School Turnaround: Understanding Contingency of Change and Development in Schools in Challenging Circumstances – Four Case Studies Selected by Using a Typology of Different Models Based on a Longitudinal Mixed-Method Approach

• In Event: The Role of District in School Policy, Improvement, and Change

Abstract

This paper explores school development processes in four schools in challenging circumstances. These schools were selected from schools in a longitudinal mixed-method study over a five-year period using a typology of different models of change over time. The paper presents selected findings from the overall study, the theoretical and empirical typology of different models of change and focuses on identifying organisational changes. Based on the analysis of change and development models, the paper discusses interventions and conditions for school
improvement and challenges with respect to applying the intended impact logic underlying
prevailing school turnaround approaches. It focuses on the complexity of context and culture.
Contingency theory is applied. Theses are formulated to develop a theory of school
turnaround.

Author

• Stephan Gerhard Huber, University of Teacher Education Zug