Showing papers in "School Effectiveness and School Improvement in 2010"
TL;DR: The authors used survey responses from a national sample of US teachers to investigate three specific attributes of leadership behavior: sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement.
Abstract: Using survey responses from a national sample of US teachers, this paper provides insight into 2 questions: (1) Do 3 specific attributes of leadership behavior – the sharing of leadership with teachers, the development of trust relationships among professionals, and the provision of support for instructional improvement – affect teachers' work with each other and their classroom practices? and (2) Do the behaviors of school leaders contribute to student achievement? We tie this investigation of school leader behaviors to 2 additional factors that have also received increasing attention in research because they have been shown to be related to student achievement: professional community and the quality of classroom instruction. Our analysis provides an empirical test of the notion that leadership variables are positively related to student learning. It also suggests that both shared and instructionally focused leadership are complementary approaches for improving schools.
553 citations
TL;DR: In an effort to intentionally create the level of deep learning necessary for practitioners to make meaningful changes in their classrooms, professional networks are increasingly being promoted as mechanisms for knowledge creation that can lever the kinds of changes that make a difference for students as mentioned in this paper.
Abstract: In an effort to intentionally create the level of deep learning necessary for practitioners to make meaningful changes in their classrooms, professional networks are increasingly being promoted as mechanisms for knowledge creation that can lever the kinds of changes that make a difference for students. This paper explores the way networks function by testing a theory of action within England's Networked Learning Communities (NLC) Programme. It presents networks as collaborative systems that support particular ways of working and find expression within 2 distinct organisational units – the network itself and its participant schools. The key networked learning enablers of (a) changed thinking and practice and (b) pupil achievement are identified and described.
218 citations
TL;DR: This paper will attempt to sketch the theoretical background to networking drawing on work in sociology, psychology, and business studies and looking at 4 main theoretical frameworks: constructivism, social capital theory, Durkheimian network theory, and the concept of New Social Movements.
Abstract: In recent years, networking and collaboration have become increasingly popular in education. However, there is at present a lack of attention to the theoretical basis of networking, which could illuminate when and when not to network and under what conditions networks are likely to be successful. In this paper, we will attempt to sketch the theoretical background to networking drawing on work in sociology, psychology, and business studies and looking at 4 main theoretical frameworks: constructivism, social capital theory, Durkheimian network theory, and the concept of New Social Movements. We will also explore differences between networks on a number of factors such as goals, activities, density, spread, and power relations.
199 citations
TL;DR: This article analyzed the educational progress of an entire national cohort of over 530,000 pupils in England between age 7 in 2000 and age 11 in 2004 and found that Black Caribbean boys not entitled to free school meals, and particularly the more able pupils, made significantly less progress than their white British peers.
Abstract: This study analyses the educational progress of an entire national cohort of over 530,000 pupils in England between age 7 in 2000 and age 11 in 2004 The results show that Black Caribbean boys not entitled to free school meals, and particularly the more able pupils, made significantly less progress than their White British peers There is no evidence that the gap results from Black Caribbean pupils attending less effective schools There is also no evidence of differential effectiveness in relation to ethnic group; schools that were strong in facilitating the progress of White British pupils were equally strong in facilitating the progress of Black Caribbean pupils There was some evidence of differential school effectiveness by pupil prior achievement, gender, and poverty, but the absolute sizes of the effects were small The results suggest the poor progress of Black Caribbean pupils reflects a systemic issue rather than the influence of a small number of “low quality” schools
120 citations
TL;DR: In this paper, a meta-analysis on the effects of ethnic minority share in school on achievement test scores is presented. And the authors conclude that a high share of students from an ethnic minority group seems to affect the achievement of students belonging to the same ethnic group more than the achievement or belonging to other ethnic minority groups.
Abstract: This study reports a meta-analysis on the effects of ethnic minority share in school on achievement test scores. Best evidence from the studies that have appeared thus far on this topic shows that these compositional effects appear small in general, but may be larger when the ethnic minority group is African Americans in the USA than when the minority group consists of immigrants. A high share of students from an ethnic minority group seems to affect the achievement of students belonging to the same ethnic group more than the achievement of students belonging to the ethnic majority or to other ethnic minority groups. Effects of the share of immigrants on test scores of ethnic majority students even seem to be close to zero. Several robustness checks confirm our results. The review concludes with a discussion of implications for research and policy practice.
117 citations
TL;DR: The authors proposed and tested a multilevel structural model of school context, composition, and school leadership on school instructional practices and outcomes in elementary schools in a western state in the United States.
