School Effectiveness and School Improvement最新文献_第10页

Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia 检验教育有效性的动态模型：塞尔维亚教师因素对数学和生物学兴趣和成绩的影响

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2021-06-24 DOI: 10.1080/09243453.2021.1942076

J. Teodorović, Vladeta Milin, Bojana Bodroža, Ivana D. Đerić, M. Vujačić, Ivana M. Jakšić, D. Stanković, Gašper Cankar, Charalambos Y. Charalambous, J. Damme, L. Kyriakides

{"title":"Testing the dynamic model of educational effectiveness: the impact of teacher factors on interest and achievement in mathematics and biology in Serbia","authors":"J. Teodorović, Vladeta Milin, Bojana Bodroža, Ivana D. Đerić, M. Vujačić, Ivana M. Jakšić, D. Stanković, Gašper Cankar, Charalambos Y. Charalambous, J. Damme, L. Kyriakides","doi":"10.1080/09243453.2021.1942076","DOIUrl":"https://doi.org/10.1080/09243453.2021.1942076","url":null,"abstract":"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 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students’ Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"51 - 85"},"PeriodicalIF":3.0,"publicationDate":"2021-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1942076","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45629703","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

School turnaround through network governance: the role of turnaround schools in China’s Shanghai City 通过网络治理实现学校转型：转型学校在中国上海的作用

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2021-06-21 DOI: 10.1080/09243453.2021.1942929

Y. Tao

{"title":"School turnaround through network governance: the role of turnaround schools in China’s Shanghai City","authors":"Y. Tao","doi":"10.1080/09243453.2021.1942929","DOIUrl":"https://doi.org/10.1080/09243453.2021.1942929","url":null,"abstract":"ABSTRACT Collaboration and networking have been widely recognized and adopted as strategies for school turnaround. However, most studies focus on external forces’ (particularly governments’) role in promoting collaborative turnaround, paying less attention to turnaround schools’ reactions to external actors. With specific reference to Shanghai, China, this qualitative empirical study examines the complexity of schools’ role in school turnaround through network governance. Drawing on document review and interview data, this study found three patterns of turnaround schools’ interactions with local governments and third-party actors in different school turnaround networks – compliant follower, reserved enforcer, or rational aspirant. Turnaround schools’ differentiated responses to external actors in China’s collaborative turnaround indicated their different awareness and capacity to utilize external resources. This resulted from schools’ different levels of disadvantage and leadership and external actors’ different extents of power exercise and differently impacted schools’ positions and power relations with external actors.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"86 - 103"},"PeriodicalIF":3.0,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1942929","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46013929","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Board effectiveness and school performance: a study of Australian independent schools 董事会效能与学校绩效：对澳大利亚独立学校的研究

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2021-06-18 DOI: 10.1080/09243453.2021.1939734

C. Loh, Luisa A. Unda, Zhiyun Gong, Kelly Benati

引用次数: 2

Data use processes in rural schools: management structures undermining leadership opportunities and instructional change 农村学校的数据使用过程:破坏领导机会和教学变革的管理结构

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2021-05-20 DOI: 10.1080/09243453.2021.1923533

C. Meyers, Tonya R. Moon, Jane Patrick, C. Brighton, Latisha Hayes

{"title":"Data use processes in rural schools: management structures undermining leadership opportunities and instructional change","authors":"C. Meyers, Tonya R. Moon, Jane Patrick, C. Brighton, Latisha Hayes","doi":"10.1080/09243453.2021.1923533","DOIUrl":"https://doi.org/10.1080/09243453.2021.1923533","url":null,"abstract":"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 in place for teachers to work with data. In this study, we analyze interview and observational data collected over the period of 1 academic year in four elementary schools in one rural school district in the United States. We consider results through a conceptual framing of collective leadership to understand how leaders across district, school, and classroom levels do or do not support data use in the school system. Among our findings, data use is espoused and portrayed but generally unsupported. Data team meetings and structures are embedded in school cultures, but they are mostly managed and routine, prioritizing expediency and process over instructional adaptation or response. As a result, we conclude that the establishment of data team meetings and related structures is critical but insufficient to improve instruction and increase student learning.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"1 - 20"},"PeriodicalIF":3.0,"publicationDate":"2021-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1923533","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48300695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Assessing the impact of collaborative inquiry on teacher performance and effectiveness 评估协作探究对教师绩效和有效性的影响

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2021-05-17 DOI: 10.1080/09243453.2021.1923532

