Grasping the Scope of School Autonomy: An Empirically Based Classification for School Interventions

• In Event: Park Central Roundtable Session 1
  In Roundtable Session: Autonomy Issues for Schools and Leaders

Abstract

This paper presents the construction of an empirically-based classification for school interventions. This classification allows for identification and analysis of the actual use of school autonomy in schools. This identification can be used for both local, national or international purposes by policy makers, training institutes and researchers alike in their joint quest for ‘continuous improvement in the quality of education’. Accumulation of knowledge regarding the actual use of school autonomy and, subsequently, the impact of school policies on student learning – within and across different educational research traditions and education systems – is expected to be beneficial for a better understanding of the potential levers of school improvement, school effectiveness, and educational change.

Author

• Annemarie Neeleman, Maastricht University