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The strengths and limitations of using quantitative data to inform school inspections School Effectiveness and School Improvement (IF 2.62) Pub Date : 2024-04-05 John Jerrim, Alex Jones
School inspections are a common feature of many education systems. These may be informed by quantitative background data about schools. It is recognised that there are pros and cons of using such q...
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How does leadership affect teacher collaboration? Evidence from teachers in US schools School Effectiveness and School Improvement (IF 2.62) Pub Date : 2024-03-26 Xiaorong Ma, Russ Marion
The research literature reports that teacher collaboration has great potential to increase various teachers’ competencies; however, less has been said about how leaders can facilitate and support t...
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Inequalities in learning loss during the COVID-19 pandemic in Chile: the significance of school effectiveness School Effectiveness and School Improvement (IF 2.62) Pub Date : 2024-03-13 Danilo Kuzmanic, Francisco Meneses, Juan Pablo Valenzuela, Patricio Rodríguez, Susana Claro
The COVID-19 pandemic-associated learning losses were unequal across school subjects and sociodemographic groups. This study posits that these losses are also heterogeneous based on pre-pandemic sc...
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Quality of teaching at secondary schools in Nicaragua, South Korea, and the Netherlands School Effectiveness and School Improvement (IF 2.62) Pub Date : 2024-02-20 Wim J. C. M. van de Grift, Seyeoung Chun, Okhwa Lee, Deukjoon Kim
What are the differences in teaching quality in countries with large cultural and economic differences, such as Nicaragua, South Korea, and the Netherlands? Can these differences be bridged with tr...
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Academically resilient students: searching for differential teacher effects in mathematics School Effectiveness and School Improvement (IF 2.62) Pub Date : 2024-02-08 Maria Anastasou, Leonidas Kyriakides
This paper examines the extent to which teacher factors of the dynamic model of educational effectiveness can explain variation in student achievement in mathematics. It also searches for the exten...
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When you are not alone: school composition by family structure and students’ academic achievements in South Korea School Effectiveness and School Improvement (IF 2.62) Pub Date : 2024-02-06 Youngshin Lim
This study examines inequality based on family structure within the school environment, focusing on South Korea’s standardized education system. Previous research has pointed to potential challenge...
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Editorial School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-12-25 Roel J. Bosker, Daniel Muijs
Published in School Effectiveness and School Improvement: An International Journal of Research, Policy and Practice (Vol. 34, No. 4, 2023)
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From improvement to relationship management: a case study of data artifact creation and use in a school improvement network School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-12-25 Anna E. Premo, Jennifer Lin Russell, Megan Duff
Improvement networks are a relatively recent phenomenon in US education that create interorganizational networks of educators working together to improve specific educational problems. A shared emp...
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“Getting things done” in community schools: the institutional work of community school managers School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-12-13 Megumi G. Hine, Steven B. Sheldon, Yolanda Abel
Community schools extend traditional school responsibilities by providing additional resources to support students, families, and communities, and ultimately attempt to change the school institutio...
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The stimulation of school improvement processes: the orientation of development perspectives School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-08-17 Luisa Grützmacher, Julia Holzer, Marko Lüftenegger, Barbara Schober, Manfred Prenzel
In a constantly changing world, schools need to adapt. Difficulties, successes, and experienced challenges can be important driving forces for school improvement. This study aims to develop a compr...
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Are some school inspectors more lenient than others? School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-07-28 Christian Bokhove, John Jerrim, Sam Sims
School inspections are a common feature of education systems across the world. These involve trained professionals visiting schools and reaching judgements about the quality of education they provi...
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Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-07-25 Melanie Ehren, Jo Hutchinson, Bernardita Muñoz-Chereau
In 2017 the Office for Standards in Education, Children’s Services and Skills (Ofsted) identified stuck schools that have failed inspections continuously since 2005. Our study used quantitative met...