X. Cravens, Seth B. Hunter

{"title":"Assessing the impact of collaborative inquiry on teacher performance and effectiveness","authors":"X. Cravens, Seth B. Hunter","doi":"10.1080/09243453.2021.1923532","DOIUrl":"https://doi.org/10.1080/09243453.2021.1923532","url":null,"abstract":"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 from 14 pilot public schools in Tennessee. Using survey results and statewide administrative data, we apply a propensity score matching strategy, and find that TPEG teachers experience growth in their instruction ratings and value-added scores in the subsequent year, although the longer term impact is attenuated. We contribute to the literature by identifying deprivatized practice and instruction-focused collaboration as key features of teacher communities of practice, highlighting the importance of using standards-based instructional quality measures, linking participation in collaborative inquiry cycles to teacher-level outcomes, and estimating effects applicable to situations in which teachers exercise agency and collaborate voluntarily.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"32 1","pages":"564 - 606"},"PeriodicalIF":3.0,"publicationDate":"2021-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1923532","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47065000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Mapping teacher collaboration for school success 绘制教师合作促进学校成功的地图

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2021-05-13 DOI: 10.1080/09243453.2021.1925700

Inmaculada García-Martínez, Marta Montenegro-Rueda, Elvira Molina-Fernández, J. Fernández-Batanero

{"title":"Mapping teacher collaboration for school success","authors":"Inmaculada García-Martínez, Marta Montenegro-Rueda, Elvira Molina-Fernández, J. Fernández-Batanero","doi":"10.1080/09243453.2021.1925700","DOIUrl":"https://doi.org/10.1080/09243453.2021.1925700","url":null,"abstract":"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 staff collaboration with a view towards school improvement. Based on Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement guidelines for systematic reviews, we selected 18 articles focused on different approaches to building collaborative environments in schools. The main finding was that the most widely used collaborative modalities were related to instructional processes and improving student academic performance. Factors that hinder the establishment of a collaborative school culture were related to teacher reluctance to sharing and exchange of practices, lack of engagement, and teacher training. Educational leaders were also seen to play a key role in the development of cooperative environments and effective leadership delegation.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"32 1","pages":"631 - 649"},"PeriodicalIF":3.0,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1925700","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46012058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Does the duration of school interventions matter? The effectiveness and sustainability of using the dynamic approach to promote quality and equity 学校干预的持续时间重要吗?使用动态方法促进质量和公平的有效性和可持续性

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2021-05-13 DOI: 10.1080/09243453.2021.1923534

L. Kyriakides, P. Antoniou, A. Dimosthenous

引用次数: 4

Does school climate that includes students’ views deliver academic achievement? A multilevel meta-analysis 包括学生观点在内的学校氛围是否能带来学术成就？多层次荟萃分析

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2021-05-03 DOI: 10.1080/09243453.2021.1920432

Selen Demirtaş-Zorbaz, Çiğdem Akin-Arikan, Ragip Terzi

引用次数: 11

Is the school context associated with instructional quality? The effects of social composition, leadership, teacher collaboration, and school climate 学校环境是否与教学质量有关?社会构成、领导、教师合作和学校氛围的影响

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2021-04-15 DOI: 10.1080/09243453.2021.1913190

D. Holzberger, Anja Schiepe-Tiska

{"title":"Is the school context associated with instructional quality? The effects of social composition, leadership, teacher collaboration, and school climate","authors":"D. Holzberger, Anja Schiepe-Tiska","doi":"10.1080/09243453.2021.1913190","DOIUrl":"https://doi.org/10.1080/09243453.2021.1913190","url":null,"abstract":"ABSTRACT The relevance of the school context to creating a successful learning environment and promoting teachers’ instructional quality is not yet clear. In the current study, we examine whether schools differ in aspects of instructional quality (i.e., classroom management and task feedback) and whether differences between schools can be explained by school characteristics (i.e., social composition, school’s academic track, principals’ leadership, teacher collaboration, and school climate). Therefore, we model instructional quality both at teacher and school level and include multiple perspectives on the school context. German Programme for International Student Assessment (PISA) 2003 data were re-analyzed, resulting in data from 1,939 teachers and their principals in 198 schools. Multilevel analyses revealed that schools differ systematically in their instructional quality. These differences were related to social composition, principals’ leadership, teacher collaboration, and school climate. Accordingly, schools have the potential to promote instructional quality. However, teachers’ perceptions of school characteristics are more relevant than those of the principals.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"32 1","pages":"465 - 485"},"PeriodicalIF":3.0,"publicationDate":"2021-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1913190","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45699048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

The participant effects of private school vouchers around the globe: a meta-analytic and systematic review 全球私立学校券的参与者效应:一个元分析和系统回顾

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2021-04-05 DOI: 10.1080/09243453.2021.1906283

M. Shakeel, Kaitlin P. Anderson, Patrick J. Wolf

引用次数: 10