Janet Ouston

What Do Schools Do after OFSTED School Inspections--Or Before?.

ABSTRACT The results of research on the effects of OFSTED secondary school inspections in England since 1994 are presented. The reactions of headteachers to the inspections and their progress on the resulting school action plan are given. The results indicate considerable potential for school inspections to contribute to the process of school improvement.

Can Schools Change? I. Outcomes at Six London Secondary Schools

Abstract Much work on school effectiveness has been based on cross‐sectional comparisons between schools. Longitudinal studies of schools over time may complement this approach. Changes in both school practice and pupil outcomes were monitored in a five year study of change in six London secondary schools. This paper reports on changes in outcomes, illustrating marked improvements in some areas. A companion paper (Ouston, Maughan & Rutter, in press) explores associated changes in school practice.

New heads, OFSTED inspections and the prospects for school improvement

Summary Headteachers who regard themselves as ‘new’ do not feel as threatened by inspection as established heads and are more open to its possibilities. This paper reports these differences and examines their consequences for teaching staff. Its main purpose is to discuss whether OFSTED inspections can act effectively as catalysts for school improvement and as instruments of public accountability.

Management Competences, School Effectiveness and Education Management

are concerned with identifying good practice very broadly school effectiveness research focuses first on what pupils achieve, and the management competence movement on what teachers do. This paper will be more concerned with the competences approach, reflecting the interests of the British Educational Management and Administration Society workshop members for whom this paper was originally written. It also reflects the current interest in

Schools and Honeypot Management: The Impact of Project Funding Mechanisms on the Implementation of Educational Innovation.

In this article Janet Ouston and Susan McMeeking of the Institute of Education, University of London and Paul Higgins of the LEA in Sefton explore the impact of different funding mechanisms on the implementation of innovation in secondary schools with examples drawn from the experience of the first Education 2000 Project in Hertfordshire. In doing so they review the models of funding identified by Brian Knight and consider the consequences of each of the models for the Project.

Educational reform in Japan: some reflections from England

ducational reform has been a ~-~ major concern in Japan, and in N England and Wales, in recent years. In both countries the government has promoted a reform agenda to remedy what are perceived to be failings in their current educational systems and their outcomes. In England and Wales the main concern is the large number of students leaving school with low levels of academic skills and accreditation. The