Gotowe bibliografie tematyczne / School Effectiveness

Gotowa bibliografia na temat „School Effectiveness”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 10 marca 2023

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Artykuły w czasopismach na temat "School Effectiveness"

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Muijs, Daniel. "New Directions for School Effectiveness Research: Towards School Effectiveness Without Schools". Journal of Educational Change 7, nr 3 (25.08.2006): 141–60. http://dx.doi.org/10.1007/s10833-006-0002-7.

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ÖZGENEL, Mustafa. "An Organizational Factor Predicting School Effectiveness: School Climate". International Journal of Psychology and Educational Studies 7, nr 1 (30.01.2020): 38–50. http://dx.doi.org/10.17220/ijpes.2020.01.004.

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Ali, Niaz, Sailesh Sharma i Amir Zaman. "SCHOOL CULTURE AND SCHOOL EFFECTIVENESS: SECONDARY SCHOOLS IN PAKISTAN". Malaysian Online Journal of Educational Management 4, nr 4 (30.09.2016): 50–65. http://dx.doi.org/10.22452/mojem.vol4no4.4.

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Abdulkadiroğlu, Atila, Parag A. Pathak, Jonathan Schellenberg i Christopher R. Walters. "Do Parents Value School Effectiveness?" American Economic Review 110, nr 5 (1.05.2020): 1502–39. http://dx.doi.org/10.1257/aer.20172040.

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School choice may lead to improvements in school productivity if parents’ choices reward effective schools and punish ineffective ones. This mechanism requires parents to choose schools based on causal effectiveness rather than peer characteristics. We study relationships among parent preferences, peer quality, and causal effects on outcomes for applicants to New York City’s centralized high school assignment mechanism. We use applicants’ rank-ordered choice lists to measure preferences and to construct selection-corrected estimates of treatment effects on test scores, high school graduation, college attendance, and college quality. Parents prefer schools that enroll high-achieving peers, and these schools generate larger improvements in short- and long-run student outcomes. Preferences are unrelated to school effectiveness and academic match quality after controlling for peer quality. (JEL D12, H75, I21, I26, I28)
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Angrist, Joshua D., Parag A. Pathak i Christopher R. Walters. "Explaining Charter School Effectiveness". American Economic Journal: Applied Economics 5, nr 4 (1.10.2013): 1–27. http://dx.doi.org/10.1257/app.5.4.1.

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Lottery estimates suggest Massachusetts' urban charter schools boost achievement well beyond that of traditional urban public schools students, while nonurban charters reduce achievement from a higher baseline. The fact that urban charters are most effective for poor nonwhites and low-baseline achievers contributes to, but does not fully explain, these differences. We therefore link school-level charter impacts to school inputs and practices. The relative efficacy of urban lottery sample charters is accounted for by these schools' embrace of the No Excuses approach to urban education. In our Massachusetts sample, Non-No-Excuses urban charters are no more effective than nonurban charters. (JEL H75, I21, I28)
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Holdaway, Edward A., i Neil A. Johnson. "School Effectiveness and Effectiveness Indicators". School Effectiveness and School Improvement 4, nr 3 (sierpień 1993): 165–88. http://dx.doi.org/10.1080/0924345930040301.

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Carroll, H. C. M. "School Effectiveness and School Attendance". School Effectiveness and School Improvement 3, nr 4 (styczeń 1992): 258–71. http://dx.doi.org/10.1080/0924345920030403.

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Mortimore, Peter. "School Effectiveness and School Improvement". Scottish Educational Review 27, nr 1 (20.12.1995): 4–12. http://dx.doi.org/10.1163/27730840-02701004.

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Teodorovic, Jelena. "School effectiveness: Literature review". Zbornik Instituta za pedagoska istrazivanja 41, nr 1 (2009): 7–24. http://dx.doi.org/10.2298/zipi0901007t.