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Measuring policymaking capacities of schools: validation of the Policy Making Capacities Questionnaire (PMC-Q) School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-05-18 Joris Van Elsen, Jerich Faddar, Lies Appels, Sven De Maeyer, Jan Vanhoof, Peter Van Petegem
ABSTRACT In order to support research on school effectiveness, there is a need for valid and reliable instruments to assess policymaking capacities of schools. Increasingly, policymaking is seen as a shared responsibility of the entire pedagogical team of a school. In this article, data were analysed from a sample of 1,696 (care) teachers coordinators and principals from 77 Flemish primary schools
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The impact of schools as learning organisations on teachers’ self-efficacy and job satisfaction: a cross-country analysis School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-04-04 Pierre Gouëdard, Marco Kools, Bert George
ABSTRACT For 3 decades, policymakers, educators, and scholars have been appealed to the promises of the learning organisation concept. Drawing from the last Teaching and Learning International Survey (TALIS 2018), this paper is the first to use a large-scale cross-country survey to assess the robustness of the relationship between schools operating as learning organisations and teachers’ outcomes,
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Sustaining school improvement initiatives: advice from educational leaders School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-03-19 Gloria A. Koh, Helen Askell-Williams, Shyam Barr
ABSTRACT There are reports about school improvement initiatives that have been successfully implemented and evaluated within relatively brief time scales. However, many initiatives do not survive over longer terms. Our purpose in this study was to identify successful strategies for achieving long-term school improvement. We interviewed 12 leaders at four educational sites. We adopted complex adaptive
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Beating the school discipline odds: conceptualizing and examining inclusive disciplinary schools in New York City School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-03-01 Richard O. Welsh, Luis A. Rodriguez, Blaise B. Joseph
Racial inequality in school discipline is a salient challenge in the United States. Using New York City as a case, this study examines inclusive disciplinary schools (IDS) or schools that have “bea...
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A focus on students’ and teachers’ learning through strategic human resource management School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-02-03 Melissa Tuytens, Eva Vekeman, Geert Devos
ABSTRACT The importance of strategic planning and human resource management (SHRM) for school effectiveness and improvement has been stressed. Yet, research shows that both are challenging aspects of school management. This qualitative study explores (a) the role of strategic planning in SHRM and (b) the link between SHRM and the factors that stimulate teachers’ professional learning. Based on 194
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Searching for the impact of national culture dimensions on student achievement: implications for educational effectiveness research School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-01-30 Ana María Mejía-Rodríguez, Leonidas Kyriakides
ABSTRACT To explore the wider educational environment included in the dynamic model of educational effectiveness, this paper reexamines the association between student achievement and two national culture dimensions: Monumentalism-Flexibility and Collectivism-Individualism. Using Programme for International Student Assessment (PISA) 2018 data of 317,127 students, 12,058 schools, and 41 countries, we
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Principal self-efficacy and school climate as antecedents of collective teacher efficacy School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-01-25 Takumi Yada, Hannu Savolainen
ABSTRACT The importance of collective teacher efficacy (CTE) has been increasingly emphasised, but few studies have focused on how it can be enhanced. Since CTE is assumed to be related to factors that differ between schools, the belief-shaping sources of CTE could be related to principals’ beliefs of their efficacy. Moreover, a school climate that centralises teachers’ attempts to improve student
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The effects of early between-school tracking on gender segregation and gender gaps in achievement: a differences-in-differences study School Effectiveness and School Improvement (IF 2.62) Pub Date : 2023-01-10 Isa Steinmann, Andrés Strello, Rolf Strietholt
ABSTRACT We investigated effects of tracking students into higher, more academic, and lower, less academic, school types immediately after primary school (early tracking) instead of having a comprehensive secondary school system (late tracking) on school gender segregation and gender gaps in achievement outcomes. We assumed that, in early tracking countries, girls are more frequently selected into
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A best-evidence meta-analysis of the effects of digital monitoring tools for teachers on student achievement School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-11-16 Janke M. Faber, Remco Feskens, Adrie J. Visscher
ABSTRACT In this study the effects of the use of digital student monitoring tools for teachers (DMTs) on student achievement (primary and secondary schools, mathematics, reading, and language) were investigated through a meta-analysis (n = 14). The studies were also coded for feedback and intervention features, which resulted in three groups of combinations of DMTs and interventions. The meta-analytic
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Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-10-20 Takumi Yada, Akie Yada, Daisuke Choshi, Tetsuhito Sakata, Takehiro Wakimoto, Masahiro Nakada
