Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts.
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| Title: | Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts. |
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| Authors: | Cockerill, Maria1 (AUTHOR) maria.cockerill@qub.ac.uk, Grieveson, Tom2 (AUTHOR), Bingham, Stephanie3 (AUTHOR), O'Keeffe, Joanne1 (AUTHOR) |
| Source: | Education Sciences. Jan2025, Vol. 15 Issue 1, p52. 28p. |
| Subject Terms: | *Educational leadership, *School administrators, *Educational outcomes, *Self-evaluation, *Educational equalization, Interdependence theory |
| Abstract: | Equity of education outcomes for all children continues to be a shared goal amongst education leaders, post-pandemic. In England, issues of underachievement are of particular concern in socio-economically disadvantaged regions. Nevertheless, a minority of schools demonstrate high achievement for students from high-poverty backgrounds. This paper reports on the process of co-designing a school self-evaluation tool aligned to seven key indicators which previous research findings suggest, if implemented together, enable school leaders to promote high academic achievement and well-being for all children. Guided by social interdependence theory, successful local school leaders worked collaboratively, supported by education researchers, to develop self-evaluation tools and peer-support structures. Together, they created the 'High Achievement Review Programme' (HARP). We discuss the co-design process of HARP, including the developed evaluation tools for schools. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 182476693 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Cockerill%2C+Maria%22">Cockerill, Maria</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> maria.cockerill@qub.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Grieveson%2C+Tom%22">Grieveson, Tom</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Bingham%2C+Stephanie%22">Bingham, Stephanie</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22O'Keeffe%2C+Joanne%22">O'Keeffe, Joanne</searchLink><relatesTo>1</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+Sciences%22">Education Sciences</searchLink>. Jan2025, Vol. 15 Issue 1, p52. 28p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Educational+leadership%22">Educational leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22School+administrators%22">School administrators</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Interdependence+theory%22">Interdependence theory</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Equity of education outcomes for all children continues to be a shared goal amongst education leaders, post-pandemic. In England, issues of underachievement are of particular concern in socio-economically disadvantaged regions. Nevertheless, a minority of schools demonstrate high achievement for students from high-poverty backgrounds. This paper reports on the process of co-designing a school self-evaluation tool aligned to seven key indicators which previous research findings suggest, if implemented together, enable school leaders to promote high academic achievement and well-being for all children. Guided by social interdependence theory, successful local school leaders worked collaboratively, supported by education researchers, to develop self-evaluation tools and peer-support structures. Together, they created the 'High Achievement Review Programme' (HARP). We discuss the co-design process of HARP, including the developed evaluation tools for schools. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3390/educsci15010052 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 28 StartPage: 52 Subjects: – SubjectFull: Educational leadership Type: general – SubjectFull: School administrators Type: general – SubjectFull: Educational outcomes Type: general – SubjectFull: Self-evaluation Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Interdependence theory Type: general Titles: – TitleFull: Promoting High Achievement for Disadvantaged Students: Co-Designing a School Self-Evaluation Process Aligned to Evidence of Successful Leadership Practice Across Five English Districts. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Cockerill, Maria – PersonEntity: Name: NameFull: Grieveson, Tom – PersonEntity: Name: NameFull: Bingham, Stephanie – PersonEntity: Name: NameFull: O'Keeffe, Joanne IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: Jan2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 22277102 Numbering: – Type: volume Value: 15 – Type: issue Value: 1 Titles: – TitleFull: Education Sciences Type: main |
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