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School Effectiveness and School Improvement最新文献

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The effect of school leaders’ feedback on teaching quality perceived by students – results of an intervention study 学校领导反馈对学生教学质量感知的影响——一项干预研究的结果
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-05-19 DOI: 10.1080/09243453.2022.2075018
Christopher Kellermann, Max Nachbauer, H. Gaertner, F. Thiel
{"title":"The effect of school leaders’ feedback on teaching quality perceived by students – results of an intervention study","authors":"Christopher Kellermann, Max Nachbauer, H. Gaertner, F. Thiel","doi":"10.1080/09243453.2022.2075018","DOIUrl":"https://doi.org/10.1080/09243453.2022.2075018","url":null,"abstract":"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 in conducting classroom observations and providing feedback. School leaders observed teachers of the intervention group (N = 26) and provided feedback with regard to 14 teaching characteristics. N = 27 teachers served as a control group. It is examined whether the intervention leads to improvements in teaching quality perceived by students. Multilevel regression analyses were conducted. For three of the 14 teaching characteristics, intervention group students (N = 518) rated changes in teaching quality significantly better than control group students (N = 551). The results provide first evidence for the effectiveness of the intervention.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"24 - 42"},"PeriodicalIF":3.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45624281","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
A comparison of methods for evaluating schools with respect to growth of students in subpopulations in three-level models 三级模型中从学生亚群体成长角度评估学校的方法比较
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-05-10 DOI: 10.1080/09243453.2022.2071950
Yixing Liu, R. Levy, N. Yel, A. Schulte
{"title":"A comparison of methods for evaluating schools with respect to growth of students in subpopulations in three-level models","authors":"Yixing Liu, R. Levy, N. Yel, A. Schulte","doi":"10.1080/09243453.2022.2071950","DOIUrl":"https://doi.org/10.1080/09243453.2022.2071950","url":null,"abstract":"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 framework to examine school-level achievement for a select subgroup of students (students with disabilities) using a large longitudinal database tracking reading achievement. The alternatives vary in terms of use of subgroup only or all student data, use of student-level predictors, and method of linking student or school-level outcomes to school effectiveness indices. Correlations from .57 to .99 among alternatives suggest the choice of how to derive school-level outcomes for a subgroup has consequences for inferences about the school’s effectiveness with the subgroup. Researchers’ assumptions and data available should guide the selection of an approach.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":"1 - 23"},"PeriodicalIF":3.0,"publicationDate":"2022-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42253396","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
Constructs of leadership and diverging institutional environments: an exploratory comparative study in the United States and Germany 领导建构与不同制度环境:美国与德国的探索性比较研究
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-05-06 DOI: 10.1080/09243453.2022.2069129
E. D. Klein, Hanna Bronnert-Härle, W. Boone, Barbara Muslic
{"title":"Constructs of leadership and diverging institutional environments: an exploratory comparative study in the United States and Germany","authors":"E. D. Klein, Hanna Bronnert-Härle, W. Boone, Barbara Muslic","doi":"10.1080/09243453.2022.2069129","DOIUrl":"https://doi.org/10.1080/09243453.2022.2069129","url":null,"abstract":"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 in international research are applicable to leadership practice in two contrasting institutional environments (United States and Germany). In both countries, teachers completed a leadership survey. Differences between the samples were analyzed utilizing Rasch analysis to evaluate potential differential item functioning. This was done to investigate differences in the way that items were viewed to define the construct as a function of sample. The findings indicate that leadership practices related to effectiveness and performativity were less pronounced in the German schools as opposed to the US schools, and leadership practices related to collaboration and participation were more pronounced.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"564 - 587"},"PeriodicalIF":3.0,"publicationDate":"2022-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43274254","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
Incorporating student mobility in studying academic growth in math: comparing several alternative multilevel formulations 结合学生流动性研究数学的学术成长:比较几种不同的多层次公式
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-04-17 DOI: 10.1080/09243453.2022.2060265
R. Heck, Tingting Reid, G. Leckie
