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Reflections on the Critics, and Beyond Them
Abstract
It is argued that school effectiveness research has made three considerable contributions: (1)The setting up of a field which exhibits the characteristics of mature normal science; (2) The generation of a considerable volume of research findings on numerous important topics; (3) The combatting of societal and professional pessimism concerning the prospects of educational advance. It is argued that the recent criticisms by those such as Thrupp, Slee and Weiner are misplaced, and that the field is reflexively critiquing itself to a high degree. It is concluded that school effectiveness researchers are likely to generate more purposive social and educational change than their critics.
... As escolas podem, pois, fazer a diferença, propiciando uma educação mais potenciadora da mudança e do nivelamento social. Tem-se igualmente vindo a demonstrar que a forma como os atores educativos escolares, e particularmente as lideranças, se exercem nas escolas pode determinar o grau da sua eficácia (Reynolds & Teddlie, 2001;Scheerens, 2000;Stoll & Fink, 1995). Assim, quais atores e que práticas garantem e potenciam, nas escolas públicas portuguesas, a inclusão de todos os alunos e a equidade no sucesso educativo? ...
... Schools can therefore make a difference by providing more adequate education, leading to change and social leveling. It has also been shown that the way in which school education actors, and particularly leaderships, are carried out in schools seem to determine the degree of their effectiveness (Reynolds & Teddlie, 2001;Schreens, 2004;Stoll & Fink, 1995). Being so, which actors and practices guarantee and enhance, for all students, in public schools, the inclusion and equity in educational success? ...
Resumo
Se hoje, em Portugal, a igualdade no acesso à educação e ao ensino está praticamente
assegurada, estamos ainda longe de alcançar um ensino inclusivo e equitativo para todos os
alunos.
As disparidades socioculturais que atravessam o país condicionam, em grande medida, o
sucesso educativo de todos os alunos (DGEEC, 2016). Esta questão está intimamente ligada às
escolas eficazes e à sua capacidade de criar ambientes educativos estimulantes, focados na
aprendizagem e sucesso de todos os alunos (Mortimore et al., 1988; Stoll & Fink, 1995). Quanto
mais promotora de sucesso educativo for a escola, maiores garantias de uma educação assente
em valores de democracia e equidade existirão. As escolas podem, pois, fazer a diferença,
propiciando uma educação mais potenciadora da mudança e do nivelamento social. Tem-se
igualmente vindo a demonstrar que a forma como os atores educativos escolares, e
particularmente as lideranças, se exercem nas escolas pode determinar o grau da sua eficácia
(Reynolds & Teddlie, 2001; Scheerens, 2000; Stoll & Fink, 1995). Assim, quais atores e que
práticas garantem e potenciam, nas escolas públicas portuguesas, a inclusão de todos os alunos e a
equidade no sucesso educativo? Radicados neste questionamento, apresentam-se dois projetos
de investigação, conducentes ao doutoramento, que aprofundam a análise das perspetivas sobre
equidade e inclusão, em dois contextos territoriais diferentes: um, num distrito do interior centro
do país e outro, num concelho do litoral norte do país, elegendo-se, em ambos os casos, o
universo de dois agrupamentos de escolas com características socioculturais diversas.
Palavras-chave: Equidade, inclusão, liderança, interioridade, eficácia escolar
Abstract
Being today, in Portugal, equal access to education practically assured, we are still far from
achieving inclusive and equitable education for all students.
The sociocultural disparities across the country condition, to a large extent, the educational
success of all students (Ministry of Education, 2016). This situation is closely linked to the effective
schools issue and their ability to create stimulating educational environments, focused on the
learning and success of all students (Mortimore et al., 1988; Stoll & Fink, 1995). The more
successful the school is, the greater guarantees of an education based on values of democracy
and equity will exist. Schools can therefore make a difference by providing more adequate
education, leading to change and social leveling. It has also been shown that the way in which
school education actors, and particularly leaderships, are carried out in schools seem to
determine the degree of their effectiveness (Reynolds & Teddlie, 2001; Schreens, 2004; Stoll &
Fink, 1995). Being so, which actors and practices guarantee and enhance, for all students, in
public schools, the inclusion and equity in educational success? Focused on this arguing and
leading to the PhD, we present two research projects which deepen the analysis of the
perspectives on equity and inclusion, in two different territorial contexts: one conducted in a district in the central interior of the country and the other in a county on the north coast, embracing in
both the universe of two groups of schools with different sociocultural characteristics.
Key words: Equity, inclusion, leadership, interiority, school effectiveness
... Over the last three decades the educational effectiveness research (EER) field, comprising school effectiveness research (SER), teacher effectiveness research (TER) and school/system improvement research (SSIR), has generated a considerable volume of empirical evidence that constitutes a substantial, significant and robust knowledge base. Its origins have come from many countries (see the historical reviews in Teddlie and Reynolds 2000, and Townsend 2007, together School Leadership & Management, 2013 Vol. 33, No. 1, 3Á19, http://dx.doi.org/10.1080/13632434.2012.723622 ...
... More recently, Gorard (2010 Gorard ( , 2011) has launched a methodological attack and attempted to conflate the field with policy-making. Over the years, these critiques have been robustly countered (e.g. Reynolds and Teddlie 2001) and SER researchers continue to challenge general misunderstandings pertaining to statistics and the field's relationship with policy-makers (Reynolds et al. 2012). Notwithstanding these debates the EER knowledge base has provided: ...
Educational effectiveness research (EER) has accumulated much knowledge in the areas of school effectiveness research (SER), teacher effectiveness research (TER) and school/system improvement research (SSIR). Yet many schools and educational systems are not making enough use of the material and their insights. The article reviews evidence of practitioner engagement and finds it limited in the areas of SER, greater in the area of TER and most prevalent in SSIR. Policy-maker engagement has been notable in some countries, but more limited in others. The article concludes by arguing for a new paradigm of EER that studies multiple levels of the educational system simultaneously utilising multiple methods and involves practitioners and policy-makers in a true EER community of expertise, in order to increase the reach and take-up of the discipline.
... According to Thrupp (2000) the school effectiveness and improvement over claims the success of effective schools and the interest group is characterized as a socially and politically decontextualised body of literature which has provided support for the supervisory system. Most school effectiveness studies show that 80% or more of student achievement can be explained by student background rather than schools (Teddlie & Reynolds, 2000). The school effectiveness supporters believe that " only 20% of achievement accounted for by schools, their work has convincingly helped to destroy the belief that schools do not make any difference " . ...
... tiveness studies show that 80% or more of student achievement can be explained by student background rather than schools (Teddlie & Reynolds, 2000). The school effectiveness supporters believe that " only 20% of achievement accounted for by schools, their work has convincingly helped to destroy the belief that schools do not make any difference " . Reynolds & Teddlie (2000) argues that " schools not only make a difference but they add value despite the strong influence of family background on children's development. The Commonwealth Secretariat (1993) All these indicators have been fashioned under the following major provisions like management, implementation, environment and achievement. These factors are ...
