Bilateral (Hong Kong): Reshaping Educational Practice for Improvement in Hong Kong and England: How Schools Mediate Government Reforms

    Project: Research project

    Project Details

    Description

    Raising standards of teaching and learning in schools is at the forefront of policy makers’ minds internationally. The importance attached to learning outcomes is obvious in the substance of key educational reforms across societies and contexts. However, there is continuing uncertainty about how and to what extent schools implement these reforms and, most importantly, whether they really have a positive impact on student learning outcomes.
    This project investigates whether government education reform policies make a real difference in schools, particularly to student outcomes, in Hong Kong and England. In order to build understanding we focus on three main areas – system policy, school leadership and the school community. The first area will detail and then compare systemic government reform models which seek to raise standards of pupil outcomes by changing teaching and learning, in school and classroom structures and cultures. This will involve an analysis of recent government reform documentation and interviews.
    The second area focuses on the roles and qualities school leaders need to lead and manage change successfully. This will involve an examination of how school leaders at all levels mediate reforms to make them work in their school contexts. Information will be sought about the skills, knowledge and capacities they need to build and sustain a strategic and operational focus, on the leadership of learning and teaching. The third area looks at outcomes at the grassroots level. This will involve identifying the challenges school leaders, teachers and pupils face as they respond to systemic government reforms.
    Drawing on existing and newly-collected data the project will compare and contrast the similarities and differences between schools both within and between Hong Kong and England. This comparative analysis will provide new insights into the nature of the leadership and management of change in educational practice. This will involve identifying similarities and differences in the social, cultural and societal values of the two countries as they reverse similar policy trajectories.
    StatusFinished
    Effective start/end date01/09/1230/04/14

    Keywords

    • Reforms
    • Change
    • Educational practice