1 / 14

Qualitative Descriptions of Readiness for Capacity Building in Schools

Content. Readiness for capacity building in schoolsAimsMethod Case A and BA language of descriptionResults and Conclusions. Readiness for capacity building in schools. Capacity building: a collective, and context bound, process in a school to enhance improvement Readiness for capacity build

kelvin
Download Presentation

Qualitative Descriptions of Readiness for Capacity Building in Schools

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Qualitative Descriptions of Readiness for Capacity Building in Schools two Swedish Cases Conny Björkman and Anders Olofsson

    2. Content Readiness for capacity building in schools Aims Method Case A and B A language of description Results and Conclusions

    3. Readiness for capacity building in schools Capacity building: a collective, and context bound, process in a school to enhance improvement Readiness for capacity building: schools collective, structural, cultural, and leadership readiness needed, in a certain context, to enhance capacity building

    4. Aim To create a language for qualitative descriptions of principals and teachers views on collaboration forms and staff development, as a readiness for capacity building in schools, and To explore the use of this language in case studies of two Swedish secondary schools

    5. Data collection Team of three researchers General school observations Individual interviews

    6. The qualitative process of analysing From empirical conceptions to theoretical concepts What = structure and how = culture Political, Principalship, Work team, Teacher

    7. The two cases Case A * 200 students (grades 7-9) * mono-ethnical, middle class, village * Social democratic * Successful due to student academic results in grade 9

    8. The two cases Case B * 470 students (grades 7-9) * multi-ethnical, middle class, big city * Social democratic * Successful due to student academic results in grade 9

    9. A language of description (Case A) Principalship and teachers views on staff development Pr T(soc) T(ma/sc)T(part)T(re)T(l)   Political   Principalship w   Work-teams   Teacher h wh wh wh wh wh

More Related