Author Description

This is the first report of a study of factors involved in sustainable school improvement in New Zealand. The study's purpose is to see whether there is a common understanding of "school improvement" in schools, and in the external agencies and organizations that support or frame their work. The report describes case studies in nine primary schools and one intermediate school that have made deliberate efforts in the last 3 to 5 years to bring about positive improvements in teaching and learning. It provides descriptive material about the case studies and the main features that supported or constrained them in their efforts to develop. Information was collected from interviews with 32 people, including principals, government officials, researchers, and teacher educators. Study results point to the need for schools to create conditions to support reflective practice, and the need for a strong role to be played by government in offering the kinds of resources, support, and professional development that enable schools to be effective and continually improving learning organizations. Appendices contain a description of what makes a good school, invitations to participate, consent forms, interview materials, interviews, and names and organizations of study participants. (Contains 23 references and 53 tables.) (RT).