better outcomes for children and young people is recognized across most...
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School improvement at the next level of work: the struggle for collective agency in a school facing adversity
School improvement depends, fundamentally, upon collective agency—a group capability to work productively together and solve problems. Unfortunately,...
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Challenging to Read, Easy to Comprehend? Effects of Linguistic Demands on Secondary Students’ Text Comprehension in Physics
Students with high reading proficiency typically achieve better results in science assessments, indicating the importance of reading proficiency....
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Quality Mechanisms (for Equality of Opportunity)
The chapter provides a conceptual and practical overview of the complex structuring of quality in education from the perspective of the sociology of...
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School Leadership Under the Conditions of Digitalization: A German Insight into Conditions and Challenges for School Leaders
School leaders are internationally regarded as central actors for school and school development (e.g., Ärlestig et al., 2016; Hallinger & Heck, 1998;...
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Sustainable School-University Partnerships: Motivators for Engagement, Enablers, and Constraints
The benefits of school-university partnerships are well documented in academic literature, describing the nature and efficacy of single sites and...
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The relationships between teacher presenteeism, emotional demands, trust in principal and emotional exhaustion: A multilevel moderated mediated analysis
This study aims to analyze a moderated mediation model using the Job Demands-Resources model in order to test the mediation role of emotional...
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Challenges of School Leadership
While principals in all school settings require a plethora of skills and encounter many obstacles, it can be argued that the context of rural schools...