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In this paper, the reader embarks on the first part of the review of school effectiveness research. The aim of the review is to offer a clearer picture on whether, which, and how much teacher and school variables impact student achievement, as there is currently no wider and accepted consensus on this matter, in spite of the wealth of various school effectiveness studies. An introduction is followed by a section on fragmented research paradigms. Four subsequent sections describe and critique findings from these paradigms, namely from student background, input-output, effective-schools, and instructional effectiveness studies. The paper concludes with the section on synthesis of findings, which implicate student background variables as the most important for student achievement, followed by instruction and teacher-related variables (in very poor developing countries, input-output factors are also relevant for student success). Subsequent paper will showcase more recent school effectiveness studies that use appropriate methodology and conceptual framework for identification of the most important school effectiveness factors.
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Hargreaves, David H. "School Culture, School Effectiveness and School Improvement". School Effectiveness and School Improvement 6, nr 1 (marzec 1995): 23–46. http://dx.doi.org/10.1080/0924345950060102.

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Rozprawy doktorskie na temat "School Effectiveness"

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Stoll, Louise. "Making schools matter : linking school effectiveness and school improvement in a Canadian school district". Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10006575/.

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Ahmad, Hajah Asmah bte Haji. "Collaborative management and school effectiveness in Malaysian primary schools". Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/10211/.

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The thesis investigates variations in effectiveness of six Malaysian primary schools in three kinds of geographical sites: urban, rural and resettlement areas. It also focuses on the perceptions of headteachers, deputy headteachers, and teachers about school effectiveness, leadership/ management style of headteachers and collaborative management culture. The research explores the tensions that exist between the ingrained assumptions of Malaysian education and the practices and attitudes of headteachers, deputies and teachers. Detailed interview research on effectiveness and managerial collaboration is highly significant in enhancing understanding of education in Malaysia. The findings also make a further contribution towards international and cross-cultural perspectives of `school effectiveness' and `collaborative management'. Although generally the understandings of what constitutes collaborative management and what constitute the effectiveness of schools are still in their infancy in Malaysia, however, this does not mean that they are not important to the Malaysian educators. The need for collaborative management in Malaysian primary school is getting greater as the country moves towards `Vision 2020' and obviously this need is not adequately provided for in the present education system despite the Ministry's directive. More emphasis on policy making, awareness, commitment and training are needed for better application of the collaborative management. At the same time better communication and relationship between headteachers, teachers, DEDs, SEDs and the Ministry should be enhanced. This research also suggests ways in which training for headteachers in the area of collaborative management may be helpful for the more effective function of the schools. For collaborative management to be a success, artistry is required, to know when and how to exercise the various components of leadership so that a collaborative culture that brings success can be developed and maintained in schools. Although there is relatively little disagreement concerning the belief that headteacher's management styles have an impact on the lives of teachers and students, both the nature and degree of that impact continue to be open to debate.
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Wrigley, Terry. "School effectiveness and school improvement : questioning the paradigms". Thesis, University of Edinburgh, 2007. http://hdl.handle.net/1842/27717.

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School Effectiveness and School Improvement have achieved a hegemonic position as paradigms of educational evaluation and development, both as research paradigms and as discursive practices shaping policy and practice. This is true internationally but with particular strength in the governance of English schools, thus the texts which constitute this doctoral submission – namely a book and several journal articles, and an extended commentary upon them – are grounded specifically in that context. The concept of paradigm is deployed in order to question systematically their (often tacit) methodological and political assumptions and to establish some foundations and justification for alternative models of school quality and educational change. A particular emphasis is placed upon the neglect, within these dominant paradigms, of educational and social aims, curriculum and pedagogy, and their inadequate framing of the relationship between schools and social context. These texts also focus strongly upon the situation of schools serving inner city and other high-poverty neighbourhoods, as a kind of border situation which exposes the limitations of these paradigms.
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Daly, Peter G. "School effectiveness in Northern Ireland". Thesis, Queen's University Belfast, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296378.

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Dingle, Robert John. "Effective governors - effective schools? : a study of governor effectiveness and its association with school effectiveness". Thesis, University of Newcastle Upon Tyne, 2000. http://hdl.handle.net/10443/674.

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This thesis examines the roles of governors within the contexts of the national framework for governance and the effect they have on schools. The field of research into the effects of school governors is an infant one. Little direct observation of governance has taken place and there is no true experimental research. In the absence of such work, the project developed a definition of effective governance through consideration of the descriptions of and prescriptions for governor activity. It used the definition to develop two research instruments. The first of these, a national questionnaire, produced some specific examples of a range of activities for governors and lead to the development of a second instrument. This, a schedule for semi- structured interviews, was applied to six case study schools. In these studies, governors and headteachers were interviewed conceming the characteristics of their goveming bodies and the outcomes for the schools were set against these characteristics. What emerges from these comparisons are some clear associations between effective outcomes and certain governor activities. These include training, monitoring, clear support for the school, the degree of trust gained with the staff, detailed knowledge of the school, and participation in school development planning. Overall, the conclusions point to connections between the manner in which governors conduct themselves and their business and the successes of the school that they govern.
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Logie, Carol A. (Carol Ann). "School effectiveness : case studies of four elementary schools in Trinidad". Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63284.