School effectiveness is an important area of research in Education. The research in this area has primarily focused on leadership and school effectiveness in terms of its academic achievement. There are no significant studies looking at the relationship of school leader's leadership with school effectiveness. The main premise of the article is that school factors of effectiveness basically depends upon different styles of leadership being adopted by the headteachers with reference to gender and type of the institutions; public and private sector. This article draws on leadership theory to examine the connection between leading styles of school leaders towards learning outcomes of the schools. The study under discussion is a co-relational research for which a survey was conducted through two questionnaires. Analysis was conducted on the sample of 300 male and female headteachers, deputy headteachers and senior teachers, and students in the province of Punjab in Pakistan. The findings reveal that, the significant factor responsible for affecting the achievement of the school is the degree to which headteachers are participative and adopt the selling leadership style. Results showed that there was a considerable relationship of leadership styles with school effectiveness and there is a significant difference between leadership styles of headteachers/deputy headteachers on the bases of gender both for public and private sectors.
... School effectiveness research has also focused more on successful schools than on their less well-functioning counterparts (Reynolds & Teddlie, 2001). The factors that enhance effectiveness may be quite different from those that lead to ineffectiveness. ...
... Stringfield, 1995) are particularly interesting, as their results constitute the ultimate test of the theories on which such programmes are (implicitly or explicitly) based. Finally, we support the call by Reynolds and Teddlie (2001) to pay more attention to clearly ineffective schools as a starting point for expanding the school improvement knowledge base. ...
School effectiveness research (SER) has flourished since the 1980s. In recent years, however, various authors have criticised several aspects of SER. A thorough review of recent criticism can serve as a good starting point for addressing the flaws of SER, where appropriate, thereby supporting its further development. This article begins by reviewing the criticism from different perspectives by discussing the political-ideological nature of SER, its theoretical limitations and the research methodology it applies. The review of each type of criticism is accompanied by a review of the recommendations that the critics propose for improving SER. We then proceed to present our views on each line of criticism and propose 5 avenues that we consider promising for the further development of SER.
... For instance, someone who has had an important shift of perspective in the school effectiveness area is Janet Ouston (see Ouston 1999) while Helen Gunter's book on school leadership also describes her 'intellectual journey' from the 'common-sense problemsolving agenda' to that of critical studies (Gunter 2001: 4). Of course this can work the other way as well when writers who start out taking relatively critical perspectives become more problem-solving over time: the work of David Reynolds (Reynolds et al. 1987;Reynolds and Teddlie 2001) provides one example. All of this means that our categories should be regarded as a useful starting-point, a way of getting some initial purchase on the education management literature -but always needing to be further informed by specific arguments about particular writers. ...
This provocative book is not another 'how to' educational management text. Instead it offers a critical review of the educational management literature itself. The main concern of the authors is that education management texts do not do enough to encourage school leaders and teachers to challenge social inequality or the market and managerial reforms of the last decade. They demonstrate this problem through detailed analyses of texts in the areas of educational marketing, school improvement, development planning, strategic human resource management, school leadership and school change. For academics and students, Education Management in Managerialist Times offers a critical guide to existing education management texts and makes a strong case for redefining education management along more socially and politically informed lines. The book also offers practitioners alternative management strategies intended to contest, rather than support, managerialism, while being realistic about the context within which those who lead and manage schools currently have to work.
... Poor learner progression contributes to dysfunctional learning environments. Literature is replete with cases of dysfunctional schools in South Africa (Reynolds & Teddlie, 2001;Green & O'Sullivan, 2009;Brown, 2010;Pretorius, 2012;Krotz, 2011;Bloch, 2006;Bloch, 2009;Brown, 2010). ...
This article critiques a proposed policy by the Gauteng Department of Education to reclassify province’s ‘Township’ schools. In 2016, Gauteng MEC for Education Panyasa Lesufi announced that province’s schools will be reclassified to obliterate the “Township” School Tag commonly associated with the past regime. The reclassification is based on a three–pronged school performance category in (a) Matric pass rates (b) Maths and Science passes and (c) Bachelor passes. The new classification is arbitrarily divided into the following categories: 1) Poor schools with 0% to 40% performance; 2) Fair schools with 41% to 60% performance; 3) Good schools with 61% to 80% performance and; 4) Great schools with 81% to 100% performance. It is argued that the three tier classification criteria lacks theoretical rigour and explication to justify policy’s credence and implementability. It further argues that “Township schools” exist in real geo-spaces, changing name tag, shall not obliterate their geographic presence. It concludes by cautioning that classifying schools based on performance might have unintended consequences, for instance, schools tagged as “poor” might naturally disappear as parents would not want to enrol their children in schools state deem dysfunctional. Failure by both “Poor” and “Fair” schools to enrol adequate learners puts more pressure on rest of schools to accommodate additional learners. When learners’ en-masse move to urban schooling environments, it creates an operational conundrum and has potential to destabilize the educational provisioning processes and system in general. In a nutshell, the proposed reclassification of schools by the Gauteng Department of Education is flawed and unsustainable because it: a) waters down systemic challenges to simple act of rearranging of schools based on sectorial learner performance rather than holistic and research based form of rationality; b) fails to interrogate a suite of intertwined factors that underpin educational provisioning in its entirety; c) is sectorial in outlook and fails articulate modus operandi to institutionalize teacher efficacy and organizational effectiveness; d) obfuscates tenets for robust engagement on creative whole school improvement trajectories firmly anchored on solid research; e) will not enhance learner performance and quality education; and f) is an inconclusive political tinkering expedition devoid of sustainable beneficiation.
Keywords
South Africa, Curriculum Tinkering, Township Schools, School Performance,
Matric Passes, Teacher Efficacy, Learners, Policy Directives, Reclassification
... Notranja odgovornost se navezuje na temeljni namen samoevalvacije, to so analiza in izboljšave v izbranih dejavnosti, kot tudi na širše cilje, ki so povezani z delovanjem vrtca, šole kot učinkovite organizacije in vodenjem (Reynolds in Teddlie, 2001, Brejc in Trunk Širca, 2007. Za doseganje teh namenov ravnatelju notranje odgovornosti ni potrebno, niti je ne sme nositi sam, saj ni edini vodja kakovosti. ...
