1 / 11

Using Evidence on Local and School Level in Hungary

This presentation by Kalman Bekesi discusses the use of evidence in driving educational change and innovation in Hungarian schools, based on extensive research conducted at various levels. Theoretical frameworks highlight the importance of context-dependent evidence and outline the innovation cycle, including problem-setting, objective-setting, and sustainability strategies. Findings from mixed methods research involving case studies, surveys, and classroom observations reveal who uses evidence in schools and how, ultimately informing future recommendations for enhancing evidence-informed practices in education.

eze
Download Presentation

Using Evidence on Local and School Level in Hungary

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. Using Evidence on Local and School Level in Hungary Kalman Bekesi Berlin 16 September 2011

  2. Theoretical frame • Evidence-informed education • Mechanical use of evidence – change, innovation • Evidence is context dependent • use of evidence in successful innovations • Innovation cycle • Problem-setting and/or Idea, objective-setting • Seeking answer, ways to reach the objective (PDCA) • Making innovation sustainable (SDCA): delivering to organization and/or individual level • Finish/Continuation/Sublimation of the innovation

  3. Research questions • Who use evidence in school level? • In which phases of innovation? • What evidence do the actors use?

  4. Methods, sample • Mixed methods: case studies, document analyses, classroom observations, surveys • Qualitative: 34 schools • Quantitative: 296 schools • ISCED 1,2 – 1-8 grades

  5. Results, consequencies

  6. Results, consequencies

  7. Results, consequencies

  8. Results, consequencies Innovation cycle • Problem-setting and/or Idea, objective-setting • Seeking answer, ways to reach the objective (PDCA) • Making innovation sustainable (SDCA): delivering to organization and/or individual level • Finish/Continuation/Sublimation of the innovation (disinheriting – assimilating the former principal)

  9. Results, consequencies • Evidence from assessments, evaluations • Evidence from researches of universities, research institutes • Mezo-level: advantages, risks • Unexpected results: • Quasi-controlled trials 17-40% • Good achievement is somehow connected to training in arts (music, dance)

  10. Recommendations • Further researches about developing understanding on successful evidence-based innovations • Developing and strengthening knowledge brokerage activities between education research and the local users • Building activities on the strong interest of schools in conducting controlled trials

  11. Thank you for your attention! The research was mainly run with the support of the European Union, European Social Fund, under TÁMOP 3.1.1 6.8.1 in the Hungarian Institute for Education Research and Development, www.ofi.hu Kalman Bekesi www.bekesikalman.hu

More Related