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 2.8 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jeong-Mi Moon, Eric M. Camburn, James Sebastian
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引用次数: 0

摘要

教学计划连贯性是指在一个共同的教学框架指导下,全校范围内教学计划的一致性和稳定性,是一项重要的学校改进策略。自从纽曼和他的同事们在2001年的研究中概念化并创建了一个衡量教学计划一致性的方法以来,大部分的实证工作都是在一个大城市的学区,芝加哥公立学校进行的。使用来自佛罗里达州所有学校的代表性样本的更一般化的数据,我们发现教师对连贯性的看法与学生成绩之间存在正相关关系。我们的发现与之前的研究一致,但提供了一个更微妙的画面。研究发现,教学计划连贯性与中学学生的学业成绩呈正相关,而与小学学生的学业成绩无显著关系。此外,与中学的阅读成绩相比,在数学考试中,这种关联的程度要大得多。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Streamlining your school: understanding the relationship between instructional program coherence and school performance
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.
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来源期刊
School Effectiveness and School Improvement
School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.60
自引率
0.00%
发文量
23
期刊介绍: School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform
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