SUMMARY

Title: THE IMPACT OF DEVELOPMENTAL INTERVENTIONS ON
CLASSROOM LEVEL PROCESSES IN SCHOOL EDUCATION
Principal Investigator: Prof. Gábor Halász
Funding: Hungarian Scientific Research Fund (OTKA)
The aim of our research is to describe and analyse the impact mechanisms of development interventions targeted at public education. We intend to find answers to the question of what kind of conditions make development programmes result in real and lasting changes in school-level and classroom-level processes. Our purpose is not the evaluation of impact of concrete, particular development interventions, but to understand better the impact mechanisms in general.
We intend to explore the connections between the implementation strategies of national- and school-level development interventions funded from European developmental funds, on the one hand, and the impact of these development interventions on schools, in particular on their pedagogical processes. In order to understand and interpret the impact mechanisms, we will map the available knowledge on educational development, change and innovation and frame the theoretical aspects of educational innovations.
As the results of our research we will have relevant knowledge about what kind of development interventions might lead to significant and lasting improvement of school education in Hungary,  and what kind of interventions do not produce significant impact.

The aim of our research is to describe and analyse the impact mechanisms of development interventions targeted at public education. We intend to find answers to the question of what kind of conditions make development programmes result in real and lasting changes in school-level and classroom-level processes. Our purpose is not the evaluation of impact of concrete, particular development interventions, but to understand better the impact mechanisms in general.
We intend to explore the connections between the implementation strategies of national- and school-level development interventions funded from European developmental funds, on the one hand, and the impact of these development interventions on schools, in particular on their pedagogical processes. In order to understand and interpret the impact mechanisms, we will map the available knowledge on educational development, change and innovation and frame the theoretical aspects of educational innovations.
As the results of our research we will have relevant knowledge about what kind of development interventions might lead to significant and lasting improvement of school education in Hungary,  and what kind of interventions do not produce significant impact.