ABSTRACT
In the previous chapter, the dynamic model was presented and evidence supporting its validity was provided. One of the studies testing its validity revealed that schools which are among the most effective cannot remain so over a long period of time, unless effort is made to further improve the functioning of school factors (Creemers & Kyriakides, 2010a). It was also shown that improvement in the functioning of school factors is associated with improvement of the effectiveness status of schools. These findings are in line with the attempt of the dynamic model to demonstrate the dynamic nature of effectiveness. Given that the dynamic model was developed in order to establish stronger links between EER and improvement of practice, in this chapter we show how the dynamic model can be used in policy and practice for improvement purposes. Thus, the Dynamic Approach to School Improvement (DASI) is presented. Specifically, we refer to strategies that can be used by different stakeholders who are planning to make use of DASI to improve practice at different levels.
