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首页> 外文期刊>The International Journal of Educational Management >Impact of school autonomy on student achievement: cases from Australia
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Impact of school autonomy on student achievement: cases from Australia

机译：学校自治对学生成绩的影响：来自澳大利亚的案例

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Purpose - The purpose of this paper is to report four case studies in Australia that respond to the question: "How have schools with a relatively high degree of autonomy used their increased authority and responsibility to make decisions that have led in explicit cause-and-effect fashion to higher levels of student achievement"? Design/methodology/approach - A conventional case study methodology was adopted, framed by a review of evidence in the international literature. The studies were conducted in the Australian Capital Territory, Queensland and Victoria. Senior leaders in systems of public education in these jurisdictions nominated schools which have had a relatively high degree of autonomy for at least two years; have achieved high levels of student achievement, or have shown noteworthy improvement; and are able to explain how the link between autonomy and achievement had been made. The four schools chosen from these nominations represented different types as far as level and location were concerned. Triangulation of sources was a feature of the studies. Findings - The findings reveal that the schools were able to explain the links and that it was possible to map the cause-and-effect chain. Schools used their autonomy to select staff and allocate funds in their budgets, each being capacities that came with a higher level of autonomy. Leadership was important. Research limitations/implications - The paper cautions against generalizing the findings. Originality/value - There is international interest in the extent to which granting public schools a higher level of autonomy than has traditionally been the case in various national settings has had an impact on student achievement. These case studies go part of the way in describing what schools do when they successfully take up a higher level of authority and responsibility as one strategy in efforts to raise levels of achievement.
机译：目的-本文的目的是报告澳大利亚的四个案例研究，以回答以下问题：“自治程度相对较高的学校如何利用日益增加的权威和责任来做出导致明示原因和后果的决策？影响时尚以提高学生的学习水平”？设计/方法/方法-采用了常规案例研究方法，并在国际文献中对证据进行了回顾。这些研究是在澳大利亚首都领地，昆士兰州和维多利亚州进行的。在这些司法管辖区，公共教育系统的高级领导人提名了拥有至少两年自治程度较高的学校；已取得高水平的学生成绩，或已取得显着进步；并能够解释自治与成就之间的联系。从这些提名中选择的四所学校在级别和位置方面代表了不同的类型。来源的三角剖分是研究的特征。调查结果-调查结果表明，学校能够解释这些联系，并且有可能绘制因果关系图。学校利用自主权来选择人员并在预算中分配资金，每种能力都是具有更高自主权的能力。领导很重要。研究局限性/暗示-本文告诫不要对研究结果进行概括。原创性/价值-与公立学校相比，在各个国家/地区，传统上授予公立学校更高程度的自主权对学生的学习成绩产生了国际影响。这些案例研究是描述学校成功获得更高级别的权威和责任时所做的工作的一部分，这是提高成绩水平的一种策略。

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