Splošen trend v Evropi na področju šolstva in izobraževanja, ki je
usmerjen na decentralizacijo in prenos odgovornosti, je postavil sodobno
šolo pred velike izzive, da znotraj svobode, ki jo ima na razpolago,
jasno definira svoje cilje in politiko ter redno izvaja evalvacijo kakovosti.«
(Brejc, 2008, str. 16)
Članek povzema aktivnosti, ki so bile organizirane z namenom ugotavljati in
meriti kakovost na ŠC Novo mesto ter vpeljati barometer kakovosti na spletno
stran šolskega centra. S pripravami za barometer je Komisija za kakovost ŠC
Novo mesto začela ob koncu leta 2013.
Barometer kakovosti temelji na predhodno dogovorjenih kazalnikih kakovosti
in anketnem vprašalniku. V anketnem vprašalniku s petstopenjsko ocenjevalno
lestvico so bili upoštevani tako predlogi dijakov in študentov kot tudi predlogi
predstavnikov vseh vzgojno-izobraževalnih enot iz ŠC Novo mesto. Na podlagi
teh se je komisija odločila, da v barometer vključi naslednja področja: a) materialni
pogoji izobraževanja na šoli, b) kakovost poučevanja na šoli, c) odnos in
sodelovanje med učitelji (predavatelji) in dijaki (študenti, udeleženci izobraževanja)
na šoli, č) kakovost informiranosti na šoli, d) drugo (dodaten komentar).
Barometer kakovosti je zaživel oktobra 2014 s postavitvijo na spletno stran
ŠC Novo mesto. V začetku decembra 2014 so bili predstavljeni prvi rezultati
barometra kakovosti, ki so pokazali ne samo zadovoljive ocene ocenjevalcev
(dijakov/študentov in učiteljskega osebja), ampak so omogočili poglobljen uvid
v kompleksno delovanje vseh elementov, ki so vključeni v proces učenja in poučevanja.
Januarja 2015 so sledili še izboljšave in zadnji tehnični popravki.
Z uvajanjem barometra kakovosti, se je ŠC Novo mesto pridružil tistim šolami,
ki sledijo spremembam na področju ekonomskih, družbenih, političnih,
80
1. Učenje in poučevanje
Zbornik nacionalne konference Krepitev in evalvacija kakovosti v sistemu vzgoje in izobraževanja
kulturnih in okoljskih trendov in so pripravljene odgovoriti na povečan interes
javnosti za šolo (Livingston in McCall, 2002; Eurydice, 2004; Eurydice, 2007).
... Secondly, other methodological issues are related to the overwhelming attention drawn to effectiveness and the scarce importance given to the study of ineffectiveness. In this respect, Reynolds and Teddlie (2001) argue that SER has tended to focus excessively towards normal or average schools. Likewise Scheerens and Bosker (1997) advocate for research delving into the processes by which ineffective schools improve and effective schools decay, by combining the utilisation of large-scale national databases to examine school development deeply, and more rigorous in-depth data collection. ...
In the last few decades, educational research has largely demonstrated the effects of the socio-economic background on academic performance. Traditionally, researchers have used the so-called contextualised value-added (CVA) concept, implemented via multilevel statistical models, to assess variation in learning outcomes arising from schools and pupils. Depending on the stakeholders they intend to inform, two basic types of CVA models can be defined: models for school accountability and models for school choice. School accountability models can be further distinguished according to the ‘recipient’ of the information: internal models provide information for school authorities to improve their own practices, while external models provide information for government officials to assess school performance for policy-making purposes. Despite the evidence in favour of the use of more complex models for school accountability, government practice in Chile has been restricted to the use of raw school averages in standardised tests as indicators of effectiveness, which have been used indiscriminately for the purposes of school accountability and school choice.Using data from the Chilean National Pupil Database (SIMCE 2004-2006), this thesis demonstrates how the traditional CVA (2-level) models fall short in addressing the complex phenomenon of academic performance, especially in the context of a developing and highly unequal country, such as Chile. The novelty of the CVA modelling in this thesis is that it extends and improves the traditional models insofar as they explicitly assess the variation between pupils, classrooms, primary schools, secondary schools and local authorities, as well as the correlation between Mathematics and Spanish Language at all levels. This is done by implementing two univariate 4-level CVA models for progress in Mathematics and Spanish fitted separately via maximum likelihood estimation (MLE) and a bivariate 5-level cross-classified CVA model for progress in both subjects fitted via Markov Chain Monte Carlo (MCMC) estimation.External school accountability measures were derived from the extended univariate and multivariate models and compared to measures derived from a model akin to the traditional approach. A number of key differences were found, leading to the conclusion that further adjustments to the traditional CVA models are not negligible. The univariate 4-level CVA models provide more insight into school accountability than the traditional approach in a straightforward fashion, while the bivariate 5-level model encompasses a more reliable and ultimately comprehensive view on school performance.With regard to internal school accountability, further models were specified with the purpose of analysing pupils' heterogeneity to inform school improvement processes. The concept of "cultural capital" (Bourdieu, 1977) was chosen to shed light on the matter. Since cultural capital is essentially immeasurable, a latent variable was constructed from a group of manifest variables related to access and use of reading materials. From a substantive point of view, this thesis shows how access to all sorts of reading materials and reading habits can have not only a relevant impact on pupils' progress in Language, but also in Mathematics. Finally, this thesis concludes around three main ideas: firstly, school value-added models for school accountability, either external or internal, need to take into account the complexity of influences affecting pupils' academic progress as thoroughly as possible, in order to make a fair assessment of schools' performance and/or to inform school improvement policies. Secondly, school effectiveness is not a unidimensional process, which implies that school value-added models should ideally (when there are available data) reflect upon the multidimensionality of the phenomenon and take into consideration the relationship between different subjects, as well as non-academic outcomes. Thirdly, CVA models can also be used to inform internal school accountability by analysing the effects of meaningful modifiable factors and potentially serve as drivers of school improvement policies.
... Over the years, these critiques have been robustly countered (e.g. Reynolds and Teddlie 2001) and SER researchers continue to challenge general misunderstandings pertaining to statistics and the field's relationship with policy-makers . Notwithstanding these debates the EER knowledge base has provided: ...
Educational effectiveness research (EER) has accumulated much knowledge in the areas of school effectiveness research (SER), teacher effectiveness research (TER) and school/system improvement research (SSIR). Yet many schools and educational systems are not making enough use of the material and their insights. The article reviews evidence of practitioner engagement and finds it limited in the areas of SER, greater in the area of TER and most prevalent in SSIR. Policy-maker engagement has been notable in some countries, but more limited in others. The article concludes by arguing for a new paradigm of EER that studies multiple levels of the educational system simultaneously utilising multiple methods and involves practitioners and policy-makers in a true EER community of expertise, in order to increase the reach and take-up of the discipline.