ABSTRACT This study investigated the relationships between professional learning communities (PLCs), teacher self-efficacy, and experiential learning. A conceptual model that connects PLC components, including shared vision, interactive reflection, and collegiality, to teacher self-efficacy was proposed, as mediated by experiential learning. The data comprised 3,604 teachers from 204 primary schools
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Capturing quality. Educational quality in secondary analyses of international large-scale assessments: a systematic review School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-09-03 Lies Appels, Sven De Maeyer, Jerich Faddar, Peter Van Petegem
ABSTRACT The discourse of quality has permeated everyday discussions about education, yet the concept as such remains complex. Moreover, during the constant struggle to improve educational quality, governments have increasingly devoted attention to the results of international large-scale assessments. As those results are used to inform policy decisions to improve countries’ educational quality, it
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The impact of an assessment for learning teacher professional development program on students’ metacognition School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-09-03 Jitske A. de Vries, Andria Dimosthenous, Kim Schildkamp, Adrie J. Visscher
ABSTRACT Assessment for learning (AfL) can facilitate students’ development of metacognition. However, teachers often struggle with the implementation of AfL in their classroom. The dynamic approach can help teachers develop professionally in the complex competency that is AfL. The dynamic approach is based on four principles: (a) addressing the professional needs of teachers, (b) integrating skills
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Measuring social marginalisation: using SEM to uncover essential social factors underlying social marginalisation in public schools School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-08-25 Martin Brygger Andersen
ABSTRACT This study aimed to uncover key variable relationships underlying social marginalisation of students in public schools. Structural equation modelling was conducted on a large subset of the Danish Programme for Learning Management survey (2017) containing both student (Grades 4–10, ages 10–16) and parent responses (N = 42,702). The Social Marginalisation Scale (SMS) was utilised. The results
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The overwhelming importance of prior achievement when assessing school effects: evidence from the Australian national assessments School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-07-20 Gary N. Marks
ABSTRACT Prior achievement is essential to estimating the role of schools and school factors on student outcomes because it measures students’ pre-existing knowledge and skills. However, its very strong effects and their implications for research and policy are not widely appreciated. Analyses of student achievement in five domains shows that prior achievement, measured 2 years before, has overwhelming
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The contributions of school and classroom climate to mathematics test scores: a three-level analysis School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-07-12 Verónica López, Mauricio Salgado, Ruth Berkowitz
ABSTRACT Supportive school and classroom climates can add to student achievement and compensate for the negative contribution of low-socioeconomic status (SES) to academic achievement. We tested the added contribution of school and classroom climate to Chilean students’ mathematics test scores. We performed a secondary analysis of 151,015 eighth-grade students (attending 8,412 classrooms in 5,619 schools)
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Teachers’ perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-07-08 Georgeta Ion, Ernest López Sirvent
ABSTRACT The article analyses the characteristics of schools according to the perception teachers have regarding their commitment to using research evidence within their practice. A questionnaire focused on issues such as the use of research evidence to improve schools, as well as factors known to influence this practice, such as organizational culture, leadership style, interpersonal relationships
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Variation, context, and inequality: comparing models of school effectiveness in two states in India School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-07-01 Rhiannon Moore
ABSTRACT Existing research on “school effectiveness” indicates that differences at the school level contribute significantly towards variation in student outcomes; however, less is known about the effectiveness of schooling in low- and middle-income countries (LMICs). This paper addresses this gap using quantitative analysis of data from two states in India. It compares four multilevel model specifications
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The effect of school leaders’ feedback on teaching quality perceived by students – results of an intervention study School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-05-19 Christopher Kellermann, Max Nachbauer, Holger Gaertner, Felicitas Thiel
ABSTRACT Feedback from school leaders often is of low quality and not always effective. Because school leaders spend only limited time on instructional leadership activities, an intervention was developed to assist them in efficiently providing high-quality feedback to teachers. The effectiveness of the intervention was evaluated within a quasi-experimental study. N = 11 school leaders were trained
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A comparison of methods for evaluating schools with respect to growth of students in subpopulations in three-level models School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-05-10 Yixing Liu, Roy Levy, Nedim Yel, Ann C. Schulte
ABSTRACT Although there is recognition that there may be differential outcomes for groups of students within schools, examination of outcomes for subgroups presents challenges to researchers and policymakers. It complicates analytic procedures, particularly when the number of students per school in the subgroup is small. We explored five alternatives for applying a three-level multilevel growth modeling
