Search

This paper refers to whole school interventions aiming to promote student learning outcomes through improving the functioning of school factors. Evaluation studies of these interventions mainly measure their impact on student learning outcomes. This paper argues for the importance of studying the mechanisms of whole school interventions through testing the theoretical framework upon which each intervention is based. We stress the importance of using Multilevel Structural Equation Model (MSEM) for identifying indirect effects of whole school interventions on student learning. To illustrate the strengths of this approach, we present an experimental study investigating the impact of the Dynamic Approach to School Improvement (DASI) on promoting student learning outcomes. The methods of this study and the use of mediation MSEM in a 2-2-1 design to test the main theoretical assumption of DASI are presented. The intervention was found to have both a direct (d = 0.21) and an indirect effect (d = 0.13) on student achievement in mathematics. Implications for designing and evaluating theory-driven school improvement approaches are drawn. [ABSTRACT FROM AUTHOR]

This paper provides a critical review of indicators that can be used to measure equity in educational outcomes. These indicators are evaluated using different criteria. Further, analysis on how the sample structure affects equity measurements is undertaken. Analyses are based on theoretical reasoning and empirical data from the German National Educational Panel Study. This study is focused on achievement gaps related to socioeconomic status within secondary school classes. Results suggest medium to high convergent validity between different indicators. Longitudinal indicators outperform cross-sectional indicators in regard to considering student intake. Multilevel indicators are advantageous for handling sampling error. However, indicators based on ordinary least squares regression analysis and mean differences can be standardised and are easy to interpret. A strategy for choosing appropriate indicators to measure equity in education is presented. In regard to the sample structure, the number of students per class was found to be crucial for equity measurements. [ABSTRACT FROM AUTHOR]

This paper investigates the impact of national policies for improving teaching and the school learning environment (SLE) on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 schools was drawn and tests in mathematics and science were administered to all Grade 4 students (N = 10,742) at the beginning and end of school year 2010-2011. National policies were measured through (a) content analysis of policy documents, (b) interviews with policymakers, and (c) head-teacher questionnaires. Multilevel analyses revealed that most aspects of national policies for teaching and SLE were associated with student achievement in each subject irrespective of the source of data used to measure them. Implications are, finally, drawn. [ABSTRACT FROM AUTHOR]

This paper argues that the dynamic model of educational effectiveness can be used to establish stronger links between educational effectiveness research (EER) and school improvement. It provides research evidence to support the validity of the model. Thus, the importance of using the dynamic model to establish an evidence-based and theory-driven approach to school improvement is stressed. In this context, the dynamic approach to school improvement (DASI), which attempts to use the knowledge base of EER for improvement purposes, is presented. Beyond presenting the essential characteristics, assumptions, and stages of DASI, its relationship with the dynamic model is clarified. Moreover, studies investigating the impact of DASI on promoting student learning outcomes are presented. These studies reveal the conditions in which DASI can promote student learning outcomes. Finally, suggestions for further research are provided. [ABSTRACT FROM PUBLISHER]

This paper argues for the value of using student ratings to measure quality of teaching. An international study to test the validity of the dynamic model of educational effectiveness was conducted. At classroom level, the model consists of eight factors relating to teacher behaviour: orientation, structuring, questioning, teaching modelling, application, management of time, teacher role in making classroom a learning environment and assessment. In each participating country (i.e. Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia), a sample of at least 50 primary schools was used and all grade 4 students (n = 9967) were asked to complete a questionnaire concerning the eight factors of the dynamic model. Structural equation modelling techniques were used to test the construct validity of the questionnaire. Both across- and within-country analyses revealed that student ratings are reliable and valid for measuring the functioning of the teacher factors of the dynamic model. Implications for teacher education are drawn. [ABSTRACT FROM PUBLISHER]

Meta-analysis comprises a powerful tool for synthesizing prior research and empirically validating theoretical frameworks. Using this tool and the dynamic model of educational effectiveness as a guiding framework, in this paper we present a meta-analysis of 167 studies investigating the impact of teaching factors on student achievement. The factors of the dynamic model were found to be moderately associated with student achievement; in contrast, factors not included in the model were weakly associated with student learning, with the exception of two factors associated with constructivism. In discussing the study findings, we consider their theoretical, methodological, and practical implications. [Copyright &y& Elsevier]

Despite the limited success of grouping students by attainment in enhancing educational achievement for all, this practice is still widely followed in European schools. Aiming at identifying successful educational actions that promote high academic achievement and social inclusion and cohesion, part of the EU-sponsored Europe-wide INCLUD-ED project analysed different ways of grouping students in classrooms. A classification was developed that distinguishes between three ways according to two dimensions – homogeneity/heterogeneity and use of human resources. This classification differentiates among mixture, streaming, and inclusion. In this paper, an example of inclusive action, Interactive Groups (IGs), is explored in depth. Based on grouping students heterogeneously and including adults from the community in the classroom, IGs address educational inequalities and enhance learning for students participating in them. Empirical data obtained from three case studies in schools in Spain indicate that IGs are one of the most successful inclusive actions implemented in these schools. [ABSTRACT FROM AUTHOR]

• Specific expenditures are significantly linked to learning outcomes. • No time stability in the effect of different types of expenditure was identified. • Educational investment has a stronger effect on least effective schools. • Educational investment may contribute to the promotion of equity in education. The paper investigates the relationship between educational expenditures and student learning outcomes in the Republic of Cyprus. Using Multilevel Regression Analysis and Discriminant Function Analysis, we investigate the extent to which changes in the effectiveness status of schools can be related to changes in educational investment. Based on the findings, educational investment had a positive effect on the effectiveness status of a school if invested in least effective schools and not in other types of schools (typical and most effective). Investment in specific types of equipment was found to have a significant effect on student learning outcomes. [ABSTRACT FROM AUTHOR]

Modern educational theories emphasise effectiveness enhancing factors at the classroom level and differential effectiveness for sub-groups of students and across different learning contexts. Theoretical developments, however, are generally based on national evidence and have been criticised for lacking cross-cultural perspectives. This study used PISA 2012 data to examine how subject-specific teaching strategies related to mathematics performance of students across education systems whilst considering curvilinear associations and interactions with the socio-economic and instructional context. The results provide consistent evidence of a positive curvilinear relationship between cognitive activation strategies and mathematics performance. The association tends to be stronger in schools with a positive disciplinary climate and for students from advantaged socio-economic backgrounds, but not in every education system. Teacher-directed strategies are positively related to mathematics performance, but the association tends to become negative for high levels of teacher-directed instruction. Associations of student-oriented strategies with mathematics performance are inconsistent. The cross-national evidence contributes to the knowledge base of educational theory. [ABSTRACT FROM AUTHOR]

Having in mind that student achievement and interest in subject are some of the most important educational goals, and that quality of teaching is the crucial schooling factor influencing them, we examined the contribution of teacher-level variables from the dynamic model of educational effectiveness to student achievement and interest in mathematics and biology. The representative sample included 5,476 students from 125 elementary schools in Serbia and 5,021 parents. Data on student and teacher variables were collected through student and parent questionnaires, while data on prior and current achievement were comprised from students' Trends in International Mathematics and Science Study (TIMSS) 2011 scores and national examination results, respectively. Data were analyzed using multilevel modeling. The results indicate that teacher factors from the dynamic model did not impact student achievement in mathematics and biology but influenced student interest in both subjects. We offer recommendations for educational policy and directions for further research. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]