... Thus, the key to improving public education is placing highly skilled and effective teachers in all classrooms (cf Aguerrebere, 2011;Coggshall, 2007;Darling-Hammond, 2010(a); Reynolds & Teddlie, 2001;Wong & Wong, 2009). Berry (2009) states that effective teachers with the right policy supports are the ideal agents of meaningful and sustainable change even in the most challenged circumstances. ...
The South African education system is grappling with vast numbers of dysfunctional schools. Schools on their own cannot be blamed for all educational ills of a country. Dysfunctional schools are the symptoms of the impaired functioning of the entire education system in which a great variety of societal structures are involved. Thus, this article aimed at developing an education system’s perspective on turning around dysfunctional schools. In addition to an extensive review of related literature, a qualitative approach was adopted in which a broad sample of practitioners and experts were targeted. Typical of a qualitative approach, a variety of data sources were explored, including interviews, a qualitative survey and school visits. Based on the literature review and the responses of the experts it was found that the South African education system fails to build and sustain the conditions for school and teacher effectiveness. It was concluded that the education system, consisting of the managerial and administrative structures, the educational institutions, support services and the parties with an interest in education should unite in making schools effective. All hands in the community are needed in order to transform dysfunctional schools into places of dedicated teaching and learning.
DOI: 10.5901/mjss.2014.v5n15p348
... Poor learner progression contributes to dysfunctional learning environments. Literature is replete with cases of dysfunctional schools in South Africa (Reynolds & Teddlie, 2001;Green & O'Sullivan, 2009;Brown, 2010;Pretorius, 2012;Krotz, 2011;Bloch, 2006;Bloch, 2009;Brown, 2010). ...
The recent launch of 'paperless classrooms' generated mixed narratives. The MEC for education pronounced it as a positive move to bring ICTs into classrooms. The piloted schools and learners would experience a new era of tablets and flashboards. The era of chalk boards was done. The use techno-gargets to learn official curriculum was a promise to the future. And a perennial failure to deliver books to school timeously would be a thing of the past, as learning materials would be preloaded on the tablets. The launch coincided with Gauteng being declared the top in 2014 matric results. It was a political master stroke to affirm state's commitment to infuse ICTs into classrooms as part of the eLearning policy. The critique narratives, on the other hand, term the launch an audacious educational 'border crossing' towards infusion of ICTs in the delivery of classroom activities. Policy transitions come with challenges. It would be a remiss to think that use of tablets in classrooms would not create functional challenges. Familiarity creates confidence while change generates anxiety. A documentary about a colony of ants that decided to cross the Amazon River for a better ecology might have created tensions and anxiety. But environmental degradation necessitated the move. Similarly, transition to 'paperless classrooms' was mitigation for poor delivery of texts books to schools. So the pilot In
... However, even if it is accepted, as Rutter concludes, and as many involved in school effectiveness research continue to emphasise (e.g. Reynolds & Teddlie, 2001), that there is variation in achievement and behaviour due to the actions of schools, can we assess that influence? In particular, in relation to evaluating L2L, the challenge becomes one of assessing change and improvement due to the intervention. ...
... The fundamental rationale is that the responsibility for school performance, and thus for school improvement, rested with individual schools -their staff, administrators, board members, parents and students. Rather than determining the ingredients for an effective school, Reynolds and Teddlie (2001) and Freeman et al. (1998) recommended that researchers focus on describing why a particular school is effective, which would include an investigation of contextual factors (Gibson & Asthana, 1998;Gray et al., 1995;Nash, 2001;Raudenbush & Willms, 1995;Schmidt et al., 2001Yang & Goldstein, 1999Waxman & Huang, 1997). However, as mentioned earlier, Goldstein (1997) and Gray et al. (1995) cautioned against this type of research because they argued that determining why a school is effective could not be decided with any precision. ...
... Over the years, these critiques have been robustly countered (e.g. Reynolds and Teddlie 2001) and SER researchers continue to challenge general misunderstandings pertaining to statistics and the field's relationship with policy-makers . Notwithstanding these debates the EER knowledge base has provided: ...
Educational effectiveness research (EER) has accumulated much knowledge in the areas of school effectiveness research (SER), teacher effectiveness research (TER) and school/system improvement research (SSIR). Yet many schools and educational systems are not making enough use of the material and their insights. The article reviews evidence of practitioner engagement and finds it limited in the areas of SER, greater in the area of TER and most prevalent in SSIR. Policy-maker engagement has been notable in some countries, but more limited in others. The article concludes by arguing for a new paradigm of EER that studies multiple levels of the educational system simultaneously utilising multiple methods and involves practitioners and policy-makers in a true EER community of expertise, in order to increase the reach and take-up of the discipline.
... These criticisms have been analysed elsewhere (Teddlie, 2009) and indeed the early criticisms formed the basis for a well-known debate at the American Educational Research Association in 2000 between the critics (Slee, Thrupp, and Weiner) and the discipline's advocates (Teddlie and Reynolds). The debate generated a special issue of the journal School Effectiveness and School Improvement (Reynolds & Teddlie, 2001; Slee & Weiner, 2001; Teddlie & Reynolds, 2001; Thrupp, 2001; Townsend, 2001), itself an interesting ...
Educational effectiveness research (EER) has made a significant contribution to our understanding of the characteristics and processes associated with more and less effective schools in a diverse range of contexts. However, this remains a contested field of inquiry and has been subjected to significant critique. This paper examines the origins and development of EER and summarises the key critiques and defences of the field during the past 30 years. It then moves on to examine the recent critique of the field by Stephen Gorard in the UK and responds by highlighting statistical errors and simplistic claims made by Gorard about the field's involvement with the development of national value-added systems and interaction with policy-making in his recent papers.
... Researchers have consistently stated that the outcomes from their research are inappropriate for the production of 'blue-print' schools and practices. Instead, SE findings, and the meta-analyses that are often used, provide a sense of direction for school improvement, especially in the light of a core of findings from a variety of studies in several different countries (see Mortimore, 1991;Davies, 2000;Goldstein and Woodhouse, 2000;and Reynolds and Teddlie, 2001, for a discussion of some key issues). ...
There is evidence that the National Literacy Strategy (NLS) has led to a sustained increase in literacy attainment, especially in reading, although recent international comparisons also suggest some additional issues regarding pupil performance in England. The relative success of the NLS may at least partly lie in the policy application of several complementary areas of educational research, a suggestion disputed by Dominic Wyse (this issue). However, his critical commentary is marred by important omissions, particularly of reference to debates about the teaching of reading and to the statutory status of the National Curriculum for English. His alternative suggestions on the use of ‘child development’ evidence lack methodological detail and are only partly formulated.
