{"title":"差异、背景和不平等:印度两个邦学校效能模型的比较","authors":"Rhiannon Moore","doi":"10.1080/09243453.2022.2089169","DOIUrl":null,"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":"33 1","pages":"588 - 609"},"PeriodicalIF":2.8000,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"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\":null,\"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\":\"33 1\",\"pages\":\"588 - 609\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2022-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"School Effectiveness and School Improvement\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/09243453.2022.2089169\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Effectiveness and School Improvement","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09243453.2022.2089169","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Variation, context, and inequality: comparing models of school effectiveness in two states in India
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”.
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