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School Effectiveness and School Improvement最新文献

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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
{"title":"Searching for the impact of national culture dimensions on student achievement: implications for educational effectiveness research","authors":"Ana María Mejía-Rodríguez, L. Kyriakides","doi":"10.1080/09243453.2023.2171068","DOIUrl":"https://doi.org/10.1080/09243453.2023.2171068","url":null,"abstract":"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 evaluated three-level regression models controlling for students’ socioeconomic status, gender, and grade; school’s average socioeconomic status; and countries’ wealth. The results of the multilevel regressions show significant negative associations of the two culture dimensions with student achievement in mathematics, science, and reading. However, our models indicate that Monumentalism-Flexibility is a better predictor of student achievement in mathematics and science, and that there is variation in effect sizes across domains. Implications for educational effectiveness research are drawn.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44541081","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: 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
{"title":"Principal self-efficacy and school climate as antecedents of collective teacher efficacy","authors":"Takumi Yada, H. Savolainen","doi":"10.1080/09243453.2023.2170425","DOIUrl":"https://doi.org/10.1080/09243453.2023.2170425","url":null,"abstract":"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 learning could enhance CTE. This paper examines a proposed analytical model that links principal self-efficacy (PSE) to CTE, as mediated by the school climate. The model is tested via a multilevel analysis with data from 70 Finnish schools and 767 educators. The analysis revealed that PSE is partially and indirectly related to CTE via the school climate at the school level. Based on these results, theoretical and practical implications for future research and teaching development efforts are discussed.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2023-01-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47052365","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: 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":null,"pages":null},"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
{"title":"A best-evidence meta-analysis of the effects of digital monitoring tools for teachers on student achievement","authors":"J. Faber, R. Feskens, A. Visscher","doi":"10.1080/09243453.2022.2142247","DOIUrl":"https://doi.org/10.1080/09243453.2022.2142247","url":null,"abstract":"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 findings indicate that the use of a DMT overall has a moderate effect (ES = .12) on student achievement for studies in which student achievement is measured by means of researcher-independent tests. Positive effects were also found for the use of DMTs in primary education (ES = .14), reading (ES = .17), mathematics (ES = .10), and for two groups of DMT-intervention combinations (ES = .25 and .13). Our results are encouraging but should be interpreted with caution, given the small number of studies that met our stringent inclusion criteria.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43028493","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: 0
Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan 日本教师自我效能感、专业学习社群与体验学习之关系研究
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-10-20 DOI: 10.1080/09243453.2022.2136211
Takumi Yada, Akie Yada, Daisuke Choshi, Tetsuhito Sakata, Takehiro Wakimoto, Masahiro Nakada
{"title":"Examining the relationships between teacher self-efficacy, professional learning community, and experiential learning in Japan","authors":"Takumi Yada, Akie Yada, Daisuke Choshi, Tetsuhito Sakata, Takehiro Wakimoto, Masahiro Nakada","doi":"10.1080/09243453.2022.2136211","DOIUrl":"https://doi.org/10.1080/09243453.2022.2136211","url":null,"abstract":"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 and 787 teachers from 90 lower secondary schools in Japan. First, a multigroup confirmatory factor analysis confirmed that the same constructs of PLC, teacher self-efficacy, and experiential learning were measured at different school levels. Second, multigroup structural equation modelling revealed that some PLC components were related to teacher self-efficacy at different school levels. Moreover, experiential learning mediated the relationship between some PLC components and teacher self-efficacy at different school levels. The theoretical and practical implications are discussed based on the results of the study.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45958081","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: 0
The school matters: Hong Kong secondary schools’ grade-retention composition, students’ educational performance, and educational inequality 学校的重要性：香港中学的年级学习构成、学生的教育表现和教育不平等
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-10-19 DOI: 10.1080/09243453.2022.2136210
Nan Xiang, S. Chiu