{"title":"Incorporating student mobility in studying academic growth in math: comparing several alternative multilevel formulations","authors":"R. Heck, Tingting Reid, G. Leckie","doi":"10.1080/09243453.2022.2060265","DOIUrl":"https://doi.org/10.1080/09243453.2022.2060265","url":null,"abstract":"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 and not just their first or final school. We discuss several challenges in accounting for student mobility and, because of the presence of mobile pupils, how to represent the contribution of multiple schools attended on estimating academic growth properly. We then contrast several previous longitudinal multilevel models utilized with two cross-classified multiple membership (CCMM) models, which have been proposed to cumulate annual school effects on pupils’ academic growth better given the complexity of the multilevel data structure. We discuss our results in terms of their theoretical and practical implications for research on school academic improvement.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"516 - 543"},"PeriodicalIF":3.0,"publicationDate":"2022-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46304609","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
Effects of school renewal on school academic achievement: searching for a turning point 学校更新对学校学业成绩的影响:寻找拐点
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-03-15 DOI: 10.1080/09243453.2022.2052114
Xin Ma, Jianping Shen, Patricia L. Reeves, Hao Zhou
{"title":"Effects of school renewal on school academic achievement: searching for a turning point","authors":"Xin Ma, Jianping Shen, Patricia L. Reeves, Hao Zhou","doi":"10.1080/09243453.2022.2052114","DOIUrl":"https://doi.org/10.1080/09243453.2022.2052114","url":null,"abstract":"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. In the climbing pattern, the effects before the turning point were not statistically significant but the effects after the turning point were statistically significant. In the fading pattern, the effects before the turning point were statistically significant but the effects after the turning point were not statistically significant. For both patterns, the effects before the turning point were statistically significantly different from the effects after the turning point.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"497 - 515"},"PeriodicalIF":3.0,"publicationDate":"2022-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46572988","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
Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling 学科氛围、学习机会和数学成就:使用双潜多层结构方程模型的分析
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-27 DOI: 10.1080/09243453.2022.2043393
Faming Wang, Yaping Liu, S. Leung
{"title":"Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling","authors":"Faming Wang, Yaping Liu, S. Leung","doi":"10.1080/09243453.2022.2043393","DOIUrl":"https://doi.org/10.1080/09243453.2022.2043393","url":null,"abstract":"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 student levels. Doubly latent multilevel structural equation modeling was adopted to analyze data from 63 countries/economies measured in the Programme for International Student Assessment (PISA) 2012. Three key findings emerged: (1) both disciplinary climate and OTL were reliable constructs when used at the school level, (2) disciplinary climate and OTL had positive effects on achievement at the school level, and OTL mediated the influence of disciplinary climate on achievement, and (3) OTL was positively associated with student achievement at the student level. Methodological and practical implications were discussed.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"479 - 496"},"PeriodicalIF":3.0,"publicationDate":"2022-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59722350","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: 9
Developing Instructional Leadership Teams in High Schools 1 高中教学领导团队的发展
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-16 DOI: 10.1201/9780203740156-27
Philip Hallinger
{"title":"Developing Instructional Leadership Teams in High Schools\u0000 1","authors":"Philip Hallinger","doi":"10.1201/9780203740156-27","DOIUrl":"https://doi.org/10.1201/9780203740156-27","url":null,"abstract":"","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48878133","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 First Three Phases of the Louisiana School Effectiveness Study 路易斯安那州学校效能研究的前三个阶段
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-16 DOI: 10.1201/9780203740156-24
Sam Stringfield, C. Teddlie
{"title":"The First Three Phases of the Louisiana School Effectiveness Study","authors":"Sam Stringfield, C. Teddlie","doi":"10.1201/9780203740156-24","DOIUrl":"https://doi.org/10.1201/9780203740156-24","url":null,"abstract":"","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49271914","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
Teacher and Supervisor Assessment of Principal Leadership and Academic Achievement 教师及督导对校长领导及学业成绩的评估
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-16 DOI: 10.1201/9780203740156-17
R. Andrews
{"title":"Teacher and Supervisor Assessment of Principal Leadership and Academic Achievement","authors":"R. Andrews","doi":"10.1201/9780203740156-17","DOIUrl":"https://doi.org/10.1201/9780203740156-17","url":null,"abstract":"","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65937881","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
Factors Affecting Stable Continuation of Outcomes of School Improvement Projects 影响学校改善计划成果持续稳定的因素
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-16 DOI: 10.1201/9780203740156-21
J. Bashi, Zehava Sass
{"title":"Factors Affecting Stable Continuation of Outcomes of School Improvement Projects","authors":"J. Bashi, Zehava Sass","doi":"10.1201/9780203740156-21","DOIUrl":"https://doi.org/10.1201/9780203740156-21","url":null,"abstract":"","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2022-02-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65937892","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
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