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School Effectiveness and School Improvement最新文献

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The contributions of school and classroom climate to mathematics test scores: a three-level analysis 学校和课堂气氛对数学考试成绩的影响:一个三级分析
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-07-12 DOI: 10.1080/09243453.2022.2096645
Verónica López, M. Salgado, R. Berkowitz
{"title":"The contributions of school and classroom climate to mathematics test scores: a three-level analysis","authors":"Verónica López, M. Salgado, R. Berkowitz","doi":"10.1080/09243453.2022.2096645","DOIUrl":"https://doi.org/10.1080/09243453.2022.2096645","url":null,"abstract":"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) who completed the Sistema de Medición de la Calidad de la Educación (SIMCE) test in Chile. We identified six dimensions of school climate, which we aggregated to the classroom and school level to fit three-level regression models. Students’ gender (girls) and low SES were major negative predictors of test scores. School and classroom climate made an additional contribution to the explained variance in test scores. A positive school and classroom climate compensates for the detrimental effects of gender and low SES on students’ mathematics achievement, which justifies investing resources to promote positive school and classroom climates.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48349576","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
Teachers’ perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection 教师对循证学校特征的认知：主动性、支持性文化和共同反思
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-07-08 DOI: 10.1080/09243453.2022.2093921
Georgeta Ion, Ernest López Sirvent
{"title":"Teachers’ perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection","authors":"Georgeta Ion, Ernest López Sirvent","doi":"10.1080/09243453.2022.2093921","DOIUrl":"https://doi.org/10.1080/09243453.2022.2093921","url":null,"abstract":"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, and decision-making processes, was administered to a sample of 462 teachers from 204 primary schools in two Spanish autonomous regions. The questionnaire responses were analysed using a two-stage factor analysis. Three clusters of schools were identified. Although teachers from a large number of schools were enthusiastic regarding the use of research evidence, others were sceptical, and most declared themselves undecided. In all cases, we observed that organizational commitment to the use of research evidence, leadership support, and debate regarding decisions were significant characteristics of those schools oriented towards the use of research evidence.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48601055","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
The interplay of user beliefs and situated characteristics in explaining school performance feedback use 用户信念与情境特征在解释学校绩效反馈使用中的相互作用
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-07-03 DOI: 10.1080/09243453.2022.2041048
E. Goffin, R. Janssen, J. Vanhoof
{"title":"The interplay of user beliefs and situated characteristics in explaining school performance feedback use","authors":"E. Goffin, R. Janssen, J. Vanhoof","doi":"10.1080/09243453.2022.2041048","DOIUrl":"https://doi.org/10.1080/09243453.2022.2041048","url":null,"abstract":"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 features pertaining to school organization, performance, and voluntariness. Findings include that users’ cognitive attitude and perceived expectations of others have a small effect on engagement with SPF in schools, and that these predictors mediate the effects of certain organizational characteristics. Whereas performance levels do not impact school-level feedback use, voluntariness in feedback pursuit and particularly an SPF-oriented school culture emerge as drivers. Implications for practice include the need for stimulating ownership in data-based decision making. Suggestions for further research are also discussed.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42203064","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
Variation, context, and inequality: comparing models of school effectiveness in two states in India 差异、背景和不平等：印度两个邦学校效能模型的比较
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-07-01 DOI: 10.1080/09243453.2022.2089169
Rhiannon Moore
{"title":"Variation, context, and inequality: comparing models of school effectiveness in two states in India","authors":"Rhiannon Moore","doi":"10.1080/09243453.2022.2089169","DOIUrl":"https://doi.org/10.1080/09243453.2022.2089169","url":null,"abstract":"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 to explore how school performance can be measured in the Indian context. The analysis reveals a large “school effect”, while also offering evidence that a considerable proportion of between-school variation stems from student intake. Findings suggest that school “value-added” models could offer better understanding of school performance and learning equity in India, and indicate the importance of recognising how differences in model specification affect those schools identified as “more effective”.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46361119","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
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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
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