“World Class” School Improvement: An Analysis of the Implications of Recent International School Effectiveness and School Improvement Research for Improvement Practice

Abstract

In this chapter, Emily Calhoun and Bruce Joyce compare two major school reform paradigms: the R&D, externally-driven Research and Development approach most prominent from the late 50s through the early 70s, and the site-based school improvement approach most prominent today. Their analysis of both approaches suggests that neither have worked as well as they might. Although in some respects different, both paradigms require for successful implementation substantive curriculum and instructional innovation. This in itself is dependent on the establishing of sustainable staff development in the workplace and school wide action research enquiry on teaching and learning. Calhoun and Joyce conclude that both paradigms can be successful if these conditions are integrated with a focus on the centrality of student learning.