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School Effectiveness and School Improvement最新文献

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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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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":null,"pages":null},"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
Streamlining your school: understanding the relationship between instructional program coherence and school performance 精简你的学校:理解教学计划一致性和学校表现之间的关系
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2021-12-12 DOI: 10.1080/09243453.2021.2011750
Jeong-Mi Moon, Eric M. Camburn, James Sebastian
{"title":"Streamlining your school: understanding the relationship between instructional program coherence and school performance","authors":"Jeong-Mi Moon, Eric M. Camburn, James Sebastian","doi":"10.1080/09243453.2021.2011750","DOIUrl":"https://doi.org/10.1080/09243453.2021.2011750","url":null,"abstract":"ABSTRACT Instructional program coherence, which refers to the consistency and stability of school-wide programs that are guided by a common instructional framework, constitutes a vital school improvement strategy. Since Newmann and colleagues, in their study of 2001, conceptualized and created a measure of instructional program coherence, much of the empirical work has been carried out in one large urban school district, Chicago Public Schools. Using more generalizable data from a representative sample of all schools in the state of Florida, we found a positive relationship between teachers’ perceptions of coherence and student achievement. Our finding is consistent with previous studies but provides a more nuanced picture. Examining program coherence in more diverse contexts than prior work, we find that instructional program coherence is positively related to academic outcomes in middle schools while there is no significant relationship in elementary schools. Further, the magnitude of association is far more substantial when examining math, compared to reading outcomes in middle schools.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43392925","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
Positive education in daily teaching, the promotion of wellbeing, and engagement in a whole school approach: a clustered quasi-experimental trial 日常教学中的积极教育，促进福祉，并参与整个学校的方法:一个聚集的准实验试验
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2021-11-10 DOI: 10.1080/09243453.2021.1988989
Jochem M. Goldberg, Marion Sommers-Spijkerman, A. Clarke, K. Schreurs, E. Bohlmeijer
{"title":"Positive education in daily teaching, the promotion of wellbeing, and engagement in a whole school approach: a clustered quasi-experimental trial","authors":"Jochem M. Goldberg, Marion Sommers-Spijkerman, A. Clarke, K. Schreurs, E. Bohlmeijer","doi":"10.1080/09243453.2021.1988989","DOIUrl":"https://doi.org/10.1080/09243453.2021.1988989","url":null,"abstract":"ABSTRACT In the current study, a Dutch whole school Positive Education Programme (PEP) was investigated. PEP is a bottom-up programme, aimed at shifting teacher’s attention from solely focusing on learning outcomes towards a more comprehensive approach that takes the wellbeing and engagement of students during classes into account. PEP was investigated through a clustered quasi-experimental trial. Four primary schools, 639 pupils, were included, of which two were allocated to PEP. Multilevel analyses showed no significant differences on any of the outcomes. However, the data indicated a trend towards more engagement in the intervention schools (p = .09). Also, at post-measurement, the proportion of sufficiently engaged students was significantly higher in the intervention schools. Although it seems too premature to draw conclusions regarding the effectiveness of such a whole school approach, the findings on engagement are promising and have the potential to engender a wide range of other beneficial outcomes.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45689504","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
School sector and satisfaction: evidence from a nationally representative sample 学校部门和满意度:来自全国代表性样本的证据
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2021-11-01 DOI: 10.1080/09243453.2021.1993275
Corey A. DeAngelis
{"title":"School sector and satisfaction: evidence from a nationally representative sample","authors":"Corey A. DeAngelis","doi":"10.1080/09243453.2021.1993275","DOIUrl":"https://doi.org/10.1080/09243453.2021.1993275","url":null,"abstract":"ABSTRACT Access to private schools and public charter schools might improve parent and student satisfaction through competitive pressures and improved matches between educators and students. Using ordered probit regression analysis and a nationally representative sample of 13,436 students in the United States in 2016, I compare satisfaction levels of parents and students by school sector. I find that public charter schools and private schools outperform traditional public schools on six measures of parent and student satisfaction. Respondents with children in private schools also tend to report higher levels of satisfaction than respondents with children in public charter schools. These results tend to support the theory that access to public charter and private schools could lead to higher levels of satisfaction for families and students. However, although several control variables are included in the analytic models, the results may still be affected by selection bias.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44832914","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: 2
