Evaluating the wider outcomes of schools : Complex systems modelling for leadership decisioning
A continuing challenge for the education system is how to evaluate the wider outcomes of schools. Wider measures of success - such as citizenship or lifelong learning - influence each other and emerge over time from complex interactions between students, teachers and leaders, and the wider community...
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Published in | Educational management, administration & leadership Vol. 45; no. 4; pp. 719 - 743 |
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Main Authors | , , , |
Format | Journal Article |
Language | English |
Published |
London, England
SAGE Publications
01.07.2017
Sage Publications Ltd |
Subjects | |
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Abstract | A continuing challenge for the education system is how to evaluate the wider outcomes of schools. Wider measures of success - such as citizenship or lifelong learning - influence each other and emerge over time from complex interactions between students, teachers and leaders, and the wider community. Unless methods are found to evaluate these broader outcomes, which are able to do justice to learning and achievement as emergent properties of the learner's engagement with his or her world the education system will continue to focus on narrow measures of school effectiveness which do not properly account for complexity. In this article we describe the rationale and methodology underpinning a pilot research project that applied hierarchical process modelling to a group of schools as complex living systems, using software developed by engineers at the University of Bristol, called Perimeta. The aim was to generate a stakeholder owned systems design which was better able to account for the full range of outcomes valued by each school, and for the complex processes which facilitate or inhibit them, thus providing a more nuanced leadership decision-making analytic. The project involved three academies in the UK. [Author abstract] |
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AbstractList | A continuing challenge for the education system is how to evaluate the wider outcomes of schools. Wider measures of success – such as citizenship or lifelong learning – influence each other and emerge over time from complex interactions between students, teachers and leaders, and the wider community. Unless methods are found to evaluate these broader outcomes, which are able to do justice to learning and achievement as emergent properties of the learner’s engagement with his or her world the education system will continue to focus on narrow measures of school effectiveness which do not properly account for complexity. In this article we describe the rationale and methodology underpinning a pilot research project that applied hierarchical process modelling to a group of schools as complex living systems, using software developed by engineers at the University of Bristol, called Perimeta. The aim was to generate a stakeholder owned systems design which was better able to account for the full range of outcomes valued by each school, and for the complex processes which facilitate or inhibit them, thus providing a more nuanced leadership decision-making analytic. The project involved three academies in the UK. A continuing challenge for the education system is how to evaluate the wider outcomes of schools. Wider measures of success - such as citizenship or lifelong learning - influence each other and emerge over time from complex interactions between students, teachers and leaders, and the wider community. Unless methods are found to evaluate these broader outcomes, which are able to do justice to learning and achievement as emergent properties of the learner's engagement with his or her world the education system will continue to focus on narrow measures of school effectiveness which do not properly account for complexity. In this article we describe the rationale and methodology underpinning a pilot research project that applied hierarchical process modelling to a group of schools as complex living systems, using software developed by engineers at the University of Bristol, called Perimeta. The aim was to generate a stakeholder owned systems design which was better able to account for the full range of outcomes valued by each school, and for the complex processes which facilitate or inhibit them, thus providing a more nuanced leadership decision-making analytic. The project involved three academies in the UK. [Author abstract] |
Audience | Elementary Secondary Education |
Author | Steven Barr Howard Green David Pder Ruth Deakin Crick |
AuthorAffiliation | Cranfield University University of Technology, Sydney University of Leicester University of Bristol |
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Cites_doi | 10.1080/00071005.2015.1006574 10.1007/s11097-007-9076-9 10.1080/1028660031000135086 10.1080/02607470903091286 10.1080/02671520600615687 10.4324/9780203078044 10.1080/0969594032000121270 10.1057/jors.2010.12 10.1080/02671520500192985 10.4135/9781446252031 10.1080/09585170701589801 10.1207/s15327809jls1501_5 10.1177/003172170909000815 10.1080/0958517970090303 10.2118/59443-MS 10.1002/9781444307351 10.1080/0141192990250305 10.1016/j.tate.2006.10.006 10.1080/02619768.2010.534131 10.4324/9780203934319 10.1680/didsfrc.27480 10.4159/9780674029033 10.1080/10286608.2010.482658 10.1080/02671522.2012.706632 10.1007/978-1-4614-2018-7_32 |
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Notes | Refereed article. Includes bibliographical references. Educational Management Administration and Leadership; v.45 n.4 p.719-743; July 2017 |
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Title | Evaluating the wider outcomes of schools : Complex systems modelling for leadership decisioning |
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