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Constructs of leadership and diverging institutional environments: an exploratory comparative study in the United States and Germany School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-05-06 Esther Dominique Klein, Hanna Bronnert-Härle, William John Boone, Barbara Muslic
ABSTRACT Past research has documented the relevance principals have for school improvement. However, how principals lead schools is dependent on institutional context. Furthermore, an international comparison of leadership might be susceptible to bias because the majority of leadership research is from Anglophone countries. The goal of the paper was to test whether constructs of “effective” leadership
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Incorporating student mobility in studying academic growth in math: comparing several alternative multilevel formulations School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-04-17 Ronald H. Heck, Tingting Reid, George Leckie
ABSTRACT Increasing pupil mobility has led to widespread concern among parents, educators, and policymakers regarding its negative effects on academic performance. An important issue in examining mobility effects in longitudinal school achievement comparisons is providing accurate estimates. The presence of pupil mobility suggests that we should model pupils as belonging to the series of schools attended
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Did students learn less during the COVID-19 pandemic? Reading and mathematics competencies before and after the first pandemic wave School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-04-11 Johannes Schult, Nicole Mahler, Benjamin Fauth, Marlit A. Lindner
ABSTRACT The COVID-19 pandemic disrupted classes in spring 2020. Temporary school closures supposedly led to a considerable learning loss, particularly for low-achieving students. Teachers faced challenges of remote learning environments. Students spent less time learning. The present study investigates the competencies of fifth graders in Baden-Württemberg, Germany, using large-scale assessments in
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Effects of school renewal on school academic achievement: searching for a turning point School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-03-15 Xin Ma, Jianping Shen, Patricia Reeves, Hao Zhou
ABSTRACT In this study, we applied the technique of piecewise linear regression to a total of 144 schools with the third to fifth grades, aimed to search for a turning point at each grade level in terms of the effects of school renewal on school reading and mathematics achievement. We did find a turning point for each school subject at each grade level, with two rather distinguished phenomena of patterns
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Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-02-27 Faming Wang, Yaping Liu, Shing On Leung
ABSTRACT Disciplinary climate and opportunity to learn (OTL) are considered as effectiveness-enhancing factors that can improve mathematics achievement. In this study, we investigated whether the school-level aggregation of student-reported OTL could yield reliable and valid measures, and then explored the relationships among disciplinary climate, OTL, and mathematics achievement at both school and
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The interplay of user beliefs and situated characteristics in explaining school performance feedback use School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-02-22 Evelyn Goffin, Rianne Janssen, Jan Vanhoof
ABSTRACT The present study explores predictors of school performance feedback (SPF) use. In total, 470 Flemish educational professionals were surveyed about their use of SPF from school-external, low-stakes standardized assessments. A path analysis was conducted in order to investigate how individual user beliefs impact SPF use at the school level and how those beliefs mediate the effects of school-level
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A comparison of value-added models for school accountability School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-02-07 George Leckie, Lucy Prior
ABSTRACT School accountability systems increasingly hold schools to account for their performances using value-added models purporting to measure the effects of schools on student learning. The most common approach is to fit a linear regression of student current achievement on student prior achievement, where the school effects are the school means of the predicted residuals. In the literature, further
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Investigating differential teacher effectiveness: searching for the impact of classroom context factors School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-01-31 Elena Kokkinou, Leonidas Kyriakides
ABSTRACT This study investigates differential effectiveness of teacher behaviour in relation to classroom composition by searching for the extent to which teachers exhibit the same teaching skills when they teach mathematics in different classrooms within a school year. Twenty-six teachers who taught mathematics in more than one classroom of the same age group of students participated in this study
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Country and school family composition’s effects on mathematics achievement School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-01-28 Christian Bokhove, Gillian Hampden-Thompson
ABSTRACT Family structures are associated with achievement outcomes, but the percentage of children residing in different family structures has changed over time. In this paper, we revisit data from the Programme for International Student Assessment (PISA) to determine whether previous findings have also changed over time. Drawing on PISA 2012, we employ multilevel modelling to examine whether school
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Factors related to differences in digitally measured student perceptions of teaching quality School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-01-26 Hannah J. E. Bijlsma, Cees A. W. Glas, Adrie J. Visscher
