排序方式： 共有26条查询结果，搜索用时 15 毫秒
1.
School policy on teaching and the school learning environment (SLE) are the main school factors of the dynamic model of educational effectiveness (Creemers & Kyriakides, 2008). A longitudinal study in which 50 primary schools, 108 classes, and 2369 students participated generated evidence supporting the validity of the dynamic model. This article reports the results of a re-analysis of the data of this study in order to search for direct and indirect effects of school factors included in the model. Using multilevel structural equation modelling techniques, indirect effects of school policy on teaching and SLE upon achievement in mathematics and Greek language are demonstrated. Implications of findings are drawn. Comparing the results of the multilevel direct and indirect effect model with those from using a multilevel regression model, we demonstrate the importance of choosing appropriate conceptual models and using relevant methodological approaches to understand the dynamic nature of educational effectiveness. 相似文献
2.
L. Kyriakides B. P. M. Creemers 《Journal of Education for Students Placed at Risk》2013,18(4):237-254
This article investigates the extent to which schools can achieve both equity and quality. Data emerged from two effectiveness studies in teaching mathematics and Greek language, which were conducted to test the validity of the dynamic model of educational effectiveness. Separate multilevel analyses for each subject were conducted and it was found that the effectiveness status of schools does not change significantly when the two dimensions (equity and quality) are used to measure their effectiveness status in each subject. Changes in their effectiveness status in terms of each dimension of measuring effectiveness were also examined. In each subject, schools that were found to improve their effectiveness status in terms of the equity dimension were also found to improve their effectiveness status in terms of the quality dimension. Moreover, no school that was found to improve its effectiveness status in terms of one dimension had declining effectiveness in terms of the other dimension of effectiveness. Implications of these findings for the development of educational effectiveness research are drawn. 相似文献
3.
Bert P.M. Creemers 《School Effectiveness & School Improvement》2013,24(3):197-228
In this article, the current status of school level factors, as they appear in research reviews and in school effectiveness models is criticised both from a theoretical and from an empirical perspective. School level factors are often related to student achievement without taking into account the classroom level, where teaching and learning primarily take place. As a theoretical alternative, an overview of school level factors that enhance the quality of instruction, time for learning and opportunity to learn at the classroom level is provided. These factors are supposed to contribute to the explanation of differences in student achievement. Some empirical support for these ideas is found in educational research studies that have made use of three‐level analyses. 相似文献
4.
Hechuan Sun Bert P. M. Creemers Rob de Jong 《School Effectiveness & School Improvement》2013,24(1):93-122
This research provides policy-makers, researchers, and educators at all levels with a glimpse of the contextual influence on effective school improvement (ESI) in 8 European countries. What are the factors at the contextual level, particularly at the national level, which influence ESI? Are there any similarities or differences between the influences they exert on ESI in different countries? Can common traits be identified? These are the core questions this paper tries to explore. It has drawn on insights from 5 areas of research: school effectiveness; school improvement; curriculum; public choice (marketization); organization, organizational learning, and learning organization. This yields a “goal – pressure – support” conceptual framework accompanied by 10 contextual factors and 48 indicators. Given the original conceptual framework and the empirical support of 31 case studies contributed by 8 European countries, the findings of this study may have significant implications for policy, practice, school effectiveness, and school improvement. 相似文献
5.
6.
A.A.M. Houtveen W.J.C.M. van de Grift B.P.M. Creemers 《School Effectiveness & School Improvement》2013,24(3-4):337-376
This article addresses the evaluation of the Mathematics Improvement Programme. The results show that the programme improved the learning results of pupils in grade 3 with half a standard deviation and reduced the percentage of struggling pupils to less than 1%. Fifteen percent of the variance in pupil results is to be explained at the school level. About a quarter of this 15% can be explained by differences between the experimental and the comparison group. All of this condition variance is explained by the experimental variables. Five out of 10 implementation features contribute significantly to differences in pupil results. 相似文献
7.
Cost-effectiveness analysis is not only important for decision making in educational policy and practice. Also within educational effectiveness research it is important to establish the costs of educational processes in relationship to their effects. The integrated multilevel educational effectiveness models provide opportunities to conduct more refined cost-effectiveness analyses than were carried out in the past. A cost-effectiveness analysis of an educational improvement project in Indonesia illustrates that combining the knowledge base and methodology of educational effectiveness research and cost-effectiveness analysis provides fruitful possibilities for future theoretical and practical developments in both approaches. 相似文献
8.
Ideally, school effectiveness research and school improvement might have a relationship with a surplus value for both. In reality, this relationship is often troublesome. Some problems can be attributed to the intrinsic differences between effectiveness and improvement, such as different missions. However, an analysis of the current situation in effectiveness and improvement shows that there are many possibilities at all stages of research studies and improvement projects for a more fruitful relationship. In this article, stronger links between effectiveness and improvement are advocated. Such links can be achieved by better‐guided processes of application and reconstruction of knowledge during effectiveness research and improvement. These processes, illustrated by some successful projects which have started recently, are described under the heading of sustained interactivity. 相似文献
9.
Leonidas Kyriakides Bert P.M. Creemers Anastasia Panayiotou Gudrun Vanlaar Michael Pfeifer Gašper Cankar 《欧洲师范教育杂志》2014,37(2):125-143
This paper argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. In each participating country (i.e. Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia), a sample of at least 50 primary schools was used and all grade 4 students (n?=?9967) were asked to complete a questionnaire concerning the eight factors of the dynamic model. Structural equation modelling techniques were used to test the construct validity of the questionnaire. Both across- and within-country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model. Implications for teacher education are drawn. 相似文献
10.
Leonidas Kyriakides Evi Charalambous H. P. M. Creemers Andria Dimosthenous 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):274-301
Background: Recent effectiveness studies have investigated the relationship between two dimensions of effectiveness – namely, quality and equity. Specifically, the question of whether effective schools can also reduce the initial differences in student outcomes attributed to student background factors has been examined. In this context, the Dynamic Approach to School Improvement (DASI) makes use of theory and the research findings of effectiveness studies to try to improve school effectiveness in terms of quality and equity.Purpose: This study aimed to examine whether the implementation of DASI in primary schools in socially disadvantaged areas in four European countries (Cyprus, England, Greece and Ireland) was able to promote student learning outcomes in mathematics and to reduce the impact of student background factors on student achievement in mathematics.Design and methods: A sample of 72 primary schools across the four countries was randomly split into experimental and control groups. At the beginning and at the end of the school year, mathematics tests were administered to all students of Grades 4–6 (n = 5560; student ages 9–12 years). The experimental group made use of DASI. Within-country multilevel regression analyses were conducted to evaluate the impact of the intervention and search for interaction effects between the use of DASI and student background factors on final achievement.Results: In each country, the experimental group achieved better results in mathematics than the control group. At the beginning of the intervention, the achievement gap based on socio-economic status (SES) was equally large in the experimental and the control groups. Only in the experimental group did the achievement gap based on SES become smaller. However, DASI was not found to have an effect on equity when the equity dimension was examined by focusing on the achievement gap based on either gender or ethnicity.Conclusions: Implications of findings are drawn and the importance of measuring equity in terms of student achievement gaps based on different background factors, rather than only on SES, is emphasised. We propose the evaluation of the impact of interventions on promoting equity by the use of various criteria. 相似文献