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Graham, Khalil. "CALIFORNIA TURNAROUND SCHOOLS: AN ANALYSIS OF SCHOOL IMPROVEMENT GRANT EFFECTIVENESS". UKnowledge, 2013. http://uknowledge.uky.edu/edl_etds/6.

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The purpose of this study was to evaluate the effectiveness of School Improvement Grants (SIGs) in the state of California (CA) in increasing student achievement using the turnaround implementation model. The American Recovery and Reinvestment Act of 2009 (ARRA) included educational priorities focused on fixing America’s lowest achieving schools. SIGs (i.e., up to $2 million per school annually over 3 years) to the nation’s persistently lowest achieving public schools required schools accepting these awards to implement a federally prescribed school-reform model. Of these models, the school turnaround model is the most aggressive and least used. Using data from CA, the researcher analyzed student achievement results in reading and mathematics at six high schools in CA over a three-year span between their pre- and post-SIG-award year.
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Ho, Yue-tim. "The perceptions of school effectiveness by a sample of Hong Kong school principals". Click to view the E-thesis via HKUTO, 1987. http://sunzi.lib.hku.hk/HKUTO/record/B38627218.

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Nung, Tai-fai Paul, i 農大輝. "The effectiveness of a secondary school in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957432.

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Bates, Dakota Blue. "The Effectiveness of Disciplinary Interventions in School-Based Counseling". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/761.

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This project discusses the effectiveness of disciplinary interventions in school-based counseling. Participants were selected from elementary and middle school sites in a school district in Southern California. Qualitative interviews were conducted to give this researcher additional knowledge in the field of school-based counseling. The audio of the interviews that were conducted were recorded, transcribed, and then analyzed by this researcher. The knowledge of the participants and their unique experiences operating with a wide range of students in many years of experience allowed for a more comprehensive understanding of what intervention strategies are most beneficial to students and where schools and counselors can improve in providing counseling services to students. The results consisted of the following eight themes: Defining Discipline, Measuring Success in Interventions, Strategies in Interventions, Theoretical Orientations, Commonalities between Frequently Counseled Students, Communication within the School, Communication between Counselors, and Areas Where Schools are Lacking. Contributions to social work practice in a micro and macro sense are discussed. Findings were given to California State University, San Bernardino and were provided to the school sites and counselors utilized for this study.
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Książki na temat "School Effectiveness"

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1949-, Reynolds David, School Differences Research Group (Great Britain) i British Educational Research Association. Conference, red. Studying school effectiveness. London: Falmer Press, 1985.

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Tyler, Ralph W. Improving school effectiveness. Amherst, Mass.]: National Coalition for Equality in Learning, School of Education, University of Massachusetts at Amherst, 1992.

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Creemers, Bert, Ton Peters i Dave Reynolds. School Effectiveness and School Improvement. London: Routledge, 2022. http://dx.doi.org/10.1201/9780203740156.

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1949-, Reynolds David, red. Making good schools: Linking school effectiveness and school improvement. London: Routledge, 1996.

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Stoll, Louise. Changing our schools: Linking school effectiveness and school improvement. Buckingham [England]: Open University Press, 1996.

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1949-, Reynolds David, i Cuttance Peter, red. School effectiveness: Research, policy, and practice. London, England: Cassell, 1992.

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J, Dimmock Clive A., red. School-based management and school effectiveness. London: Routledge, 1993.

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National Foundation for Educational Research in England and Wales., red. School effectiveness: Making sense of school results. Slough: NFER, 1991.

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Alfirević, Nikša, Josip Burušić, Jurica Pavičić i Renata Relja, red. School Effectiveness and Educational Management. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-29880-1.

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Prentice, Baptiste H., red. Leadership, equity, and school effectiveness. Newbury Park, Calif: Sage Publications, 1990.