ABSTRACT Modern digital technologies enable the efficient collection and processing of student perceptions of teaching quality. However, students’ ratings could be confounded by student, teacher, and classroom characteristics. We investigated students’ ratings of 26 teachers who used the digital tool Impact! in their mathematics lessons with 14- and 15-year-old students (n = 717). A Bayesian item response
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Are class size and teacher characteristics associated with cognitive outcomes in early grades? School Effectiveness and School Improvement (IF 2.62) Pub Date : 2022-01-13 Ting Shen, Spyros Konstantopoulos
ABSTRACT This study examines the associations between class size, teacher characteristics, and children’s academic achievement in mathematics, reading, and science using a recent, large-scale, longitudinal dataset. Individual fixed effects models, which control for observed and unobserved time-invariant student variables, were employed to conduct analysis of longitudinal data from the Early Childhood
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The effect of voucher and public school education on Chilean students’ mathematics and reading test score trajectories School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-12-28 Valentina Giaconi, Pascal Bressoux, Patricio Felmer
ABSTRACT This article aims to measure and compare the effectiveness of voucher schools and public schools on mathematics and reading test score trajectories from Grade 4 to Grade 10 in Chile. We analysed a national database that includes measures taken in 2007, 2011, and 2013 from a same sample of over 140,000 students. Multilevel-growth models were used to analyse the trajectories, and linear adjustment
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Streamlining your school: understanding the relationship between instructional program coherence and school performance School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-12-12 Jeong-Mi Moon, Eric M. Camburn, James Sebastian
ABSTRACT Instructional program coherence, which refers to the consistency and stability of school-wide programs that are guided by a common instructional framework, constitutes a vital school improvement strategy. Since Newmann and colleagues, in their study of 2001, conceptualized and created a measure of instructional program coherence, much of the empirical work has been carried out in one large
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Positive education in daily teaching, the promotion of wellbeing, and engagement in a whole school approach: a clustered quasi-experimental trial School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-11-10 Jochem M. Goldberg, Marion P. J. Sommers-Spijkerman, Aleisha M. Clarke, Karlein M. G. Schreurs, Ernst T. Bohlmeijer
ABSTRACT In the current study, a Dutch whole school Positive Education Programme (PEP) was investigated. PEP is a bottom-up programme, aimed at shifting teacher’s attention from solely focusing on learning outcomes towards a more comprehensive approach that takes the wellbeing and engagement of students during classes into account. PEP was investigated through a clustered quasi-experimental trial.
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School sector and satisfaction: evidence from a nationally representative sample School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-11-01 Corey A. DeAngelis
ABSTRACT Access to private schools and public charter schools might improve parent and student satisfaction through competitive pressures and improved matches between educators and students. Using ordered probit regression analysis and a nationally representative sample of 13,436 students in the United States in 2016, I compare satisfaction levels of parents and students by school sector. I find that
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The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-10-27 Chris Counihan, Steve Humble, Louise Gittins, Pauline Dixon
ABSTRACT This study in Kano State, Nigeria, uses a quasi-experimental design to investigate the effectiveness of two teacher training programmes (ESSPIN and Jolly Phonics) in 536 government primary schools. In total, 5,449 children were tested using the phonics screening check to determine which teacher training programme positively affects learning. The effects are greater when teachers have completed
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The effectiveness of alternative education: a comparison between primary Dalton schools and traditional schools on outcomes of schooling School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-10-21 Patrick H. M. Sins, Symen van der Zee, Jaap A. Schuitema
ABSTRACT With approximately 800 schools, alternative education is a substantial part of primary education in the Netherlands. With nearly 400 schools, Dalton education is the largest form of alternative education in the Netherlands. Given the size and popularity of Dalton education, it is rather remarkable that the effects of these schools have hardly been subject of empirical research. The aim of
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What is the impact of a principle-based inspection approach? School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-10-02 Marlies Honingh, Marieke van Genugten, Vincent de Gooyert, Rutger Blom
ABSTRACT The principle-based approach is at the heart of the inspection philosophy of the Netherlands Inspectorate of Education. In this paper, we present the results of complementary qualitative and quantitative studies analysing the impact of this approach. In the first study, we apply a system dynamics approach to provide insight on the impact of the principle-based approach in schools. The second
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Examining the contextual factors of science effectiveness: a machine learning-based approach School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-08-31 Jie Hu, Yi Peng, Hong Ma
(2022). Examining the contextual factors of science effectiveness: a machine learning-based approach. School Effectiveness and School Improvement: Vol. 33, No. 1, pp. 21-50.