Abstract: This study proposes and tests a multilevel structural model of school context, composition, and school leadership on school instructional practices and outcomes in elementary schools in a western state in the United States. We focus on direct and indirect relationships implied in our proposed model using an “added year of schooling” in reading and math as our primary school-level outcomes. Added-year effects, which result from a regression discontinuity design, represent a relatively new approach for describing how school factors influence outcomes. Our results suggest that, net of context and composition factors, improvement-focused school leadership directly affected subsequent school instructional practices and, in turn, instructional practices affected added-year outcomes. We discuss the findings in terms of their theoretical and practical implications for conducting further educational effectiveness research.
105 citations
TL;DR: In this paper, the authors examined differences in the types and quality of interactions teaching assistants have with pupils compared with the interactions of teachers in the same classrooms, particularly in relation to the development of pupil thinking.
Abstract: In many countries, teaching assistants are working in schools in increasing numbers. While they formerly supported teachers by completing low-level administrative tasks, they are increasingly playing a pedagogical role and working directly with pupils, particularly those with special educational needs. However, little is known about the quality of the support that teaching assistants provide to these pupils. This paper systematically examines differences in the types and quality of interactions teaching assistants have with pupils compared with the interactions of teachers in the same classrooms. Differences were found, particularly in relation to the development of pupil thinking, and examples of the differential interactions are provided in the paper. Recommendations are made related to the need to examine existing models of teaching effectiveness to take account of the role of teaching assistants in classrooms and the role of teachers managing teaching assistants.
95 citations
TL;DR: In this paper, the authors focus on the perception of primary school principals of school performance feedback and of the actual use of this information and refines the description of feedback use in terms of phases and types of use and effects on school improvement.
Abstract: The present study focuses on the perception of primary school principals of school performance feedback (SPF) and of the actual use of this information. This study is part of a larger project which aims to develop a new school performance feedback system (SPFS). The study builds on an eclectic framework that integrates the literature on SPFSs. Through in-depth interviews with 16 school principals, 4 clusters of factors influencing school feedback use were identified: context, school and user, SPFS, and support. This study refines the description of feedback use in terms of phases and types of use and effects on school improvement. Although school performance feedback can be seen as an important instrument for school improvement, no systematic use of feedback by school principals was observed. This was partly explained by a lack of skills, time, and support.
75 citations
TL;DR: In this article, the authors used a sample of 2,616 students enrolled in 23 high schools followed from Grade 9 into Grade 10 to test the hypothesis that perceptions of declining teacher and classmate support are associated with declining school attendance.
Abstract: Student perceptions of teacher and classmate support have been identified as a powerful protective factor for a range of children's outcomes. Evidence suggests that students perceive less support as they advance to higher grades, a factor that may be linked to declines in school attendance. This study utilized a sample of 2,616 students enrolled in 23 high schools followed from Grade 9 into Grade 10 to test the hypothesis that perceptions of declining teacher and classmate support are associated with declining school attendance. Growth curve analysis revealed significant declines in perceived support and attendance, particularly among boys. In support of our hypothesis, declining perceptions of support were positively associated with declining attendance. Pathways linking support to attendance were similar across gender. Implications of the results are discussed for developing school policies and practices.
73 citations
TL;DR: In this article, the authors investigated the extent to which changes in the effectiveness status of schools can be related to changes in school factors included in the dynamic model of educational effectiveness, and they found that changes not only in the functioning of some school factors but also in the quality of teaching practice can help us classify the schools into those which improved their effectiveness status, those which remained equally effective, and those which even reduced their effective status.
Abstract: This paper investigates the extent to which changes in the effectiveness status of schools can be related to changes in the functioning of school factors included in the dynamic model of educational effectiveness. The methods of a follow-up study were identical to those of a study conducted 4 years ago in order to test the validity of the dynamic model. Since the follow-up study took place in the same schools where the original study took place, changes in the effectiveness status of schools and in the functioning of effectiveness factors were identified. Discriminant function analysis reveals that changes not only in the functioning of some school factors but also in the quality of teaching practice can help us classify the schools into those which improved their effectiveness status, those which remained equally effective, and those which even reduced their effectiveness status. Implications of findings for the development of educational effectiveness research are drawn.
68 citations
TL;DR: Lindsay et al. as discussed by the authors explored issues of leadership, management, and governance in federations and found that localised ownership and control of the process within the context of interdependent relationships have supported the development of a range of models of governance, leadership, and management in school federations.
