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The Future Development of School Effectiveness and School Improvement 学校效能的未来发展与学校改善
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-16 DOI: 10.1201/9780203740156-33
B. Creemers, D. Reynolds
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引用次数: 0
The Relationship between Selected Characteristics of Effective Secondary Schools and Student Retention 1 有效中学的选择特征与学生保留率的关系1
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-16 DOI: 10.1201/9780203740156-8
K. Leithwood, S. Lawton, J. Cousins
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引用次数: 0
Contextual Differences in Models for Effective Schooling in the USA 美国有效教育模式的语境差异
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-16 DOI: 10.1201/9780203740156-9
C. Teddlie, Sam Stringfield, Robert K. Wimpelberg, P. Kirby
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引用次数: 0
Instructional Effectiveness: Processes on the Micro Level 教学有效性：微观层面的过程
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2022-02-16 DOI: 10.1201/9780203740156-3
B. Fraser
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引用次数: 0
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
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引用次数: 0
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":null,"pages":null},"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
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":null,"pages":null},"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
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":null,"pages":null},"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":null,"pages":null},"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
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