School Effectiveness and School Improvement最新文献_第3页

Measuring policymaking capacities of schools: validation of the Policy Making Capacities Questionnaire (PMC-Q) 衡量学校决策能力:政策制定能力问卷(PMC-Q)的验证

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2023-05-18 DOI: 10.1080/09243453.2023.2213219

Joris Van Elsen, J. Faddar, Lies Appels, S. de Maeyer, J. Vanhoof, P. van Petegem

引用次数: 0

Stability and consistency of school effects: evidence from senior high schools in China 学校效应的稳定性和一致性：来自中国高中的证据

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2023-05-02 DOI: 10.1080/09243453.2023.2206806

C. Gao, Xueke Bi

引用次数: 0

The impact of schools as learning organisations on teachers’ self-efficacy and job satisfaction: a cross-country analysis 学校作为学习型组织对教师自我效能感和工作满意度的影响:一项跨国分析

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2023-04-04 DOI: 10.1080/09243453.2023.2196081

P. Gouëdard, M. Kools, B. George

{"title":"The impact of schools as learning organisations on teachers’ self-efficacy and job satisfaction: a cross-country analysis","authors":"P. Gouëdard, M. Kools, B. George","doi":"10.1080/09243453.2023.2196081","DOIUrl":"https://doi.org/10.1080/09243453.2023.2196081","url":null,"abstract":"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, a pivotal question for school improvement and effectiveness. Multiple regression analysis highlights that the factors underpinning a school as a learning organisation (namely, culture of inquiry, shared vision, growing leadership, lower professional learning barriers, and teamwork) have a positive impact on teachers’ job satisfaction and self-efficacy. Policymakers, school staff, and other education stakeholders can use these findings as supporting evidence to engage with the learning organisation concept. Indeed, in times of increased strain on teachers across the globe, becoming a learning organisation can prove a vital shield against deteriorating teachers’ wellbeing.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"331 - 357"},"PeriodicalIF":3.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41503493","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

Sustaining school improvement initiatives: advice from educational leaders 持续改进学校的举措：教育领导者的建议

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2023-03-19 DOI: 10.1080/09243453.2023.2190130

Gloria A. Koh, H. Askell‐Williams, Shyam Barr

{"title":"Sustaining school improvement initiatives: advice from educational leaders","authors":"Gloria A. Koh, H. Askell‐Williams, Shyam Barr","doi":"10.1080/09243453.2023.2190130","DOIUrl":"https://doi.org/10.1080/09243453.2023.2190130","url":null,"abstract":"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 systems perspectives to analyse the interview transcripts, provide rich descriptions of contexts, illustrate examples of practices, and synthesise participants’ accounts to highlight key areas for attention and action. Participants described purposeful programme selection with clear goals, strategic staff leadership and continuous professional education, accountable professional networks, data sharing and feedback, time and resource management, distributed multilevel leadership, and a supportive school culture. We recommend adopting a complex adaptive systems perspective to communicate and facilitate processes of change, including planning, enacting, and evaluating school improvement as a continuous long-term process rather than as an end product of any singular initiative.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"298 - 330"},"PeriodicalIF":3.0,"publicationDate":"2023-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46169072","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: 1

Beating the school discipline odds: conceptualizing and examining inclusive disciplinary schools in New York City 击败学校纪律的可能性:概念化和检查纽约市的包容性纪律学校

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2023-03-01 DOI: 10.1080/09243453.2023.2182795

Richard O. Welsh, Luis A. Rodriguez, Blaise B. Joseph

{"title":"Beating the school discipline odds: conceptualizing and examining inclusive disciplinary schools in New York City","authors":"Richard O. Welsh, Luis A. Rodriguez, Blaise B. Joseph","doi":"10.1080/09243453.2023.2182795","DOIUrl":"https://doi.org/10.1080/09243453.2023.2182795","url":null,"abstract":"ABSTRACT 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 “beat the school discipline odds”. IDS, median disciplinary schools (MDS), and high disciplinary schools (HDS) have vastly different exclusionary discipline rates for Black and Latinx students (both suspensions and office discipline referrals). The schooling environments of IDS differ from those of HDS and MDS. IDS have greater teacher and school leader diversity, more experienced teachers and school administrators, and a more positive school climate than HDS. Poverty and unemployment rates, crime rates, education levels, and the proportion of Black and foreign-born residents vary significantly across the neighborhoods of IDS, MDS, and HDS. These results remain largely consistent across limiting IDS to predominantly Black schools, predominantly Latinx schools, or predominantly low-income schools. Implications and directions for future research are discussed.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"271 - 297"},"PeriodicalIF":3.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44322910","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: 1

A focus on students’ and teachers’ learning through strategic human resource management 通过战略性人力资源管理，关注学生和教师的学习

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2023-02-03 DOI: 10.1080/09243453.2023.2172049

M. Tuytens, Eva Vekeman, G. Devos

引用次数: 0

Searching for the impact of national culture dimensions on student achievement: implications for educational effectiveness research 探寻民族文化维度对学生成绩的影响:对教育有效性研究的启示

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2023-01-30 DOI: 10.1080/09243453.2023.2171068

Ana María Mejía-Rodríguez, L. Kyriakides

引用次数: 0

Principal self-efficacy and school climate as antecedents of collective teacher efficacy 校长自我效能感和学校氛围是教师集体效能感的前因

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2023-01-25 DOI: 10.1080/09243453.2023.2170425

Takumi Yada, H. Savolainen

引用次数: 0

The effects of early between-school tracking on gender segregation and gender gaps in achievement: a differences-in-differences study 早期校际跟踪对性别隔离和性别成就差距的影响:一项差异中的差异研究

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2023-01-10 DOI: 10.1080/09243453.2023.2165510

Isa Steinmann, Andrés Strello, Rolf Strietholt

{"title":"The effects of early between-school tracking on gender segregation and gender gaps in achievement: a differences-in-differences study","authors":"Isa Steinmann, Andrés Strello, Rolf Strietholt","doi":"10.1080/09243453.2023.2165510","DOIUrl":"https://doi.org/10.1080/09243453.2023.2165510","url":null,"abstract":"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 more academic school types, which leads to more school segregation by gender and achievement advantages of girls over boys. In a differences-in-differences design, we compared secondary-school-level gender inequalities between early and late tracking countries, after controlling for primary-school-level differences. We investigated 787 country-by-year observations in 33 matches of primary- and secondary-school-level data sets from three international large-scale assessments. As expected, we found that early tracking increased the degree of school gender segregation. Not conforming to expectations, the evidence did not indicate that tracking had effects on gender gaps in achievement.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"189 - 208"},"PeriodicalIF":3.0,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44955407","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

A best-evidence meta-analysis of the effects of digital monitoring tools for teachers on student achievement 教师数字监控工具对学生成绩影响的最佳证据荟萃分析

IF 3 3区教育学

School Effectiveness and School Improvement Pub Date : 2022-11-16 DOI: 10.1080/09243453.2022.2142247

J. Faber, R. Feskens, A. Visscher

引用次数: 0