This chapter traces key external factors that influenced school improvement over the past century, and the climate that led to an increased focus on internal improvement processes from the 1980s. The discussion then focuses, predominantly, on the introduction and establishment of various iterations of internal improvement processes such as school development planning and school self-evaluation in primary and post-primary schools. In order to provide a context for such developments, the school effectiveness and school improvement movements are outlined leading to the Education Act (1998), determining the requirement for schools to engage with a nationally prescribed internal planning and improvement process. The gradual shift from school development planning to a focus on school self-evaluation is discussed as well as the various phases involved in the implementation of this legal and policy directive, up to the current day.
This paper attempts to work on a number of different levels. Firstly, it comprises my personal reflections on a career in sociology of education. These reflections are entwined with a history of the discipline that emphasises themes of power, politics and pragmatism. This subjective, and inevitably partial, account is combined with an examination of the structure and composition of the academic field of sociology of education and its relationship with the two disciplines it originates from, sociology and education, but also with the wider field of politics. The ways in which these different strands within sociology of education coalesce or diverge, and the consequences in terms of tensions, fissures and struggles within the field will be considered. I also discuss the subject and content of sociology of education, and its future possibilities for radical as opposed to reactionary or reformist agendas.
It is stated that Instructional leaders are responsible for making sure that positive attitude towards change is organised and created among members of the school. The study aimed to identify the level of Instructional Leadership practices among principals of the National Religious Secondary School in Malaysia. A total of 365 respondents from 57 National Religious Secondary Schools were selected by systematic random sampling method to answer the questionaires. Data is analyzed by using descriptive statistics identifying the mean, standard deviation and percentage to recognise the level. The result showed that the level of Instructional Leadership practices is significantly high (mean=3.85, s.d.=0.41). In conclusion, the study found that the level of Instructional Leadership Practices is high among the principals of the schools. The research implied that Instructional Leadership plays an important role and should be adopted by the principals and teachers of National Religious Secondary School to increase School Achievement. Keywords: Instructional Leadership, Principals, National Religious Secondary School, School Achievement
Based on international comparisons and annual national assessments of reading and mathematics achievement levels it could be stated that the South African education system is to a large extent ineffective. Large numbers of schools are considered to be dysfunctional. This study aimed at investigating practitioners’ perceptions of effective schools and ineffective or dysfunctional schools within the specific context of South Africa. It is argued that the root causes of dysfunction must be discovered in order to develop a coordinated and structured strategy in turning dysfunctional schools around to become effective again. On the basis of an in-depth literature review and a qualitative investigation it was found that practitioners’ perceptions show a great deal of similarity with school effectiveness models developed elsewhere. Various root causes for dysfunction came to the fore including ineffective management of the education system on various levels of management, an ineffective teacher corps and limited mother tongue instruction.
Successful communication between school and student's families is one of the key factors for improving the quality of education. Moreover, this factor contributes to the effectiveness of school as it leads to effective cooperation between these two subsystems, school and parents. The objective of this research is to record the views of parents of primary school pupils on the subject of their communication with school members. In particularly, we investigated parents' beliefs about the factors that may facilitate or derange successful communication with the management and members of the school where their children are enrolled. We have also investigated parents' opinions on their participation on gatherings that are organized by the school or by the Association of Parents and their reasons for participation in its Board. The surveys' results highlight the positive attitude of parents towards the members of the school and the need for successful communication between the two subsystems. However, with this study we observed mainly an interpersonal type of communication between parents and teachers, leaving aside the collective communication between the subsystems of parents and school staff. Ειζαγφγή Ζ ζρνιηθή κνλάδα ζεσξείηαη σο έλα ηδηαίηεξα πνιχπινθν θνηλσληθφ ζχζηεκα. Πξφθεηηαη γηα κηα παξαδνρή απνιχησο επζηαζή, αλ αλαινγηζηνχκε ηελ πνιππινθφηεηα πνπ ραξαθηεξίδεη ηελ θνηλσλία. Δμάιινπ, δελ πξέπεη λα παξαιείπνπκε ην γεγνλφο φηη, βάζεη ηεο ζπζηεκηθήο ζεσξίαο, νη ζρνιηθέο κνλάδεο ζεσξνχληαη αλνηθηά ζπζηήκαηα, ησλ νπνίσλ βαζηθφ ραξαθηεξηζηηθφ είλαη ε αληαιιαγή ελεξγεηψλ θαη πιεξνθνξηψλ, πξνυπνζέζεηο απαξαίηεηεο γηα ηελ εμέιημε, ηελ αλάπηπμε θαη ηελ επηβίσζή ηνπο 1. Έλα απφ ηα βαζηθφηεξα ραξαθηεξηζηηθά ησλ αλνηθηψλ ζπζηεκάησλ, ζηελ πξνθεηκέλε πεξίπησζε ησλ ζρνιηθψλ κνλάδσλ, είλαη ε πνιιαπιφηεηα ησλ αιιειεμαξηήζεσλ θαη ησλ αιιειεπηδξάζεσλ πνπ ηηο ραξαθηεξίδεη 2. Ο δηεπζπληήο ηεο ζρνιηθήο κνλάδαο, νη εθπαηδεπηηθνί, νη
Chile is well known worldwide for its extensive use of market-driven mechanisms in education. Using a case study strategy in three schools, this paper shows that ‘universal’ voucher system and mixed provision (co-existence of subsidised private and state-funded schools) policies are reshaping school management practices. The paper draws evidence from ethnographic data in disadvantaged Chilean public schools and uses Bourdieu’s notion of field as an analytical tool in order to conceptualise the schools’ practices within their local markets as a symbolic and strategic ‘game’ of competition. One of the main findings is that, in response to market pressures and their specific positions within local markets, school leaders built a market-competitive agenda, preparing detailed strategies and undertaking decision-making practices accordingly. These practices were distinctive in relation to different school market positions, impacting the schools’ priorities, value disputes, and management goals.
Although it is a truism that schools differ, some ways in which they do so are more prominent in academic and policy debate than others. In particular there is usually much more discussion of variation in features of schools’ internal organisation and practice (e.g. aspects of leadership, management or pedagogy) than of the diverse local social and political contexts which could partly account for them. The latter include differences in pupil intake characteristics (class, ethnicity and turnover, proportion of pupils from refugee families or with special needs) and other school and area characteristics (urban/rural location, LEA policies, market position
compared to surrounding schools). We are using ‘local’ broadly here to mean nonnational: the social and political features of regions, areas, neighbourhoods and school catchments could all be relevant to our argument.
This article reviews school effectiveness theory, concentrating on the unidimensionality of the school effect concept, and focuses on differential school effectiveness, by which is meant the capacity of the school to be effective with different groups of pupils. It presents findings from research exploring the associations between sex, social class, and school attended with Cypriot primary pupils’ progress in Mathematics. There was no evidence of significant differential effectiveness in relation to sex and social class, the gap between boys and girls, and between different social classes increased in all schools, reflecting the national picture. Implications for school self-evaluation are discussed.
