Conceptual review and meta-analysis of school effectiveness


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Bog'liq
JAAP699

Purkey & Smith, 1983

Levine & Lezotte, 1990

Scheerens, 1992

Cotton, 1995

Sammons, Hillman & Mortimore, 1995

Achievement-oriented policy; cooperative atmosphere, orderly climate

Productive climate and culture

Pressure to achieve, consensus, cooperative planning, orderly atmosphere

Planning and learning goals, curriculum planning and development

Shared vision and goals, a learning environment, positive reinforcement

Clear goals on basic skills

Focus on central learning skills




Planning and learning goals school wide emphasis on learning

Concentration on teaching and learning

Frequent evaluation

Appropriate monitoring

Evaluative potential of the school, monitoring of pupils’ progress

Assessment (district, school, classroom level)

Monitoring progress

In-service training/ staff development

Practice-oriented staff development




Professional development collegial learning

A learning organization

Strong leadership

Outstanding leadership

Educational leadership

School management and organization, leadership and school improvement, leadership and planning

Professional leadership




Salient parent involvement

Parent support

Parent community involvement

Home school partnership

Time on task, reinforcement, streaming

Effective instructional arrangements

Structured, teaching, effective learning time, opportunity to learn

Classroom management and organization, instruction

Purposeful teaching

High expectations

High expectations




Teacher student interactions

High expectations













Pupil rights and responsibilities










Distinct-school interactions













Equity













Special programs










External stimuli to make schools effective













Physical and material school characteristics













Teacher experience













School context characteristics







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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