Exploring school improvement in Hong Kong secondary schools

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13 Citations (Scopus)

Abstract

Scholars have increasingly sought to understand how the process of school improvement differs among schools operating in different school levels, conditions, and contexts. Using Rosenholtz’s (1985) conception of “moving” and “stuck” schools as a framework for thinking about school improvement, this study examines the learning outcomes of 39 Hong Kong secondary schools over a 3-year period. We examine whether features of leadership and school capacity differed with respect to these learning outcomes within the sample of moving and stuck schools. This research in Hong Kong has identified several factors that appear to synergistically contribute to differences in patterns of improvement in learning across different subjects in both moving and stuck schools. These factors include resource management of principals and school capacity in terms of professional learning community; workload of teachers; alignment, coherence, and structure; and resource capacity. This study extends the research on leadership and capacity building as a means of school improvement, in the process elaborating on their impact within a non-Western society. Copyright © 2012 Taylor & Francis Group, an informa business.
Original languageEnglish
Pages (from-to)216-234
JournalPeabody Journal of Education
Volume87
Issue number2
DOIs
Publication statusPublished - 2012

Citation

Ko, J. Y. C., Hallinger, P., & Walker, A. D. (2012). Exploring school improvement in Hong Kong secondary schools. Peabody Journal of Education, 87(2), 216-234.

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