Developing a Self-Reflection Tool to Assess Schools’ Openness

In 2015, the EU Educational Policy document “Science Education for Responsible Citizenship” introduced the concept of Open Schooling as a promising approach to transform schools into innovation hubs within their local communities. In an open school environment, external ideas need to challenge tradi...

Descripción completa

Guardado en:

Detalles Bibliográficos
Autores principales:	Menelaos Sotiriou, Sofoklis Sotiriou, Franz X. Bogner
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	open schooling self-reflection impact assessment school development school heads’ and teachers’ professional development Education (General) L7-991
Acceso en línea:	https://doaj.org/article/0019beda2e2d45428d48d5ddb867be55
Etiquetas:	Agregar Etiqueta Sin Etiquetas, Sea el primero en etiquetar este registro!

id	oai:doaj.org-article:0019beda2e2d45428d48d5ddb867be55
record_format	dspace
spelling	oai:doaj.org-article:0019beda2e2d45428d48d5ddb867be552021-11-04T08:56:57ZDeveloping a Self-Reflection Tool to Assess Schools’ Openness2504-284X10.3389/feduc.2021.714227https://doaj.org/article/0019beda2e2d45428d48d5ddb867be552021-11-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.714227/fullhttps://doaj.org/toc/2504-284XIn 2015, the EU Educational Policy document “Science Education for Responsible Citizenship” introduced the concept of Open Schooling as a promising approach to transform schools into innovation hubs within their local communities. In an open school environment, external ideas need to challenge traditional internal views and, in turn, to benefit its students as the community it serves. Such engaging environments may vitally contribute to their community when students’ projects introduce real needs into a community outside of school, present them publicly, and enrich local expertise. Additionally, such school environments may foster learner independence—and interdependence—through collaboration and through the provision of opportunities for learners to understand and interrogate their place in the world. In our study, it was realised in the framework of the European Union–supported Coordination Action called “Open Schools for Open Societies” (OSOS), and we have analysed the development process of a large number of schools with a Self-Reflection Tool (OSOS-SRT), focusing on the organisational change during the implementation of the Open Schooling approach. Rooted in the theory of RRI (Responsible Research and Innovation) principles, the tool has shown its potential to analyse the openness level of each school. In this study, we are presenting the validation of the proposed instrument and empirical data from the overall transformation process. The school environments were evaluated for one full academic year by completing two measurements, one before their involvement and one after their engagement in the transformation journey. Participating schools achieved an average increase of 11.34% in their openness levels, while based on the first measurement the lowest performers achieved a 35–45% increase while the higher scorer still reached a small but significant increase in the recorded openness levels. Our findings could act as a reference point for educational policy actions to support school development through cooperation and continuous interaction with external stakeholders. Consequences for school management, development plans, and teachers’ professional development are discussed.Menelaos SotiriouSofoklis SotiriouFranz X. BognerFrontiers Media S.A.articleopen schoolingself-reflectionimpact assessmentschool developmentschool heads’ and teachers’ professional developmentEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	open schooling self-reflection impact assessment school development school heads’ and teachers’ professional development Education (General) L7-991
spellingShingle	open schooling self-reflection impact assessment school development school heads’ and teachers’ professional development Education (General) L7-991 Menelaos Sotiriou Sofoklis Sotiriou Franz X. Bogner Developing a Self-Reflection Tool to Assess Schools’ Openness
description	In 2015, the EU Educational Policy document “Science Education for Responsible Citizenship” introduced the concept of Open Schooling as a promising approach to transform schools into innovation hubs within their local communities. In an open school environment, external ideas need to challenge traditional internal views and, in turn, to benefit its students as the community it serves. Such engaging environments may vitally contribute to their community when students’ projects introduce real needs into a community outside of school, present them publicly, and enrich local expertise. Additionally, such school environments may foster learner independence—and interdependence—through collaboration and through the provision of opportunities for learners to understand and interrogate their place in the world. In our study, it was realised in the framework of the European Union–supported Coordination Action called “Open Schools for Open Societies” (OSOS), and we have analysed the development process of a large number of schools with a Self-Reflection Tool (OSOS-SRT), focusing on the organisational change during the implementation of the Open Schooling approach. Rooted in the theory of RRI (Responsible Research and Innovation) principles, the tool has shown its potential to analyse the openness level of each school. In this study, we are presenting the validation of the proposed instrument and empirical data from the overall transformation process. The school environments were evaluated for one full academic year by completing two measurements, one before their involvement and one after their engagement in the transformation journey. Participating schools achieved an average increase of 11.34% in their openness levels, while based on the first measurement the lowest performers achieved a 35–45% increase while the higher scorer still reached a small but significant increase in the recorded openness levels. Our findings could act as a reference point for educational policy actions to support school development through cooperation and continuous interaction with external stakeholders. Consequences for school management, development plans, and teachers’ professional development are discussed.
format	article
author	Menelaos Sotiriou Sofoklis Sotiriou Franz X. Bogner
author_facet	Menelaos Sotiriou Sofoklis Sotiriou Franz X. Bogner
author_sort	Menelaos Sotiriou
title	Developing a Self-Reflection Tool to Assess Schools’ Openness
title_short	Developing a Self-Reflection Tool to Assess Schools’ Openness
title_full	Developing a Self-Reflection Tool to Assess Schools’ Openness
title_fullStr	Developing a Self-Reflection Tool to Assess Schools’ Openness
title_full_unstemmed	Developing a Self-Reflection Tool to Assess Schools’ Openness
title_sort	developing a self-reflection tool to assess schools’ openness
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/0019beda2e2d45428d48d5ddb867be55
work_keys_str_mv	AT menelaossotiriou developingaselfreflectiontooltoassessschoolsopenness AT sofoklissotiriou developingaselfreflectiontooltoassessschoolsopenness AT franzxbogner developingaselfreflectiontooltoassessschoolsopenness
_version_	1718444940531335168

Developing a Self-Reflection Tool to Assess Schools’ Openness

Ejemplares similares