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1.
Research on school leadership suggests that both principal and teacher leadership are important for school improvement. However, few studies have studied the interaction of principal and teacher leadership as separate but linked systems in how they relate to student outcomes. In this study, we examine how leadership pathways are related in the context of high schools and compare findings to research in elementary schools. Using survey and administrative data from high schools in a large urban context, the paper explores direct and indirect pathways from leadership to student achievement growth. The results indicate that there are 2 pathways through which principal leadership is related to student learning in high schools. One pathway is mediated by teacher leadership, whereas the second pathway does not include teacher leadership. We find that similar to elementary schools, the learning climate is the only organizational factor that links principal and teacher leadership with student achievement.  相似文献   

2.
The purpose of the study was to examine the relationship of classroom environment to attitudes toward science and achievement in science among tenth grade biology students. An attitude instrument was administered at three times during the school year to measure student attitudes toward science and the classroom environment. The classroom environment measures examined six areas: emotional climate of the science classroom, science curriculum, physical environment of the science classroom, science teacher, other students in the science classroom, and friends attitudes toward science. Student achievement in science was measured by teacher reported semester grades. The results of the study indicated: (1) student attitudes toward the classroom environment predicted between 56 to 61% of the variance in attitudes toward science, (2) student attitudes toward the classroom environment predicted between 5 to 14% of the variance in achievement in science, (3) student attitudes toward science and attitudes toward the classroom environment predicted between 8 and 18% of the variance in achievement in science.  相似文献   

3.
ABSTRACT

Research suggests a positive relationship between schools’ efforts to engage parents and parents’ involvement in their child's education. The authors investigated school socioeconomic status, school size, grade level, and student–teacher ratio as predictors of schools’ efforts to engage parents of students receiving special education services. The dependent variable was the Schools’ Efforts to Partner with Parents’ Scale, which has been validated for states’ use in their federal accountability systems. Mean school-level scores were calculated for 265 schools in a large southeastern state. Results indicated that student–teacher ratio was the strongest predictor of parents’ perceived school engagement efforts. Implications are drawn for ways in which all schools, including those with high student–teacher ratios, can improve their collaboration with parents of students receiving special education services.  相似文献   

4.
Data on student achievement gain in a large urban school district during the 1984–85 school year were analyzed to identify schools with achievement consistently higher or lower than schools with similar student and school characteristics. Before calculating gain scores, students were grouped with others of the same sex, ethnicity, initial grade level, and initial achievement level. After residuals for students who were above or below similar students were summed and averaged for reading and math at each grade, school-level regression analysis was used to further control for student and school characteristics. Results indicated that schools with reading gains one standard deviation above the mean had average raw scores less than two items higher than the district average on the sixty-item reading test, while schools with math gains this large had raw scores little more than one item higher than the average on the 44-item math test. In addition, examination of data on schools with residual (combined) reading and math gain scores 1.5 or more standard deviations above the average showed that after taking account of student background information and salient school characteristics, only one elementary school among 173 and no secondary school among 71 had unusually high achievement scores. Implications are discussed regarding efforts to identify and reward meritorious schools which allegedly have improved achievement more than other similar schools.  相似文献   

5.
This study examined the impact of the 3‐year implementation of a professional development intervention on science achievement of culturally and linguistically diverse elementary students. Teachers were provided with instructional units and workshops that were designed to improve teaching practices and foster positive beliefs about science and literacy with diverse student groups. The study involved third, fourth, and fifth grade students at six elementary schools in a large urban school district during the 2001 through 2004 school years. Significance tests of mean scores between pre‐ and posttests indicated statistically significant increases each year on all measures of science at all three grade levels. Achievement gaps among demographic subgroups sometimes narrowed among fourth grade students and remained consistent among third and fifth grade students. Item‐by‐item comparisons with NAEP and TIMSS samples indicated overall positive performance by students at the end of each school year. The consistent patterns of positive outcomes indicate the effectiveness of our intervention in producing achievement gains at all three grade levels while also reducing achievement gaps among demographic subgroups at the fourth grade. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 726–747, 2008  相似文献   

6.
The meaning of belief in a just world and students' subjective experience of the justice of their teachers' behavior toward them personally for academic achievement was examined. Sample 1 involved 947 secondary school students from 67 classes (grade levels 9 to 11), and Sample 2 718 students from 48 classes (grade level 9). Multilevel analyses revealed that the more the students believed in a personal just world, the more they felt their teachers' behavior toward them personally to be just and the better grades they received; the association between BJW and student achievement was fully mediated by teacher justice experience. It was concluded that personally experienced teacher justice is a key feature of a school environment that is conducive to student achievement.  相似文献   

