ABSTRACT

A great deal of knowledge has been accumulated on how educational effectiveness and improvement come to be. However, the issue of how these processes behave once they have been achieved has remained relatively unexplored. In this paper, we report on the findings of a multiple case study that delved into the factors and processes explaining different levels of sustainability of educational effectiveness for schools previously identified and studied as highly effective and located in low-income areas. We show that effectiveness is a fragile attainment that is affected by a variety of external and internal processes. Transformations in the local context (demographic changes and the dynamics of the school market), and educational policies and programs are key external factors. In the internal realm, the role of school administrators, principals, and leadership teams, the organization of pedagogical work, and the school culture modulate the sustainability of educational effectiveness in the long term.

摘要

关于如何提高教育效率和改善教育，已经积累了很多知识。然而，这些过程一旦实现就如何表现的问题仍未得到探讨。在本文中，我们报告了一个多案例研究的结果，该案例深入研究了因素和过程，这些因素和过程解释了先前被确定和研究为高效且位于低收入地区的学校的教育有效性可持续性的不同水平。我们表明，有效性是一个脆弱的成就，受到各种外部和内部过程的影响。本地环境的变化（人口变化和学校市场的动态）以及教育政策和计划是关键的外部因素。在内部领域，学校管理员，校长，