https://www.sfs.uni-tuebingen.de/~hbaayen/publications/baayenDavidsonBates.pdf

Mixed-effects modeling with crossed random effects for subjects and items

How to ... be a reflective practitioner.

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Narrative Methods for the Human Sciences

International evidence suggests that educational reform’s progress
depends on teachers’ individual and collective capacity and its link with schoolwide
capacity for promoting pupils’ learning. Building capacity is therefore
critical. Capacity is a complex blend of motivation, skill, positive learning,
organisational conditions and culture, and infrastructure of support. Put together,
it gives individuals, groups, whole school communities and school systems the
power to get involved in and sustain learning over time. Developing professional
learning communities appears to hold considerable promise for capacity building
for sustainable improvement. As such, it has become a ‘hot topic’ in many
countries.

Professional Learning Communities: A Review of the Literature

Part One: The Historical and Intellectual Foundations of School Effectiveness Research 1.An Introduction to School Effectiveness Research 2.Current Topics and Approaches in School Effectiveness Research: The Contemporary Field Part Two: The Knowledge Base of School Effectiveness Research 3.The Methodology and Scientific Properties of School Effectiveness Research 4.The Processes of School Effectiveness 5.Context Issues within School Effectiveness Research Part Three: The Cutting Edge Issues of School Effectiveness Research 6.Some Methodological Issues in School Effectiveness Research 7.School Effectiveness and School Improvement 8.School Effectiveness: The International Dimension 9.School Effectiveness and Education Indicators 10.Theory Development in School Effectiveness Part Four: The Future of School Effectiveness Research 11. School Effectiveness Research and the Social and Behavioural Sciences 12.The Future Agenda for School Effectiveness Research

The International Handbook of School Effectiveness Research

This report summarises the main finding from the Creating and Sustaining Effective 
Professional Learning Communities (EPLC) project, funded by the Department for Education 
and Skills (DfES), the General Teaching Council for England (GTCe) and the National 
College for School Leadership (NCSL) from January 2002 to October 2004.

/pdf/creating-and-sustaining-effective-professional-learning-304se5bxyy.pdf

Creating and Sustaining Effective Professional Learning Communities

Foreword - John Gray Preface - Michael Barber Introduction The Study of Academic Departmental Differences in Effectiveness PART ONE: MEASURING SCHOOL EFFECTIVENESSB How Can We Measure School Effectiveness? Differences in Academic EffectivenessB PART TWO: EXPLAINING DIFFERENCES IN EFFECTIVENESS Case Studies of More and Less Effective Schools and Departments Practitioners' Views of Effectiveness Understanding Academic Effectiveness PART THREE: THEORETICAL AND PRACTICAL IMPLICATIONS Towards a Model of Academic Effectiveness in Schools Implications for School Improvement Last Words

Forging Links: Effective Schools and Effective Departments

Data on examination results from inner London schools are analysed in relation to intake achievement, pupil gender and school type. The examination achieve- ment, averaged over subjects, is studied as is achievement in the separate subjects of mathematics and English. Multilevel models are fitted, so that the variation between schools can be studied. It is shown that confidence intervals for school 'residuals' or 'effects' are wide, so that few schools can be separated reliably. In particular, no fine rank ordering of schools legitimately can be produced. A bivariate model for mathematics and English examination achievement scores is fitted. The student level variance for both subjects is shown to increase from the lowest to the highest intake achievement group, with moderately high correlation between the subjects. The paper discusses the implications of these findings for the publication of 'league tables' of school examination and test scores.

/pdf/a-multilevel-analysis-of-school-examination-results-1dsrmypfar.pdf

A Multilevel Analysis of School Examination Results

SUMMARY A current requirement for secondary schools in England and Wales, associated with the socalled 'Parents' Charter', is that each school is required to publish its average General Certificate of Secondary Education examination results. Every institution with A-level General Certificate of Education candidates is also required to do this. Additionally, the government arranges every autumn for a national 'league table' of all these results to be published in the national press. A principal official justification for this policy is that it will help parents to choose schools for their children on the basis of how well the school is seen to be performing. The paper argues that institutional comparisons based on average, unadjusted, examination results are inadequate and potentially misleading for several reasons. Aggregate data obscure important information; the failure to take account of prior achievement leads to inaccurate and misleading inferences about school differences and they are always out of date because they refer to a cohort who began attending the institutions several years earlier. An alternative 'value-added' analysis of A-level results will be presented based on individual student data and adjusted for intake achievement. The results illustrate the inadequacies of the current procedure but they also demonstrate that any attempts to use examination results to judge the comparative 'effectiveness' of schools and other educational institutions have inherent problems which severely limit the usefulness of such a system for accountability. These results suggest the possibility that better uses for value-added comparisons are as screening instruments to identify institutions for further investigation.

Sally M Thomas

Papers

Professional Learning Communities: A Review of the Literature

Creating and Sustaining Effective Professional Learning Communities

Forging Links: Effective Schools and Effective Departments

A Multilevel Analysis of School Examination Results

Using Examination Results as Indicators of School and College Performance