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School Effectiveness and School Improvement最新文献

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Pupils' Sense of Well-Being and Classroom Educational Factors*) **) 学生的幸福感与课堂教育因素*）**）
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-16 DOI: 10.1201/9780203740156-10
Anja Knuver, Hennie P. Brandsma
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引用次数: 1
Class Heterogeneity, Teacher and Pupil Time-Expenditure and Reading Achievement in Schools for Special Education in the Netherlands 荷兰特殊教育学校班级异质性、师生时间支出与阅读成绩
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-16 DOI: 10.1201/9780203740156-18
Berend Schonewille
{"title":"Class Heterogeneity, Teacher and Pupil Time-Expenditure and Reading Achievement in Schools for Special Education in the Netherlands","authors":"Berend Schonewille","doi":"10.1201/9780203740156-18","DOIUrl":"https://doi.org/10.1201/9780203740156-18","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":"43841510","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
Educational Innovation or School Effectiveness: A Dilemma? 教育创新还是学校效能：困境？
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-16 DOI: 10.1201/9780203740156-12
W. Hoeben
{"title":"Educational Innovation or School Effectiveness: A Dilemma?","authors":"W. Hoeben","doi":"10.1201/9780203740156-12","DOIUrl":"https://doi.org/10.1201/9780203740156-12","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":"46958315","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
The Role of School Councils in School Effectiveness: A Victorian Perspective 学校理事会在学校效能中的作用:维多利亚时代的观点
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-16 DOI: 10.1201/9780203740156-30
T. Townsend
{"title":"The Role of School Councils in School Effectiveness: A Victorian Perspective","authors":"T. Townsend","doi":"10.1201/9780203740156-30","DOIUrl":"https://doi.org/10.1201/9780203740156-30","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":"47104552","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
To what extent is shared instructional leadership related to teacher self-efficacy and student academic performance in China? 共享教学领导在多大程度上与中国教师自我效能感和学生学习成绩相关?
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-07 DOI: 10.1080/09243453.2022.2029746
Yan Liu, Ling-Di Li, Chen-Chung Huang
{"title":"To what extent is shared instructional leadership related to teacher self-efficacy and student academic performance in China?","authors":"Yan Liu, Ling-Di Li, Chen-Chung Huang","doi":"10.1080/09243453.2022.2029746","DOIUrl":"https://doi.org/10.1080/09243453.2022.2029746","url":null,"abstract":"ABSTRACT Even though the concept has been introduced more than 2 decades ago, available evidence conventionally operationalises shared instructional leadership as a composite, which has missed the opportunity to reveal to what extent principal and teacher instructional leadership helps improve instructional outcomes. Using the complex survey data collected in China, this research employed a three-level structural equation model to investigate the multidimensional relationships among principal and teacher instructional leadership, teacher self-efficacy, and student learning outcomes. The results suggest principal instructional leadership is significantly related to teacher instructional leadership. Both are positively related to teacher self-efficacy and student performance, though the effect sizes vary noticeably. Using a survey design, this study has added international and nuanced evidence to the shared instructional leadership research, through an integrated model emphasising both principals’ and teachers’ leading roles.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"381 - 402"},"PeriodicalIF":3.0,"publicationDate":"2022-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47160265","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: 8
Investigating differential teacher effectiveness: searching for the impact of classroom context factors 调查差异教师效能:寻找课堂情境因素的影响
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-01-31 DOI: 10.1080/09243453.2022.2030762
Elena Kokkinou, L. Kyriakides
{"title":"Investigating differential teacher effectiveness: searching for the impact of classroom context factors","authors":"Elena Kokkinou, L. Kyriakides","doi":"10.1080/09243453.2022.2030762","DOIUrl":"https://doi.org/10.1080/09243453.2022.2030762","url":null,"abstract":"ABSTRACT This study investigates differential effectiveness of teacher behaviour in relation to classroom composition by searching for the extent to which teachers exhibit the same teaching skills when they teach mathematics in different classrooms within a school year. Twenty-six teachers who taught mathematics in more than one classroom of the same age group of students participated in this study. Quality of teaching was measured through external observations and student questionnaires. Student achievement in mathematics at the beginning and at the end of the school year was measured. Data about each teacher factor of the dynamic model but orientation and dealing with student misbehaviour were generalizable at the teacher level. Multilevel structural equation modelling analysis revealed that all teacher factors had an effect on student achievement. Prior achievement (aggregated at classroom level) had an effect on the functioning of two factors (orientation and dealing with misbehaviour). Implications of findings are drawn.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"403 - 430"},"PeriodicalIF":3.0,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44745622","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
Country and school family composition’s effects on mathematics achievement 农村和学校家庭构成对数学成绩的影响
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-01-28 DOI: 10.1080/09243453.2021.2012207
C. Bokhove, Gillian Hampden-Thompson