7.
Abstract

Research-based instruction is necessary to support students’ reading development, and professional development (PD) is a critical avenue to ensuring high-quality instructional practices. To date, there has been no comprehensive review focused on the effects of teacher PD on student reading achievement. As such, the purpose of the present meta-analysis was to examine the impact of teacher PD on reading outcomes for students in kindergarten through 8th grade. A secondary aim was to determine whether study, program, or participant characteristics were potential moderators of these effects. A comprehensive search of published and unpublished research between 1975 and 2017 resulted in 28 studies that met prescribed criteria. Results indicate that teacher PD has a moderate and significant, positive average effect on reading achievement. However, moderator analyses did not explain the variance in the effects of PD on student outcomes. Primarily, studies represented typically-developing students in the elementary grades, with only three studies including middle school students and four studies including reading outcomes of students with or at-risk for reading disabilities. Recommendations for improved study designs that allow for more in-depth investigation of the characteristics of effective PD and mechanisms of change in student outcomes are discussed.  相似文献   

8.
The longitudinal impacts on school change and student achievement of implementing varied Comprehensive School Reform (CSR) models was investigated in 12 elementary schools in diverse geographic locations. Each school was individually matched and compared to a demographically similar control school on measures of school climate, teacher satisfaction, observed classroom teaching methods, and student achievement on a battery of 4 individually administered reading tests. Data were analyzed for all CSR-control school pairs combined and separately for pairs representing 4 different CSR models (Balanced Early Literacy Initiative, Core Knowledge, Direct Instruction, and Success for All). Although results varied across location (rural versus urban) and models on different measures, overall CSR advantages were evidenced for teacher attitudes, school climate, and student achievement. Observations of teaching strategies further revealed their general conformity to the CSR models' pedagogical emphases (e.g., direct instruction, ability grouping, higher order questioning). The implications of the findings are discussed relative to processes of enacting and sustaining educational change using whole-school reform approaches.  相似文献   

9.
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10.
This study examined the predictive nature of teacher ratings of student performance on the mathematical thinking and language and literacy domains of a state mandated curriculum-embedded performance assessment for children in first grade to student achievement on a criterion-referenced test in third grade in mathematics and English language arts, using a multilevel modeling approach. The sample included 1,281 elementary school children nested within 132 classrooms in an urban school district in South Carolina. Results showed positive associations between first grade teacher ratings and students’ third grade achievement. However, first grade teacher ratings were not found to uniquely contribute to the proportion of explained variance in third grade performance on a high-stakes statewide assessment, over and above student demographic variables.  相似文献   

11.
Abstract

This study compares achievement levels for high ability students attending charter schools and students in traditional public schools in Georgia. Researchers examined student achievement (as assessed by the state's Criterion-Referenced Competency Tests) using three comparison groups: students in the closest traditional schools with similar grade levels, schools with similar demographics, and comprehensive school reform schools. Hierarchical loglinear analysis was used to determine the impact of school type and student demographic variables on student achievement mobility (i.e., the degree to which students, from 2004 to 2005, moved into or out of the top 10% of each grade level on the CRT mathematics subtest). Results for the first comparison did not provide evidence of a significant relationship between school type and achievement mobility, but results for the second and third comparisons suggest that Black students generally experienced positive or neutral achievement mobility in traditional schools and negative mobility in charter schools; White students generally saw negative achievement mobility in traditional schools and neutral to positive mobility in charter schools. Implications for the study of gifted education and gifted students within charter schools are discussed.  相似文献   

12.
Abstract

This exploratory study aimed to describe the impact of the ‘Science in Family project’, as a transformative learning model for science teachers trying to improve student’s attitudes toward STEM subjects. This study took place in a public elementary school in Monterrey, Mexico, which has been developing this project for more than thirteen years with students from 4th, 5th and 6th grade. We used participant observation and interviews with four families whose children are students of this elementary school, and with one family whose sons were students of this school some years ago. Results showed that there is a relationship between positive attitudes towards science in students who were exposed to transformative learning models of teaching. Two of the participants took steps to follow science related careers. This study helps to illuminate the extent to which teacher education models influence students’ attitudes and how positive attitudes to science are influenced by the use of learning by doing projects.  相似文献   

13.
Educational effectiveness research has provided evidence about the importance of teacher beliefs and attitudes for teaching and learning. This study builds on the concept of academic optimism, which combines 3 aspects of a teacher’s professional creed: self-efficacy, trust, and academic emphasis. The study explores the functioning of the collective and individual measures of academic optimism in the Czech environment and studies its impact on students’ outcomes. The analyses are based on pilot data from 39 schools, 325 teachers, and 1,316 Grade 9 students and on the data from the Czech Longitudinal Study in Education (CLoSE), covering 163 schools, 1,469 teachers, and 4,798 students. The individual measure was selected for further studies based on 2-level confirmatory factor analysis. Two-level structural equation modelling showed a significant impact of a school’s academic optimism on students’ achievement even after controlling for prior achievement and socioeconomic status at both the student and the school level.  相似文献   