The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria 奈及利亚北部公立小学不同教师识字训练计划对学生阅读能力的影响
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2021-10-27 DOI: 10.1080/09243453.2021.1991960
Christopher-John Counihan, Steve Humble, L. Gittins, P. Dixon
{"title":"The effect of different teacher literacy training programmes on student’s word reading abilities in government primary schools in Northern Nigeria","authors":"Christopher-John Counihan, Steve Humble, L. Gittins, P. Dixon","doi":"10.1080/09243453.2021.1991960","DOIUrl":"https://doi.org/10.1080/09243453.2021.1991960","url":null,"abstract":"ABSTRACT This study in Kano State, Nigeria, uses a quasi-experimental design to investigate the effectiveness of two teacher training programmes (ESSPIN and Jolly Phonics) in 536 government primary schools. In total, 5,449 children were tested using the phonics screening check to determine which teacher training programme positively affects learning. The effects are greater when teachers have completed two different programmes using adaptive instruction and include elements of coaching and mentoring. A pupil whose teacher has undertaken both training programmes will score 6.062 (p < 0.001) points higher in Primary One and 4.344 (p < 0.01) points higher in Primary Two. English spoken in the home, being a boy, and being older in your year group have a significant positive effect on word reading score. This research highlights the importance of meaningful and impactful teacher training on children’s reading development in English, the medium of instruction in Nigeria from the 4th year of primary school.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45585712","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 effectiveness of alternative education: a comparison between primary Dalton schools and traditional schools on outcomes of schooling 另类教育的有效性:道尔顿小学与传统学校教育成果的比较
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2021-10-21 DOI: 10.1080/09243453.2021.1987278
P.H.M. Sins, Symen van der Zee, J. Schuitema
{"title":"The effectiveness of alternative education: a comparison between primary Dalton schools and traditional schools on outcomes of schooling","authors":"P.H.M. Sins, Symen van der Zee, J. Schuitema","doi":"10.1080/09243453.2021.1987278","DOIUrl":"https://doi.org/10.1080/09243453.2021.1987278","url":null,"abstract":"ABSTRACT With approximately 800 schools, alternative education is a substantial part of primary education in the Netherlands. With nearly 400 schools, Dalton education is the largest form of alternative education in the Netherlands. Given the size and popularity of Dalton education, it is rather remarkable that the effects of these schools have hardly been subject of empirical research. The aim of this study is to compare the cognitive and noncognitive outcomes and citizenship competencies of students attending Dalton schools with those of students from traditional schools. The scores of students in kindergarten, third grade, and sixth grade on language, math (cognitive outcomes), wellbeing, self-efficacy, task motivation (noncognitive outcomes), and citizenship competencies were compared. The results from multilevel analyses show that there are hardly any significant differences between Dalton schools and traditional schools on these measures.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42817054","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
What is the impact of a principle-based inspection approach? 以原则为本的检查方法有何影响?
IF 3 3区 教育学
School Effectiveness and School Improvement Pub Date : 2021-10-02 DOI: 10.1080/09243453.2021.1977340
M. Honingh, Marieke L. van Genugten, Vincent de Gooyert, R. Blom
{"title":"What is the impact of a principle-based inspection approach?","authors":"M. Honingh, Marieke L. van Genugten, Vincent de Gooyert, R. Blom","doi":"10.1080/09243453.2021.1977340","DOIUrl":"https://doi.org/10.1080/09243453.2021.1977340","url":null,"abstract":"ABSTRACT The principle-based approach is at the heart of the inspection philosophy of the Netherlands Inspectorate of Education. In this paper, we present the results of complementary qualitative and quantitative studies analysing the impact of this approach. In the first study, we apply a system dynamics approach to provide insight on the impact of the principle-based approach in schools. The second study builds on these findings and uses quantitative survey data to “test” the various ways and mechanisms by which the respondents perceived principle-based approach affects schools. Together, these complementary studies provide a deeper understanding of the impact of the principle-based inspection approach on educational quality and beyond. Overall, we find positive effects of the principle-based approach. The qualitative study reveals variation in mechanisms within schools that affect educational quality. These findings appear to be robust in our quantitative analyses; the effect sizes are small and curvilinear.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":3.0,"publicationDate":"2021-10-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49057871","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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