Abstract: In England, federations are defined as groups of schools that have a formal agreement to collaborate with the aim of raising achievement and promoting inclusion and innovation. This paper presents a number of findings from the case study strand of a 3-year study investigating the impact of 37 federations (see Lindsay et al., 2007). Maximum variation sampling (Maykutt Morehouse, 1994) was used to select 10 case study federations. Key stakeholders were interviewed during 3 rounds of field visits. Documentary evidence from each case provided important contextual information and provided a source of triangulation. Within- and between-case analyses from case studies (Miles Huberman, 1994) highlighted a number of key themes, patterns, and trends that have implications for the development of collaborative strategies attempting to restructure and reculture schools and their communities. This paper explores issues of leadership, management, and governance in federations. Findings suggest localised ownership and control of the process within the context of interdependent relationships have supported the development of a range of models of governance, leadership, and management in school federations.
TL;DR: In this article, a series of studies, all carried out in 1 English local education authority, were carried out to investigate the potential of processes of networking between schools as a possible way forward.
Abstract: As education systems in many countries respond to demands for higher standards, they face the challenge of how to achieve equity. Put simply, how can systems continue to raise overall levels of achievement whilst reducing the gap between higher and lower performing groups of learners? This paper reflects on evidence collected as a result of a series of studies, all carried out in 1 English local education authority, to address this agenda. This programme of research was unusual in that it tracked developments over 10 years. The findings point to the potential of processes of networking between schools as a possible way forward. At the same time, they also reveal how the implementation of such collaborative approaches presents difficulties, particularly within a policy context that emphasises competition between schools as the main driver for reform.
TL;DR: In this paper, a qualitative case study, documents, observations, and 25 interviews with head teachers, teachers, and community partners at two Ontario secondary schools were analysed for themes within and across sites.
Abstract: This article clarifies the reasons underlying educators’ cultivation of community involvement in their schools and highlights the role that social capital plays and the benefits of partnering. In this qualitative case study, documents, observations, and 25 interviews with head teachers, teachers, and community partners at 2 Ontario secondary schools were analysed for themes within and across sites. The educators partnered to meet the needs of their students and programs that could not be addressed in the school. Partnering provided material, financial, and social support. The principals obtained district resources unavailable to other schools, and the schools’ reputations within the communities were raised. Descriptive findings aim to assist educators and researchers to better understand liaising and to facilitate the effective establishment of school-community partnerships.
TL;DR: In this article, the authors reflect on experiences of working with schools in urban contexts as they have attempted to improve the quality of learning and highlight the potentially promising contribution of collaborative efforts in which schools work together for the benefit of all of their students.
Abstract: This paper reflects on experiences of working with schools in urban contexts as they have attempted to improve the quality of learning. Set within the context of the English education system during a period of intense national pressure to “raise standards”, these experiences have been focused around issues of performance and leadership in schools in danger of being left behind as the performance gap between schools has widened. The paper highlights the potentially promising contribution of collaborative efforts in which schools work together for the benefit of all of their students. The focus is on schools that are located in declining inner-city and suburban areas, where the population is drawn from the poorest and least advantaged sections of the community. These are schools where parental income and employment levels are low, but often in areas where the national populations of ethnic and social minority groups are overrepresented.
TL;DR: This article identified school effects on student performance for tertiary entrance in Australia, taking into account student-level predictors using longitudinal data from the 2003 Programme for International Student Assessment (PISA) study.
Abstract: The purpose of this paper is to identify school effects on student performance for tertiary entrance in Australia, taking into account student-level predictors using longitudinal data from the 2003 Programme for International Student Assessment (PISA) study. It finds that aspects of schooling, such as positive attitudes to school and disciplinary climate, affect student performance at the student level but not generally at the school level. The socioeconomic context of schools has no effect on student performance when taking into account schools' academic context. Apart from academic context, teacher shortage, academic press, and teacher efficacy were the only school factors that had positive significant effects on student performance. The policy implications are that school-based policies are unlikely to improve performance or promote equity, but, instead, policies should focus more on students falling behind, who are found across the school system, not limited to a small proportion of schools with parti...
TL;DR: In this paper, the authors explored the relative quality of private unaided (recognised and unrecognised) and government schools in low-income areas of Hyderabad, India and found that pupils in private unrecognised and recognised schools, when controlled for age, pupil's IQ, and class average IQ, achieve higher scores in mathematics and English than equivalent pupils in government schools.