{"title":"The school matters: Hong Kong secondary schools’ grade-retention composition, students’ educational performance, and educational inequality","authors":"Nan Xiang, S. Chiu","doi":"10.1080/09243453.2022.2136210","DOIUrl":"https://doi.org/10.1080/09243453.2022.2136210","url":null,"abstract":"ABSTRACT In the face of Hong Kong’s high grade-retention rates, this study aimed to investigate how Hong Kong secondary schools’ grade-retention composition is associated with student performance and socioeconomic inequality in student performance. As the research questions involved analysis at the school and student levels, this study employed hierarchical linear modelling to analyse the Programme for International Student Assessment (PISA) 2018 data. While grade retention was often suggested to have a negative impact on repeaters’ performance in studies using the same-age comparison strategy, this study found that a higher proportion of retained students at school was not associated with a reduction in students’ performance. However, greater socioeconomic inequality in student achievement was found in schools with higher retention rates. In addition to providing plausible explanations for these findings, this paper discusses the potential role of the government’s retention policies in these respects.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49316504","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
Capturing quality. Educational quality in secondary analyses of international large-scale assessments: a systematic review 捕捉质量。国际大规模评估的中学教育质量分析:系统回顾
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-09-03 DOI: 10.1080/09243453.2022.2115519
Lies Appels, S. de Maeyer, J. Faddar, P. van Petegem
{"title":"Capturing quality. Educational quality in secondary analyses of international large-scale assessments: a systematic review","authors":"Lies Appels, S. de Maeyer, J. Faddar, P. van Petegem","doi":"10.1080/09243453.2022.2115519","DOIUrl":"https://doi.org/10.1080/09243453.2022.2115519","url":null,"abstract":"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 is important to understand how this concept of quality is appropriated. As a synthesis of how quality is conceptualised and operationalised in this body of research is lacking, the current paper seeks to fill that gap by presenting a systematic review. Our analysis identified definitional patterns and explored the corresponding methods for measuring quality. Based on this analysis of the reviewed studies, a framework of four approaches towards quality emerged to render the concept more accessible. In light of these results, benefits and limitations of the concept’s complexity are discussed, and implications for research are forwarded.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48910727","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
The impact of an assessment for learning teacher professional development program on students’ metacognition 学习性教师专业发展评估对学生元认知的影响
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-09-03 DOI: 10.1080/09243453.2022.2116461
Jitske de Vries, A. Dimosthenous, K. Schildkamp, A. Visscher
{"title":"The impact of an assessment for learning teacher professional development program on students’ metacognition","authors":"Jitske de Vries, A. Dimosthenous, K. Schildkamp, A. Visscher","doi":"10.1080/09243453.2022.2116461","DOIUrl":"https://doi.org/10.1080/09243453.2022.2116461","url":null,"abstract":"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, (c) explaining underlying mechanisms, and (d) implementing support and feedback. In this experimental study, we investigated the effect on students’ metacognition of an AfL teacher professional development program for secondary mathematics teachers based on the dynamic approach (n teachers = 47, n students = 803). We found a statistically significant positive effect on students’ ability to predict (d = 0.24) and evaluate (d = 0.22), but not on students’ ability to plan.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45015233","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
Measuring social marginalisation: using SEM to uncover essential social factors underlying social marginalisation in public schools 衡量社会边缘化:使用SEM揭示公立学校社会边缘化的基本社会因素
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-08-25 DOI: 10.1080/09243453.2022.2113547
Martin Brygger Andersen
{"title":"Measuring social marginalisation: using SEM to uncover essential social factors underlying social marginalisation in public schools","authors":"Martin Brygger Andersen","doi":"10.1080/09243453.2022.2113547","DOIUrl":"https://doi.org/10.1080/09243453.2022.2113547","url":null,"abstract":"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 indicate that teacher support is vital for securing a positive classroom environment and for protecting students against social marginalisation. Moreover, a stronger parental community was associated with a more supportive classroom environment and lower social marginalisation in school.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42634033","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: 0
The overwhelming importance of prior achievement when assessing school effects: evidence from the Australian national assessments 在评估学校效果时，先前成绩的压倒性重要性：来自澳大利亚国家评估的证据
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-07-20 DOI: 10.1080/09243453.2022.2102042
G. Marks
{"title":"The overwhelming importance of prior achievement when assessing school effects: evidence from the Australian national assessments","authors":"G. Marks","doi":"10.1080/09243453.2022.2102042","DOIUrl":"https://doi.org/10.1080/09243453.2022.2102042","url":null,"abstract":"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 effects, albeit with domain and year-level (grade) differences. When considering prior achievement, only a small minority of schools have effects that significantly differ from the average school effect on student performance. The variation in school effects is quite limited, and there are only trivial jurisdictional differences in school effects. The contemporaneous effects of parents’ occupational group and education – factors prominent in school funding in Australia – are negligible. These findings are likely to pertain to other educational contexts since prior achievement typically has strong, or very strong, relationships with achievement.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42583972","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
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