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Unravelling the challenges of the data-based approach to teaching improvement School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-06-29 Michelle Helms-Lorenz, Adrie J. Visscher
ABSTRACT The goal of this article is to clarify and unravel the complexity and challenges of improving teaching quality, based on measuring teaching quality and feeding back the results to teachers. We analyze different conceptualizations of teaching quality, and synthesize a framework for conceptualizing teaching quality in educational practice. We explain the pros and cons of four types of instruments
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Tracking effects on achievement and opportunities of middle-high ability students: a case study in Switzerland School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-06-24 Franck Petrucci, Barbara Fouquet-Chauprade, Samuel Charmillot, Georges Felouzis
ABSTRACT In Geneva, Switzerland, students in secondary 1 education are grouped into different tracks according to their academic level. The tracking system in Geneva has been reformed recently. Prior to the reform, the tracks were very hierarchical but less selective; following the reform, the tracks are still very hierarchical but the entry criteria are more selective and there is greater flexibility
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Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-06-24 Jelena Teodorović, Vladeta Milin, Bojana Bodroža, Ivana D. Đerić, Milja Vujačić, Ivana M. Jakšić, Dejan Stanković, Gašper Cankar, Charalambos Y. Charalambous, Jan Van Damme, Leonidas Kyriakides
ABSTRACT Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included
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Board effectiveness and school performance: a study of Australian independent schools School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-06-18 Chin Moi Loh, Luisa Unda, Zhiyun Gong, Kelly Benati
ABSTRACT This study examines whether board diversity, board practices, and principal influence over board decisions impact board effectiveness across independent schools in Victoria, Australia, and to what extent board effectiveness is associated with academic and financial performance of the schools. Analyses were based on survey data from board Chairs and board members within independent schools
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Data use processes in rural schools: management structures undermining leadership opportunities and instructional change School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-05-20 Coby V. Meyers, Tonya R. Moon, Jane Patrick, Catherine M. Brighton, Latisha Hayes
ABSTRACT Data use has become a priority in educational systems throughout the world under the belief that rational instructional decisions can be tailored to individual learner needs. Despite increasing expectations for school principals to be instructional leaders, there is little evidence that they – or other system or school leaders – are responsible for anything more than ensuring structures are
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Assessing the impact of collaborative inquiry on teacher performance and effectiveness School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-05-17 Xiu C. Cravens, Seth B. Hunter
ABSTRACT This study tests the hypothesis that teacher-led collaborative inquiry cycles, guided by instructional standards, lead to improved teacher performance and effectiveness. We examine the impact of teachers’ self-selection into teacher peer excellence groups (TPEGs), which involves lesson co-planning, peer observation and feedback, and collaborative lesson-plan revision on participating teachers
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Does the duration of school interventions matter? The effectiveness and sustainability of using the dynamic approach to promote quality and equity School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-05-13 Leonidas Kyriakides, Panayiotis Antoniou, Andria Dimosthenous
ABSTRACT This paper investigates the sustainability and the impact of offering the dynamic approach (DA) to schools for more than 1 year in improving student achievement in mathematics (quality) and reducing the impact of socioeconomic status (SES) on achievement (equity). A sample of 56 schools in socially disadvantaged areas in three countries (i.e., Cyprus, Greece, and Ireland) and their Grade 4
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Mapping teacher collaboration for school success School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-05-13 Inmaculada García-Martínez, Marta Montenegro-Rueda, Elvira Molina-Fernández, José María Fernández-Batanero
ABSTRACT Collaborative support between teachers is crucial to school success. Communication, openness, and participation are key for creating a climate of trust. Professional relationships based on trust contribute to the development of a common vision for the school. However, building a collaborative atmosphere is challenging. A systematic review was performed to identify strategies for promoting
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Does school climate that includes students’ views deliver academic achievement? A multilevel meta-analysis School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-05-03 Selen Demirtas-Zorbaz, Cigdem Akin-Arikan, Ragip Terzi
ABSTRACT School climate is one of the variables that affect academic achievement, but the level of correlation between school climate and academic achievement differs. On the basis of these inconsistent results between school climate and academic achievement, researchers can use meta-analyses to shed light on relevant literature. The present study ran a meta-analysis on 38 studies (NTotal = 491,312)
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School value-added models for multivariate academic and non-academic outcomes: exploring implications for performance monitoring and accountability School Effectiveness and School Improvement (IF 2.62) Pub Date : 2021-05-03 Lucy Prior, Harvey Goldstein, George Leckie
ABSTRACT Education systems around the world increasingly rely on school value-added models to monitor school performance and hold schools to account. These models typically focus on a limited number of academic outcomes. We explore how the traditional multilevel modelling approach to school value-added models can be extended to simultaneously analyse multiple academic and non-academic outcomes and