Violence in schools is currently one of the main social concerns in countries like Mexico and Colombia, and it is also one of the main threats for schools to be effective in providing high-quality education. This work uses data from ICCS 2009 to fit cluster robust logistic regression models to explore how schools immersed in high-risk environments manage to increase their probabilities of remaining resilient to violence. Preliminary results suggest that although context variables tend to show stronger associations, some schools variables (e.g., a positive school climate, including relationships between faculty, staff, and students; and teacher strategies that incorporate students into the educational process) also seem to play a significant role in preventing schools form experiencing violence in both countries. The paper concludes by discussing possible policy implications of the results and suggests topics for further research in the field.
An analysis of recent publications in the field of school effectiveness studies shows that virtually no contributions have been made in that knowledge domain with respect to the effectiveness of Christian schools. To address this shortcoming—while keeping the undesirability of a package approach to Christian education in mind—a philosophical-pedagogical approach to a more systematic assessment of Christian schools is offered. A number of other considerations regarding the assessment of the effectiveness of Christian schools are left for further discussion and investigation.
While policy makers and school effectiveness researchers often insist that schools can make a substantial difference to student achievement, it is less clear whether school staff themselves really believe this. This paper draws on qualitative research in New Zealand schools where teachers, principals (heads) and trustees (governors) were asked how accountable they felt school staff could actually be for student outcomes. In contrast to official discourses about the responsibilities of teachers, the often complex responses of those interviewed illustrated relatively modest expectations of the ability of schools to affect student outcomes. The findings suggest that school staff have yet to take to heart the school effectiveness research catchcry that ‘schools can make a difference’ but that they also struggle to avoid a deficit approach without a stronger sociological understanding of the reasons for student failure.
This article presents findings from a comparative case study examining the implementation of the mathematics strand of the Key Stage 3 Strategy in two contrasting schools—one using setting and whole‐class teaching, the other incorporating mixed‐ability grouping and individualised learning. A number of ‘outcomes’ of implementation are considered, including teachers' and students' experiences, changes in pedagogic practice and students' attainment. Whilst both schools achieved highly in relation to similar schools, higher attainment gains between Key Stage 2 and Key Stage 3 in the school using setting/whole‐class teaching were associated with increasing student disaffection and dependence on teachers. In contrast, the attainment gains at the school using individualised learning were associated with increasing enthusiasm and independence. The mixed picture of outcomes and their complex interconnections suggest that evaluations of implementation resting on attainment‐based outcomes are problematic in terms of longer‐term aims of increasing the proportions of students choosing to study mathematics and developing the skills of independent learning.
School Effectiveness (SE), as a research paradigm and, more widely, as a set of political practices in school management and development, is examined in terms of the concept of ‘reductionism’. The article serves to systematise an ongoing critique of Effectiveness by Ball, Morley, Fielding, Slee, etc. Building upon studies by the biologist Steven Rose and colleagues of reductionism from psychology to biology, the reductionism of the Effectiveness discourse is analysed in its methodological, contextual, historical and moral aspects. Finally, the article explores the impact of SE upon the dominant model of School Improvement in England in particular, and the need for transformation within that paradigm.
This article addresses school effectiveness and school improvement, as they have been interpreted through UK central and local government policy. It focuses, in particular, on recent forms of inspection and the impact they have had on schools and other educational bodies. It draws on Power's conceptualisation of the Audit Society, to understand the appeal of this form of research to politicians and administrators. Reflecting on a number of perspectives on failure, including official views and those from schools and local authorities that have been designated as 'failing', the argument is made that the creation of the two polar opposites—good/effective and failing/ineffective—has exacerbated rather than diminished differences between the two. If concepts of audit are to continue, such as those employed to rate whether schools are successful or not, an ethical framework is needed which is better able to encourage and support the teachers, parents, governors and students involved.
Purpose: After decades arguing the necessity of transforming schools into collaborative workplaces, teacher collaboration has been taken up by various discursive logics offering different viewpoints of the concept. This article reviews some of these discourses and looks at their main arguments, pointing to the contradictions and tensions between them and highlighting the contested and cooptive nature of teacher collaboration.
Proposed Conceptual Argument: This article differentiates provisionally between five discourses on teacher collaboration: Cultural discourses describe teacher collaboration as being embedded in cultural forms that blur the boundaries between personal and professional and stimulate interdependency and collective responsibility. School effectiveness and improvement discourses depict teacher collaboration as a product of cultural management led by the school's principal. School–as–community discourses embed teacher collaboration in a vision of schools as communities, where contractual models of relationships are transcended in pursuit of more inclusive environments. Restructuring discourses elaborate the idea of a “new professional” capable of getting involved in collaborative practices within an ever–learning organization. Finally, critical discourses articulate an approach that integrates democratic practices, community participation, and shared reflection on teaching as a social and political praxis.
Implications: Although valuable lessons can be learned by considering these discourses as providing a complementary grasp, they also advance differing arguments as to the purposes of teacher collaboration, the differentiated way in which it is approached, and the position of conflict in collaborative processes. As value–embedded frameworks, discourses orientate the practice of collaboration toward substantially different projects of school change resulting in conservative or transformative practices.
This chapter focuses on three aspects of high school functioning in the context of educational reform: leadership and the
school results of organisational learning and student outcomes. A brief review of recent and significant work in these areas
provides a framework for a discussion of what makes a difference to high school performance. The findings of a three-year
study of high schools in two Australian states is used to extend our present knowledge of these areas, and the nature of their
interaction and influence on school processes and outcomes.
This paper considers the nature and implications of the increasingly global school effectiveness research tradition. It argues that such research, by focusing primarily on student cognitive achievement, creates an unnecessarily narrow definition of 'good' schools, and undermines the role of schooling for societal change. This is especially important in developing countries where schooling plays a key role in the process of modernisation. An example from Nepal illustrates the pervasive influence of neo-liberal tendencies in education, and is used as a point of departure for a more ethnographic research agenda that explores schools' aims and processes and the meaning that their various stakeholders attribute to them.
A large proportion of the articles and commentaries contributed by Teddlie, Reynolds, Townsend, Scheerens, Bosker and Creemers in the recent Special Issue on “Twenty Years of School Effectiveness Research” were taken up with defending SER – school effectiveness research (Reynolds & Teddlie, 2001; Scheerens, Bosker, & Creemers, 2001; Teddlie & Reynolds, 2001; Townsend, 2001). Although I often disagreed with the defending arguments, and was left bemused by some, they generally did help to clarify SER perspectives in a way which will be very useful for future analysis. Obviously there is a lot to reply to, but in this short response I want to (i) make a few general comments; (ii) summarise a more extended discussion of Reynolds and Teddlie's arguments provided elsewhere; and (iii) also comment briefly on the contributions by Townsend and Scheerens and colleagues.
