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The worldviewscurrently holding sway in schools and educationoften work against an emancipatory agenda.3.
It is highly important to consider all aspects of this complexity to describe and understand the dynamic relation of school improvement processes and student outcomes.
School leadership is broadly acknowledged to be the lynchpin for school success.
The choice of study designs and methods of analysis substantially determines which aspects of this complexity are taken into account.
The authors searched in four international high-impact journals and in ERIC for articles reporting longitudinal school improvement studies.
The database of the review consisted of a total of 428 journal articles.
In total, 13 of the 428 papers met the selection criteria and were analyzed in detail.School improvement is in danger ofbecoming simply a tool for the agendas ofpolicy makers to raise attainment in westernschool systems.While this agenda is importantwe argue that the focus on attainment andschool performance is inadequate to meet thechallenges of young people's futures.Yet, amongst the countless demands that school leaders face, making wise leadership choices is increasingly challenging.On what should leaders focus their attention and how should they prioritize their improvement efforts?This report was funded by the Bill & Melinda Gates Foundation.Opinions in this paper reflect those of the authors and do not necessarily reflect those of the Consortium for Policy Research in Education (CPRE), the University of Pennsylvania Graduate School of Education, that of the funder.School improvement theory and practiceneed to change direction to take more accountof schools' contexts and their likely futurecontexts.2.Our beliefs about the purposes ofschooling and assumptions about schoolimprovement, its aims and how it is promotedare affected by our worldviews.If more consideration is given to the complex nature of school improvement in future studies, the broader knowledge base will allow a better understanding of the dynamic relation of school improvement and student learning.It would thus be possible to make more appropriate recommendations for the support of school improvement practice. https://doi.org/10.1108/JEA-07-2014-0083 Download as .