The Eighth International Literacy & Education Research Network Conference on

SPETSES, GREECE
4-8 July 2001

Dr Halia Silins

Associate Professor, School of Education, Flinders University, South Australia

Professor Bill Mulford

Faculty of Education,University of Tasmania, Australia

Reframing Schools: The Case for System, Teacher and Student Learning

Abstract

An Australian government funded four-year research project involving 96 secondary schools, over 5,000 students and 3,700 teachers and their principals has provided a rich source of information on schools conceptualised as learning organisations. The LOLSO Project focussed on three aspects of high school functioning: leadership, organisational learning and the impact of both on student outcomes. This research has established a relationship between the system factors of leadership and organisational learning and student outcomes as measured by student levels of participation in and engagement with school. This paper summarises this research and reports on a study that empirically tests the relationship between students, participation in and engagement with school and student achievement using model building and path analysis. The importance of learning at the system, teacher and student level is discussed in the context of school restructuring.

Bionote

Associate Professor Halia Silins is a researcher and teacher in the School of Education, Flinders University. Professor Bill Mulford is the Director, Leadership for Learning Centre, Faculty of Education, University of Tasmania. Their LOLSO Project has spanned four years and represents a collaborative research effort between two Australian states, their high schools and Education Departments.

Presentation Type
30 min. Paper

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Country
Australia