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.
Examines criticisms of school-effectiveness research (SER) in two papers by Martin Thrupp and by Roger Slee and Gaby Weiner in this special issue. Despite critics' focus on SER's overclaiming, undertheorizing, and political ineptitude, the main issue seems to be researchers' dismissive attitudes and their suppression of scholarly debate. (Contains 15 references.) (MLH)
This article examines three areas that are of central importance to the pedagogy of the National Literacy Strategy Framework for Teaching (FFT) at primary level: inspection evidence; school effectiveness (SE) research; and child development evidence. Analysis of national inspection reports on the teaching of English illustrates that these cannot be used as a reliable source of evidence. A focus on the claims made in support of an objective-based framework in SE research shows that there is very little evidence to support the particular use of objectives in the FFT. A synthesis of child development research in relation to language and literacy finds that the FFT does not adequately reflect the evidence. It is concluded that there is an urgent need for a formal review of the FFT.|spagf|ro|epagf|
Efforts to increase senior secondary retention rates and improve schooling for marginalized students have been influenced by the school effectiveness perspective. This paper outlines several problematic aspects of this perspective and proposes an alternative orientation centred around ‘care’. Drawing on research with students and teachers at two alternative schools, this paper argues that successful teaching and learning in these settings relied on a recognition of teaching as a caring profession and of the emotional dimension of schooling. These findings provide evidence for ‘practice‐with‐hope’, indicating that critique of aspects of school effectiveness research can provide an alternative approach for schools to make a difference.
As part of continuing debate over school effectiveness research (SER), this article examines the recent responses of several school effectiveness researchers to the concerns of their critics. Issues examined include the complexity of the debate over SER, the value of pragmatism, the impact of social class, the significance of methodological problems, the value of current attempts to theorise SER, the relationship of SER to educational politics and policy-making, the politics of doing SER, and the claimed achievements of SER. The discussion highlights a number of continuing tensions surrounding SER but also suggests that, if taken at face value, the counter-critiques are often not taking the arguments of critics seriously. Nevertheless, with substantial concerns about SER now being aired from positions within as well as beyond SER, a shift in the nature of SER seems likely.
Purpose – Teacher must act as a leader because his/her role is very effective in educational change. Influence of personality traits on leadership styles has been a significant topic in management but no research emphasis has been given to teacher’s personality influence on their leadership behaviors. This research investigates the correlation between these two aspects.Design/methodology/approach – Quantitative research is done by means of survey to a convenient sample of 228 teachers of public elementary and high schools of Lahore. Findings – The dominant traits are associated with both leadership styles thus showing that both people and task oriented leadership styles are effective. Research limitations/implications – This research can be generalized to other areas.Practical implications – The research emphasizes the importance of traits and their influence on behavior. Further researches should examine the traits which are needed for an effective leadership styles.Originality/value – The major contribution of this paper is that it correlate personality traits with leadership styles and high light those traits which are associated with effective leadership styles i.e. people oriented so teachers become more aware to adopt those traits which produce effective behavior and change.
The chapter concludes by arguing that current approaches to school improvement in urban settings need a radical re-think as
does the current definition of an effective school. It then suggests that there is potentially an opportunity in England at
the turn of the twenty-first century to have a joined-up holistic approach to breaking the link between social class, disadvantage
and educational outcomes that could bring about sustained improvements over time. It suggests four building blocks for achieving
this. These concern: the government’s Children’s Agenda; the New Deal for Communities program; the importance of high quality
early childhood education; and the need to rethink the curriculum and assessment arrangements in the 14–19 phase of schooling.
It explores some of the factors that need to be overcome for these strategies to be effective in urban settings.
Writing about the “legacy” of any field of research is a daunting task. This is especially the case for “school effectiveness
research,” which has a complex (and sometimes controversial) history. What does “legacy” in this context mean? A legacy is
something that is handed down from a previous generation or time to the current generation or time. In academic research,
a legacy may be defined as that which is handed down from a preceding group of scholars, including the existing body of knowledge
that is relevant and continues to be used.
The purpose of this book is to present what is currently known about communication networks and to illustrate methods of network analysis. The 1st chapter describes a communication network in a small village of Korea Oryu Li in which basic principles are applied to collectively make decisions about family planning. The following chapter discusses the convergence model of communication and network analysis in regard to its theoretical roots its concept meaning and implications in mass media communication. Chapter 3 analyzes the communication network analysis. Specifically it discusses how to measure communication network links and describes the levels of analysis. Chapter 4 explains what are the methods of network analysis in regard to matrix manipulation NEGOPY direct factor analysis smallest space analysis and SOCK and COMPLT. The following chapter discusses network variables in an attempt to explain individual behavior. Specificially it analyzes personal network effects on individual behavior the effects of cliques systems effects and threshold effects. Chapter 6 attempts to explain communication networks in group and system performances. Many examples of the Korean family planning experience are used to support this analysis. The methodology of assessing the determinants of who is linked to whom social determinants of network link the stability of network links over time and the multiplexity of network links are the main subjects discussed chapter 7. Chapter 8 is a summary of what type of research is currently being done in communication networks. Specifically it discusses the methodology advantages of network analysis problems associated with this type of analysis and how to put this network analysis into use. Tables and charts as well as a glossary are provided.
The United Kingdom's approach to planned educational change is called school improvement. This book presents a new approach to school improvement based on the experiences of 30 British schools that are being monitored by the Improving the Quality of Education for All (IQEA) project. Following the foreword by Michael Fullan and the preface and acknowledgements, part 1 briefly reviews the history of educational change in Great Britain. Part 2 presents theoretical models of effective schooling and school improvement. Five chapters link classroom, school, and school-environment perspectives on change. A conclusion is that the development of collaborative work cultures is the key to bringing about sustained school improvement. Part 3 focuses on practice, using a combination of theoretical constructs developed in part 1, excerpts from the literature, and vignettes from teachers and administrators in the IQEA school-development project to illustrate the practice of school improvement. Chapter 7 describes in more detail the school-improvement framework used in an earlier work on schools. Six key conditions that support the school-development process form the subjects of chapters 8 through 13. These include staff development, involvement, inquiry and reflection, leadership, coordination, and collaborative planning. Part 4 presents an interim and reflective account of how the school-improvement process works in practice, describing how some of the schools coped with the development process and discussing trends in the change of school cultures. A school-conditions rating scale, subject and author indexes, 7 figures, and 10 tables are included. (Contains 231 references.) (LMI)
Some of the differences in conclusions on whether schooling influences pupil progress have stemmed from the use of difference concepts of school "effects." These are reviewed in terms of the proportion of the variance accounted for, the reduction of inequality, and the raising of standards. It is argued that multiple indicators of school effectiveness are required; these should include scholastic attainment, classroom behavior, absenteeism, attitudes to learning, continuation in education, employment, and social functioning. The methodological issues inherent in the determination of school effects in raising standards are reviewed, with an emphasis on the need to control for variations in intake and to determine whether the differences among schools in pupil outcome are attributable to measured features of the schools themselves. It is concluded that there are important school effects that probably represent causal influences. The school features that might be responsible for beneficial effects on pupil progress are reviewed in terms of resources and physical plant, size of school and class, organizational structure, composition of student body, degree of academic emphasis, classroom management, discipline and pupil conditions, pupil participation and responsibility, and staff organization. The policy implications that stem from the research findings are considered.
