The complexity of school improvement processes requires considerable methodical and methodological accuracy in empirical assessments. Designs and methods of analysis are necessary to adequately depict the complexity of schools and school improvement and to adequately answer current and relevant questions. It is important to continuously develop further methodical and methodological approaches. Therefore, we established a critical reflection on this topic, which led us to search for innovative designs, instruments, and analyses in adjacent disciplines and to apply and evaluate them.
We make a significant contribution to this topic
- by organizing the conference “Concept, Designs, and Methods of School Improvement Research”, which is held once every three years, to offer a platform for exchange and discussion,
- through international publications to share our knowledge, and
by gaining experience with innovative methodologies in our projects.
Oude Groote Beverborg, A., Feldhoff, T., Maag Merki, K., & Radisch, F. (2021). Concept and Design Developments in School Improvement Research. Longitudinal, Multilevel, and Mixed Methods and Their Relevance for Educational Accountability. Springer. Link
Feldhoff, T., Radisch, F., & Bischof, L. M. (2016). Quantitative longitudinal studies of school improvement: state of the art, methodological challenges and potentials. Journal of Educational Administration, 54, (2), 209–240.
Feldhoff, T., Radisch, F., & Klieme, E. (2014). Editorial. Methods in longitudinal school improvement research: state of the art. Journal of Educational Administration. 52 (5).