Concept and Design Developments in School Improvement Research

Chapter 1. Introduction(Arnoud Oude Groote Beverborg, Tobias Feldhoff, Katharina Maag Merki, & Falk Radisch_.- Chapter 2. Why must everything be so complicated? Demands and challenges on methods for analyzing school improvement processes (Tobias Feldhoff & Falk Radisch).- Chapter 3. School Improvement Capacity - A Review and a Reconceptualisation from the Perspectives of Educational Effectiveness and Educational Policy (David Reynolds & Annemarie Neeleman).- Chapter 4. The relationship between teacher professional community and participative decision-making in schools in 22 European countries (Catalina Lomos).- Chapter 5. New Ways of Dealing with Lacking Measurement Invariance (Markus Sauerwein & Désirée Theis).- Chapter 6. Taking Composition and Similarity Effects into Account: Theoretical and Methodological Suggestions for Analyses of Nested School Data in School Improvement Research (Kai Schudel & Katharina Maag Merki).- Chapter 7. Reframing Educational Leadership Research in the 21st Century (David NG Foo Seong).- Chapter 8. The structure of leadership language: rhetorical and linguistic methods for studying school improvement (Rebecca Lowenhaupt).- Chapter 9. Designing and Piloting a Leadership Daily Practice Log: Using Logs to Study the Practice of Leadership (James P. Spillane & Anita Zuberi).- Chapter 10. Learning in collaboration: Exploring processes and outcomes(Bénédicte Vanblaere & Geert Devos).- Chapter 11. Recurrence Quantification Analysis as a methodological innovation for school improvement research (Arnoud Oude Groote Beverborg, Maarten Wijnants, Peter J.C. Sleegers, & Tobias Feldhoff).- Chapter 12. Regulation Activities of Teachers in Secondary Schools: Development of a Theoretical Framework and Exploratory Analyses in Four Secondary Schools Based on Time Sampling Data (Katharina Maag Merki, Urs Grob, Beat Rechsteiner, Andrea Wullschleger, Nathanael Schori, & Ariane Rickenbacher).- Chapter 13. Concept and Design

Arnoud Oude Groote Beverborg currently works at the Department of Public Administration of the Nijmegen School of Management at Radboud University Nijmegen, the Netherlands.He worked as a post-doc at the Department of Educational Research and the Centre for School Effectiveness and School Improvement of the Johannes Gutenberg-University of Mainz, Germany, to which he is still affiliated. His work concentrates on theoretical and methodological developments regarding the longitudinal and reciprocal relations between professional learning activities, psychological states, workplace conditions, leadership, and governance. Additional to his interest in enhancing school change capacity, he is developing dynamic conceptualizations and operationalizations of workplace and organizational learning, for which he explores the application of dynamic systems modelling techniques.
Tobias Feldhoff is full professor for education science. He is head of theCenter for School Improvement and School Effectiveness Research and chair of the Center for Research on School, Education and Higher Education (ZSBH)at the Johannes Gutenberg University Mainz. He is also co-coordinator of the Special Interest Group Educational Effectiveness and Improvementof the European Association for Research on Learning and Instruction (EARLI). His research topics are school improvement, school effectiveness, educational governance and the link between them. One focus of his work is to develop designs and find methods to better understand school improvement processes, their dynamics and effects. He is also interested in an organisation-theoretical foundation of school improvement.
Katharina Maag Merki is a full professor of educational science at the University of Zurich, Switzerland. Maag Merki's main research interests include research on school improvement, educational effectiveness, and self-regulated learning. She has over 20 years of experience in conducting complex interdisciplinary longitudinal