This article, a revised version of the plenary speech presented at the Fourth International Congress for School Effectiveness and Improvement, provides a state of the art view of research on school effectiveness. In the first part, the notion of effectiveness is related to the idea of quality. The necessity of taking the nature of the student intake into account, when making a judgement about the quality of a school, is also stressed.After a presentation of research, mainly from the United Kingdom and the United States, different directions for the future are discussed. These directions range from the application of concepts and methodology to other aspects of the education service, to school improvement projects based on the equity dimension of education.It is concluded that no single direction can be followed but that, as far as possible, all the directions identified should be pursued.
Fifteen Thousand Hours (Rutter et al., 1979a) has been widely described as the most encouraging educational research for teachers in years. It is said to demonstrate that schools ‘make a difference to their pupils’, that some schools, by virtue of a superior organizational ethos, assist pupils more than do other schools. This has been said to provide an antidote to, or even a refutation of, the pessimistic conclusions of earlier researchers like Jencks et al (1972), Coleman et al. (1966) and Bernstein (1970).This paper questions whether the evidence of Rutter et al. (1979a) supports their conclusions about school organization, let alone the wilder claims of other writers basing themselves on Rutter et al. Furthermore it is argued that even if the conclusions of Rutter et al. are accepted, they do not in any way contradict the major hypothesis of Jencks and others, that educational policy in modern capitalist societies can do very little to lessen social inequality.
Incl. bibliographical references, index
Critical notice ± `Fifteen Thousand Hours' by Rutter et al
- H Goldstein
Goldstein, H. (1980). Critical notice ± `Fifteen Thousand Hours' by Rutter et al. Journal of Child Psychology and Psychiatry, 21, 364±366.
Assessing the thinking curriculum Changing assessment: Alternative views of aptitude, achieve-ment and instruction (pp. 37±75)
- L B Resnick
- D P Resnick
Resnick, L.B., & Resnick, D.P. (1992). Assessing the thinking curriculum. In B.R. Gifford & M.C. O'Connor (Eds.), Changing assessment: Alternative views of aptitude, achieve-ment and instruction (pp. 37±75). Boston, MA: Kluwer Academic Publishers.
The delinquent school The process of schooling (pp. 217±229)
- D Reynolds
Reynolds, D. (1976). The delinquent school. In P. Woods (Ed.), The process of schooling (pp. 217±229). London: Routledge and Kegan Paul.
Other primary schools and ours ± Hazards of international comparison
- R Alexander
Alexander, R. (1996). Other primary schools and ours ± Hazards of international comparison.
The application of network analysis to the study of differentially effective schools. Unpublished doctoral dissertation
- M M Durland
Durland, M.M. (1996). The application of network analysis to the study of differentially effective schools. Unpublished doctoral dissertation, Louisiana State University, Baton Rouge, LA.
Schools make a difference: Lessons learned from a 10-year study of school effects
- C Teddlie
- S String®eld
Teddlie, C., & String®eld, S. (1993). Schools make a difference: Lessons learned from a 10-year study of school effects. New York: Teachers College Press.
School effectiveness research as a point of departure for school evaluation. Paper presented at the conference on Theory and Practice of School Based Evaluation Towards a theory for school improvement Merging traditions: The future of research on school effectiveness and school improvement
- L Grosin
- D Hopkins
Grosin, L. (1992). School effectiveness research as a point of departure for school evaluation. Paper presented at the conference on Theory and Practice of School Based Evaluation, Lillehammer, Norway. Hopkins, D. (1996). Towards a theory for school improvement. In J. Gray, D. Reynolds, C. Fitz-Gibbon, & D. Jesson (Eds.), Merging traditions: The future of research on school effectiveness and school improvement (pp. 30±50). London: Cassell.
Changing ineffective schools
- D Reynolds
Reynolds, D. (1991). Changing ineffective schools. In M. Ainscow (Ed.), Effective schools for all (pp. 92±105). London: David Fulton.
The comprehensive experiment
- D Reynolds
- M Sullivan
- S J Murgatroyd
Reynolds, D., Sullivan, M., & Murgatroyd, S.J. (1987). The comprehensive experiment. Lewes: Falmer Press.
The effective classroom
- B P M Creemers
Creemers, B.P.M. (1994). The effective classroom. London: Cassell.
Truancy, delinquency, the home and the school
- D Farrington
Farrington, D. (1980). Truancy, delinquency, the home and the school. In L. Hersov & I. Berg (Eds.), Out of school (pp. 49±63). Chichester: John Wiley.
Evaluation of a troubled high school: Methods, results and implications. Paper presented at the Annual Meeting of the American Education Research Association The international handbook of school effectiveness research
- C Teddlie
- S Kochan
Teddlie, C., & Kochan, S. (1991). Evaluation of a troubled high school: Methods, results and implications. Paper presented at the Annual Meeting of the American Education Research Association, Chicago, IL. Teddlie, C., & Reynolds, D. (2000). The international handbook of school effectiveness research. Lewes: Falmer Press.
Worlds apart? ± A review of international studies of educational achievement involving England
- D Reynolds
- S Farrell
Reynolds, D., & Farrell, S. (1996). Worlds apart? ± A review of international studies of educational achievement involving England. London: HMSO for OFSTED.
Changing our schools
- L Stoll
- D Fink
Stoll, L., & Fink, D. (1996). Changing our schools. Buckingham: Open University Press.
No quick ®xes: Perspectives on schools in dif®culty
- L Stoll
- K Myers
Stoll, L., & Myers, K. (1997). No quick ®xes: Perspectives on schools in dif®culty. Lewes: Falmer Press.
School effectiveness indices: East Baton Rouge parish public schools, Academic Years
- C Teddlie
Teddlie, C. (1996). School effectiveness indices: East Baton Rouge parish public schools, Academic Years 1991±92, 1992±93, 1993±94. Baton Rouge, LA: Louisiana State University, College of Education.
School matters: The junior years
- P Mortimore
- P Sammons
- L Stoll
- D Lewis
- R Ecob
Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters: The junior years. Somerset: Open Books (Reprinted in 1995 by Paul Chapman: London).