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Części książek na temat "School Effectiveness"

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Mukhopadhyay, Marmar. "School Effectiveness". W Academic Leadership, 1–20. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003376545-1.

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Ackerman, Walter, Hanoch Flum, David Gordon i Malka Gorodetsky. "Effective Schools and Effective Local School Systems". W School Effectiveness and School Improvement, 345–54. London: Routledge, 2022. http://dx.doi.org/10.1201/9780203740156-29.

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Scheerens, Jaap. "Modelling School Effectiveness". W Educational Effectiveness and Ineffectiveness, 77–103. Dordrecht: Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-017-7459-8_4.

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Mukhopadhyay, Marmar. "School Effectiveness Audit". W Academic Leadership, 181–97. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003376545-13.

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Scheerens, Jaap. "School Effectiveness and School Organization". W The SAGE Handbook of School Organization, 285–300. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526465542.n17.

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Cheng, Yin Cheong. "Models of school effectiveness". W School Effectiveness and School-Based Management, 20–38. Wyd. 2. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-3.

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Renihan, Frederick I., i Patrick J. Renihan. "School Improvement: Second Generation*". W School Effectiveness and School Improvement, 365–76. London: Routledge, 2022. http://dx.doi.org/10.1201/9780203740156-31.

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Bamburg, Jerry D., i Richard L. Andrews. "Putting Effective Schools Research to Work: The Process of Change and the Role of the Principal". W School Effectiveness and School Improvement, 309–18. London: Routledge, 2022. http://dx.doi.org/10.1201/9780203740156-26.

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Leithwood, Kenneth A., Stephen B. Lawton i J. Bradley Cousins. "The Relationship between Selected Characteristics of Effective Secondary Schools and Student Retention 1". W School Effectiveness and School Improvement, 95–115. London: Routledge, 2022. http://dx.doi.org/10.1201/9780203740156-8.

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Nuttall, Desmond L. "How the Inner London Education Authority Approaches School Effectiveness". W School Effectiveness and School Improvement, 39–45. London: Routledge, 2022. http://dx.doi.org/10.1201/9780203740156-4.

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Streszczenia konferencji na temat "School Effectiveness"

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Komariah, Aan, Mawardi Mawardi i Abubakar Abubakar. "School Effectiveness - Situational Leadership and School Cultures". W 1st International Conference on Educational Sciences. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007050409010906.

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Adonis, Tracey-Ann, i Shaheed Hartley. "Enhancing learning environments through partnerships in an attempt to facilitate school effectiveness". W Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9132.

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South Africa (SA) is a developing country struggling to address educational transformation inherited from a previous apartheid regime and created by the current democratic government. Education is an area which is struggling within a SA context. Many schools in disadvantaged communities are faced with inadequate infrastructure and lack of resources yet the expectation is for schools to show evidence of effectiveness irrespective of these challenges. This context prompted an investigation into the development of the school learning environment utilising a participatory action research design at a disadvantaged primary school in the Western Cape, SA. The major findings included that the school learning environment was influenced by the unique challenges and pressures in the school context; that collaborative efforts between stakeholders contribute to school effectiveness irrespective of context through acknowledging the school as an organisational system which requires the principal, educators, parents and community to effectively collaborate through open channels of communication in order to facilitate optimal teaching and learning environments which contribute to school effectiveness. The community component in the school learning environment needed to be acknowledged as the validation of the experiences of educators, learners, parents, principal and community is important in the South African context.
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Frade-Martínez, Cristina, Susana Olmos-Migueláñez i Adriana Gamazo. "School effectiveness and PISA tests. Factors of school success". W TEEM'20: Eighth International Conference on Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3434780.3436623.

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Nurkolis, Dr. "The Implementation of School-based Management for School Effectiveness". W 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.132.

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Meirawan, Danny. "Schools Partnership with Industries Towards Learning Effectiveness in Vocational School". W 3rd UPI International Conference on Technical and Vocational Education and Training. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ictvet-14.2015.11.

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Aryanti, Rika, i Dadang Suhardan. "Principal Leadership and School Committee Administrators Against School-Based Management Effectiveness". W Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.159.

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Mulyani, Heni. "The Effectiveness of the Vocational High School". W 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.27.

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Msila, Vuyisile. "SCHOOL LEADERS AND THE PURSUIT OF EFFECTIVENESS: ENVISIONING SCHOOLS THAT ENDURE CHANGE". W 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.0629.