14.
This study explores Knowledge Building as a principle-based innovation at an elementary school and makes a case for a principle- versus procedure-based approach to educational innovation, supported by new knowledge media. Thirty-nine Knowledge Building initiatives, each focused on a curriculum theme and facilitated by nine teachers over eight years, were analyzed using measures of student discourse in a Knowledge Building environment–Knowledge Forum. Results were analyzed from the perspective of student, teacher, and principal engagement to identify conditions for Knowledge Building as a school-wide innovation. Analyses of student discourse showed interactive and complementary contributions to a community knowledge space, conceptual content of growing scope and depth, and collective responsibility for knowledge advancement. Analyses of teacher and principal engagement showed supportive conditions such as shared vision and trust in student competencies to the point of enabling transfer of agency for knowledge advancement to students; ever-deepening understanding of Knowledge Building principles; knowledge emergent through collective responsibility; a coherent systems perspective; teacher professional Knowledge Building communities; and leadership supportive of innovation at all levels. More substantial advances for students were related to years of teachers' experience in this progressive knowledge-advancing enterprise.  相似文献   

15.
Abstract

Data on the mathematics attitudes and achievement of elementary school children (TV = 1,896) were gathered twice during the school year. Relationships between attitude and achievement were considered in connection with sex of student, grade level, type of achievement test, and time during the school year at which the measurements were taken. Findings indicated that observed relationships between attitudes and achievement were significantly stronger in boys than girls; with the measurement of computational compared with conceptual skills; and late during the school year compared with early in the school year. Relationships between attitude and achievement appeared also to increase with successive grade levels: however, this trend failed to reach significance at the .05 level.  相似文献   

16.
This study examined the relationship of school ethical climate and students' school performance within the context of a Chinese high school. Gender and grade‐level differences in ethical climate perceptions were also explored. Survey data on perceptions of school ethical climate based upon the dimensions of student‐to‐teacher, student‐to‐student and teacher‐to‐student interactions and relationships were obtained from 754 students. Results of the study showed that students' perceptions of their high school's ethical climate were related to academic achievement, gender and grade level. Students' involvement in extracurricular activities and student leadership generally did not seem to relate to their perceptions of ethical climate. Based upon these findings, the school's moral education intervention programs should increase their focus on the area of teacher‐to‐student relationships and interactions and the subgroups of male students, students in higher grades and students with lower academic achievement. Implications for future research on school climate are also discussed.  相似文献   

17.
This study investigated how gender shapes the relationships between classroom environment, achievement goals and maths performance. Seventh-grade students (N?=?498) from five urban secondary schools filled in achievement goal orientations and classroom environment scales at the beginning of the second semester. Maths performance was assessed as an average grade four months later. The results indicated gender differences in the perception of teacher and peers support, achievement goals and maths performance. The effects of goal orientations, teacher and peers support on achievement were moderated by gender. Furthermore, the interaction between classroom environment and performance goals on maths grades varied with gender. In the boys’ sample, performance-avoidance goals interacted with teacher support, while in the girls’ sample, performance-approach goals interacted with peers support in predicting maths grades. The educational implications of these gender differences are discussed.  相似文献   

18.
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19.
ABSTRACT

The authors explored the moderating effect of teachers’ expectancies and general sense of efficacy on the relationship between students’ achievement and their cognitive engagement and achievement 1 year later. They used hierarchical linear modeling with a longitudinal sample of 79 mathematics teachers and their 1,364 secondary school students coming from 33 schools serving disadvantaged communities in Québec (Canada). Results indicate that teachers’ self-reported beliefs directly influenced student academic experience. However, they did not influence more importantly low-achieving than high-achieving students. Such findings suggest that in schools serving low socioeconomic status students, teachers should be made aware of the role their attitudes can play on students’ cognitive engagement and achievement. Special efforts should also be made to help them develop positive attitudes toward all students.  相似文献   

20.
This study aims to investigate how principal's leadership is related to school performance in terms of multi‐level indicators such as school's organizational characteristics, teachers’ group‐level and individual‐level performances, and students’ performances. In the study, strong leadership represents that a principal can be supportive and foster participation for teachers, can develop clear goals and policies and hold people accountable for results, can be persuasive at building alliances and solving conflicts, can be inspirational and charismatic, and can encourage professional development and teaching improvement. The strong leadership is found associated with high organizational effectiveness, strong organizational culture, positive principal‐teachers relationship, more participation in decision, high teacher esprit and professionalism, less teacher disengagement and hindrance, more teacher job satisfaction and commitment, and more positive student performance particularly on attitudes to their schools and learning. The findings support that principal's leadership is a critical factor for school performance at multi‐levels. Implications are advanced for further study and development of leadership.

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