改善低收入和中等收入国家的学校管理:系统审查
Gautam Anand1, Aishwarya Atluri2, Lee Crawfurd3
1Global School Leaders, United States of America.
概括
低收入和中等收入国家 (LMICs) 的学校管理干预措施对学生学习产生了小但显著的积极影响. 然而,由于采用率低,缺乏激励措施,以及长时间的因果链,有效性受到限制.
科学领域:
- 教育政策和管理教育政策和管理
- 国际发展国际发展
- 教育心理学教育心理学
背景情况:
- 在低收入和中等收入国家 (LMICs) 提高学校质量对于全球发展至关重要.
- 有效的学校领导和管理是提高教育成果的关键杆.
- 对于LMIC学校领导人进行管理干预的现有研究需要系统的综合.
研究的目的:
- 系统地审查和元分析针对学校领导人管理实践的干预措施对LMIC学生学习的影响.
- 确定学校领导者的特点及其在LMICs中的责任.
- 探索影响这些干预措施有效性的局限性和因素.
主要方法:
- 系统的文献审查和对20项评估的元分析,产生了39项影响大小估计.
- 对方案有效性的常见局限性的定性评估.
- 对从业人员进行调查,以评估外部有效性,并比较评估与实施的计划.
主要成果:
- 学校管理干预导致学生学习的统计学上显著改善,标准偏差为0.033.
- 效果大小与节目规模或强度没有相关性.
- 确定的主要局限性包括干预采用率低,实施激励/结构不足,以及从管理到学习的延长因果途径.
结论:
- 针对学校领导人的管理实践的干预措施可以改善LMIC学生的学习,尽管效果规模不大.
- 未来的研究应该调查特定的设计元素和促进学校领导者参与和问责制的因素.
- 解决诸如低采用率和实施挑战等障碍对于最大限度地提高领导干预措施的影响至关重要.
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