Conceptual review and meta-analysis of school effectiveness
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JAAP699
Consensus is largest with respect to the factors: achievement orientation (which is closely related to “high expectations”); co-operation; educational leadership; frequent monitoring; time, opportunity to learn and “structure” as the main instructional conditions. Behind this consensus on general characteristics hides considerable divergence in the actual operationalization of each of the conditions. Evidently concepts like “productive, achievement-oriented climate and educational leadership are complex concepts and individual studies may vary in the focus that different elements receive. Scheerens and Bosker (1997, ch. 4) provide an analysis of the meaning of the factors that are considered to work in schooling apparent from the actual questionnaires and scales as used in ten empirical school effectiveness studies. Their summary table, in which the main components of thirteen general factors are mentioned, is cited below as Table 5. Table 5: Components of fourteen effectiveness-enhancing factors
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