{"title":"Country and school family composition’s effects on mathematics achievement","authors":"C. Bokhove, Gillian Hampden-Thompson","doi":"10.1080/09243453.2021.2012207","DOIUrl":"https://doi.org/10.1080/09243453.2021.2012207","url":null,"abstract":"ABSTRACT Family structures are associated with achievement outcomes, but the percentage of children residing in different family structures has changed over time. In this paper, we revisit data from the Programme for International Student Assessment (PISA) to determine whether previous findings have also changed over time. Drawing on PISA 2012, we employ multilevel modelling to examine whether school and country compositional factors are still salient a decade later. The final analytical sample included 172,452 students in 7,391 schools from 24 countries. The results indicate, like previous research, an educational disadvantage for students that attend schools with a large concentration of children from single-parent homes. However, this disadvantage is largely due to the lower socioeconomic composition of these schools. At the country level, there is little support for the hypothesis that the achievement gap between students from two- versus one-parent households is greater in countries with higher percentages of single-parent families.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"280 - 302"},"PeriodicalIF":3.0,"publicationDate":"2022-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42314486","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
Factors related to differences in digitally measured student perceptions of teaching quality 与数字测量学生对教学质量感知差异相关的因素
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-01-26 DOI: 10.1080/09243453.2021.2023584
Hannah J. E. Bijlsma, C. Glas, A. Visscher
{"title":"Factors related to differences in digitally measured student perceptions of teaching quality","authors":"Hannah J. E. Bijlsma, C. Glas, A. Visscher","doi":"10.1080/09243453.2021.2023584","DOIUrl":"https://doi.org/10.1080/09243453.2021.2023584","url":null,"abstract":"ABSTRACT Modern digital technologies enable the efficient collection and processing of student perceptions of teaching quality. However, students’ ratings could be confounded by student, teacher, and classroom characteristics. We investigated students’ ratings of 26 teachers who used the digital tool Impact! in their mathematics lessons with 14- and 15-year-old students (n = 717). A Bayesian item response theory (IRT)-model approach was used to model potential associations. High-performing students on average rated their teacher higher than low- and middle-performing students. More likeable and more experienced teachers received higher ratings from their students, and the higher the class’s average math grade, the higher the students rated their teachers. Other variables investigated in this study (e.g., student and teacher gender, class size) were not associated with student perceptions of teaching quality. Both related and unrelated factors are discussed. Some implications of the findings for practice, limitations of the study, and suggestions for further research are presented.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"360 - 380"},"PeriodicalIF":3.0,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41843889","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: 8
Are class size and teacher characteristics associated with cognitive outcomes in early grades? 班级规模和教师特征是否与早期年级的认知结果有关?
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-01-13 DOI: 10.1080/09243453.2021.2023585
Ting Shen, S. Konstantopoulos
{"title":"Are class size and teacher characteristics associated with cognitive outcomes in early grades?","authors":"Ting Shen, S. Konstantopoulos","doi":"10.1080/09243453.2021.2023585","DOIUrl":"https://doi.org/10.1080/09243453.2021.2023585","url":null,"abstract":"ABSTRACT This study examines the associations between class size, teacher characteristics, and children’s academic achievement in mathematics, reading, and science using a recent, large-scale, longitudinal dataset. Individual fixed effects models, which control for observed and unobserved time-invariant student variables, were employed to conduct analysis of longitudinal data from the Early Childhood Longitudinal Study – Kindergarten in 2011 (ECLS-K:2011). Results suggest that reducing class size is associated with increases in reading and mathematics scores, but not in science scores. Non-linear class size effects were also detected and were more pronounced in reading achievement. Class size estimates were small in magnitude. A five-student decrease in class size corresponds to nearly a 0.01 standard deviation increase in mathematics and reading scores. None of the teacher characteristics were related to children’s cognitive outcomes. Finally, changing schools from grade to grade has a significant negative effect on children’s reading achievement.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"333 - 359"},"PeriodicalIF":3.0,"publicationDate":"2022-01-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44755949","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 effect of voucher and public school education on Chilean students’ mathematics and reading test score trajectories 代金券和公立学校教育对智利学生数学和阅读考试成绩轨迹的影响
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2021-12-28 DOI: 10.1080/09243453.2021.2014896
V. Giaconi, Pascal Bressoux, Patricio Felmer
{"title":"The effect of voucher and public school education on Chilean students’ mathematics and reading test score trajectories","authors":"V. Giaconi, Pascal Bressoux, Patricio Felmer","doi":"10.1080/09243453.2021.2014896","DOIUrl":"https://doi.org/10.1080/09243453.2021.2014896","url":null,"abstract":"ABSTRACT This article aims to measure and compare the effectiveness of voucher schools and public schools on mathematics and reading test score trajectories from Grade 4 to Grade 10 in Chile. We analysed a national database that includes measures taken in 2007, 2011, and 2013 from a same sample of over 140,000 students. Multilevel-growth models were used to analyse the trajectories, and linear adjustment with propensity score matching was used to control for confounding variables. We found positive effects of voucher education on intercepts which, after controlling for schools’ socioeconomic composition and selection policies, became irrelevant in terms of effect sizes. Regarding slopes, voucher schools have a significant positive effect, which is irrelevant in terms of effect sizes if 1 year is considered, but relevant for a 12-year school trajectory. The results illustrate a stratification between the public and voucher systems during a period when intense neoliberal policies were enforced.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"33 1","pages":"303 - 331"},"PeriodicalIF":3.0,"publicationDate":"2021-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49357989","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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