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Tikhonov-Bugrov, Dmitry Evgenievich. "The role and effectiveness of geometric training in "school - high school" system". W VIII International research and practice conference. TSNS Interaktiv Plus, 2016. http://dx.doi.org/10.21661/r-112511.

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Safitri, Shahnaz, Francisca Francisca, Kara Andrea Handali i Tika Dwi Ariyanti. "Applying School Effectiveness Principle as School System: A Case Analysis in Leading Primary School in Indonesia". W Asia-Pacific Research in Social Sciences and Humanities Universitas Indonesia Conference (APRISH 2019). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210531.087.

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Raporty organizacyjne na temat "School Effectiveness"

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Angrist, Joshua, Parag Pathak i Christopher Walters. Explaining Charter School Effectiveness. Cambridge, MA: National Bureau of Economic Research, sierpień 2011. http://dx.doi.org/10.3386/w17332.

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Mizala, Alejandra, i Miguel Urquiola. School Markets: The Impact of Information Approximating Schools' Effectiveness. Cambridge, MA: National Bureau of Economic Research, listopad 2007. http://dx.doi.org/10.3386/w13676.

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Abdulkadiroglu, Atila, Parag Pathak, Jonathan Schellenberg i Christopher Walters. Do Parents Value School Effectiveness? Cambridge, MA: National Bureau of Economic Research, październik 2017. http://dx.doi.org/10.3386/w23912.

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Angrist, Joshua, Peter Hull i Christopher Walters. Methods for Measuring School Effectiveness. Cambridge, MA: National Bureau of Economic Research, grudzień 2022. http://dx.doi.org/10.3386/w30803.

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Deming, David. Using School Choice Lotteries to Test Measures of School Effectiveness. Cambridge, MA: National Bureau of Economic Research, styczeń 2014. http://dx.doi.org/10.3386/w19803.

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Wesolek, Michael L. Evaluation of the Effectiveness of Flight School XXI. Fort Belvoir, VA: Defense Technical Information Center, marzec 2007. http://dx.doi.org/10.21236/ada465655.

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Lemos, Renata, Karthik Muralidharan i Daniela Scur. Personnel Management and School Productivity: Evidence from India. Research on Improving Systems of Education (RISE), luty 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/063.

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This paper uses new data to study school management and productivity in India. We report four main results. First, management quality in public schools is low, and ~2σ below high-income countries with comparable data. Second, private schools have higher management quality, driven by much stronger people management. Third, people management quality is correlated with both independent measures of teaching practice, as well as school productivity measured by student value added. Fourth, private school teacher pay is positively correlated with teacher effectiveness, and better managed private schools are more likely to retain more effective teachers. Neither pattern is seen in public schools.
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Clayton, Josh. A Cost Effectiveness Comparison of Resident and Non-Resident Intermediate Level School (ILS). Fort Belvoir, VA: Defense Technical Information Center, styczeń 2009. http://dx.doi.org/10.21236/ada511058.

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Hollenbeck, Kevin, i Noyna DebBurman. Use and Effectiveness of Formal Course and Career Planning Forms in Secondary Schools in the Ottawa Area Intermediate School District. W.E. Upjohn Institute, wrzesień 2000. http://dx.doi.org/10.17848/tr00-016.

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Cristia, Julian P., Paulo Bastos, Kim Beomsoo i Ofer Malamud. Good schools or good students?: evidence on school effects from universal random assignment of students to high schools. Inter-American Development Bank, sierpień 2022. http://dx.doi.org/10.18235/0004380.

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How much do schools differ in their effectiveness? Recent studies that seek to answer this question account for student sorting using random assignment generated by central allocation mechanisms or oversubscribed schools. However, the resulting estimates, while causal, may also reflect peer effects due to differences in peer quality of non-randomized students. We exploit universal random assignment of students to high schools in certain areas of South Korea to provide estimates of school effects that may better reflect the effects of school practices. We find significant effects of schools on scores in high-stakes college entrance exams: a 1 standard deviation increase in school quality leads to 0.06-0.08 standard deviations higher average academic achievement in Korean and English languages. Analogous estimates from areas of South Korea that do not use random assignment, and therefore include the effects of student sorting and peer effects, are substantially higher.
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