Please use this identifier to cite or link to this item: http://hdl.handle.net/2381/31374
Title: The implications of school improvement and school effectiveness research for primary school principals in Ethiopia
Authors: Mitchell, Rafael
First Published: 20-May-2014
Publisher: Taylor & Francis (Routledge)
Citation: Mitchell, R. (2014): The implications of school improvement and school effectiveness research for primary school principals in Ethiopia, Educational Review, doi: 10.1080/00131911.2014.927829
Abstract: In the last twenty years the Ethiopian education system has rapidly expanded, leading to a 500% increase in primary school enrolment. The Ministry of Education (MoE) has sought to address a perceived decline in educational quality through nationally-mandated programmes for school improvement (MoE 2007) and teachers’ professional development (MoE 2004). Such programmes—imported on the advice of USAID, DfID and other development partners—are implemented ‘mechanistically’, without adaptation for societal or organisational cultural contexts. This article reviews empirical research from the last decade, including ‘grey’ literature, in the school improvement (SI) and school effectiveness research (SER) traditions to draw implications for primary school principals in Ethiopia.
DOI Link: 10.1080/00131911.2014.927829
ISSN: 0013-1911
eISSN: 1465-3397
Links: http://www.tandfonline.com/doi/abs/10.1080/00131911.2014.927829
http://hdl.handle.net/2381/31374
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: This is an Author's Original Manuscript of an article published in Educational Review, copyright Taylor & Francis, available online at: http://www.tandfonline.com/doi/abs/10.1080/00131911.2014.927829
Appears in Collections:Published Articles, School of Education

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