Abstract: The “mushrooming” of private schools for low-income families has been widely noted in the literature; however, very little is known about the quality of these schools. This research explored the relative quality of private unaided (recognised and unrecognised) and government schools in low-income areas of Hyderabad, India. A preliminary census to locate unrecognised private schools – not on official lists – was conducted. Data were collected on achievement and background variables for 3,910 pupils from a stratified random sample of schools. Using multilevel modelling shows that pupils in private unrecognised and recognised schools, when controlled for age, pupil's IQ, and class average IQ, achieve higher scores in mathematics and English than equivalent pupils in government schools. There is no significant difference between private and government schools in pupil achievement in Urdu. The achievement advantage for private schools did not arise because of greater resources available, at least in terms of p...
TL;DR: In this article, the authors illustrate the surplus value of multilevel exploratory factor analysis in educational effectiveness research by constructing measures for process variables at the class or school level to explain differences in student outcomes.
Abstract: This paper illustrates the surplus value of multilevel exploratory factor analysis in educational effectiveness research. Educational researchers often use measures for process variables at the class or school level to explain differences in student outcomes. Recently, van de Vijver and Poortinga (2002) have developed a procedure for multilevel exploratory factor analysis which can be extremely useful in this kind of application. Their procedure, which is based on the “multilevel confirmatory factor analysis” framework of Muthen (1994), is demonstrated by means of constructing measures for school process variables based on teacher data. Every step of the procedure is nicely illustrated and commented on using these data. Furthermore, the meaning of the findings and challenges when using multilevel exploratory factor analysis are emphasized.
TL;DR: Despite growing interest and rhetoric, there are very few examples of sustained, large-scale change efforts around school-age literacy as discussed by the authors, which is the challenge of making largescale improvements in literacy in schools across an entire education system.
Abstract: This paper discusses the challenge of making large-scale improvements in literacy in schools across an entire education system. Despite growing interest and rhetoric, there are very few examples of sustained, large-scale change efforts around school-age literacy. The paper reviews 2 instances of such efforts, in England and Ontario. After describing main features of these reforms, the paper presents 4 main reasons that such efforts are not more frequent: (a) the educational challenge of changing very large numbers of schools and classrooms on a sustained basis, (b) the bureaucratic challenge of improving the connections among different areas of social policy in pursuit of better outcomes for students, (c) the learning challenge of organizing complex systems to do this work while continually modifying the approach in light of new evidence and system feedback, and (d) the political challenge of galvanizing and maintaining the effort required to support these other changes.
TL;DR: In this article, the authors described the first phase as being characterised by unsystematic attempts at improve school improvement as a field has gone through three main phases, i.e.
Abstract: As Hopkins and Reynolds (2001) have stated, school improvement as a field has gone through three main phases. The first phase is described as being characterised by unsystematic attempts at improve...
TL;DR: This article investigated the relationship between test-based school accountability policies in two German states and teachers' acceptance and usage of feedback information, and found that teachers in Thuringia rather accept mandatory testing and describe performance feedback information as more useful for educational diagnosis, student tutoring, and tutoring.
Abstract: This paper implemented a comparative approach to investigate the relationships between test-based school accountability policies in 2 German states and teachers' acceptance and usage of feedback information. Thuringia implemented mandatory tests for secondary schools based on competency modeling and performance data controlled for socioeconomic variables. In comparison to Thuringia, mandatory testing in Baden-Wurttemberg is rather simple, not based on competency modeling and performance feedback is not controlled for socioeconomic variables. Drawing on a model of quality features of school performance feedback systems, it was hypothesized that mandatory testing in Thuringia leads to higher teacher evaluation of mandatory testing and usefulness of performance feedback. Analysis of quantitative survey data for math teachers (n = 357) showed that teachers in Thuringia rather accept mandatory testing and describe performance feedback information as more useful for educational diagnosis, student tutoring, and ...
TL;DR: In this article, the authors investigate whether inferences about school performance based on longitudinal models are consistent when different assessments and metrics are used as the basis for analysis, and they find that the effect of the metric depends upon the evaluation objective.
Abstract: This paper investigates whether inferences about school performance based on longitudinal models are consistent when different assessments and metrics are used as the basis for analysis. Using norm-referenced (NRT) and standards-based (SBT) assessment results from panel data of a large heterogeneous school district, we examine inferences based on vertically equated scale scores, normal curve equivalents (NCEs), and nonvertically equated scale scores. The results indicate that the effect of the metric depends upon the evaluation objective. NCEs significantly underestimate absolute individual growth, but NCEs and scale scores yield highly correlated (r >.90) school-level results based on mean initial status and growth estimates. SBT and NRT results are highly correlated for status but only moderately correlated for growth. We also find that as few as 30 students per school provide consistent results and that mobility tends to affect inferences based on status but not growth – irrespective of the assessment ...