Advances in School Effectiveness Research and Practice by D. Reynolds, B. Creemers, P.S. Nesselrodt, E.C. Shaffer, S.

By D. Reynolds, B. Creemers, P.S. Nesselrodt, E.C. Shaffer, S. Stringfield, C. Teddlie

Advances at school Effectiveness study and Practice provides a global cutting-edge precis of the quickly growing to be box of college effectiveness learn via an the world over well known workforce of authors.

Current wisdom within the box is reviewed to offer an built-in and coherent, the world over legitimate point of view on institution effectiveness and educational effectiveness.

The ebook creatively outlines a few new instructions within which the sphere should still movement whether it is to fulfil its promise. those comprise the advance of foreign reports and the producing and checking out of faculty effectiveness concept.

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As they note themselves "What is more surprising is the similarity of our findings across data sets of very different characteristics. We found this to be the case for those (LEAs) with large numbers of pupils in a relatively large number of schools and with prior attainment as an explanatory measure. We also found similar results with small numbers of pupils in a smaller set of schools, again using prior attainment (ibid, p. 150). What are the Characteristics of Effective School Organizations?

The relations between these various aspects of educational leadership and average pupil achievement were, on the whole, negative, non-existent or, at any rate, non-linear, van de Grift interprets these outcomes as an indication that school leaders react to pupil achievements instead of being able to influence these achievements. However, the lack of control for aptitude and socio-economic status of pupils renders these conclusions debatable. Another example of research that is being done at present and in which (in the preparatory phase) no relations were found between effective school characteristics and school output is the study by van der Hoeven-van Doornum and Jungbluth (1987).

Educational Leadership, 40( 12), 60-62. R. (1979a). Effective schools for the urban poor. Educational Leadership, 37(10), 15-24. R. (1979b). Some schools work and more can. Social Policy, 9(2), 28-32. , & Teddlie, C. (1993). Principals change faciliator styles in schools that differ in effectiveness and SES. Paper presented at the Annual ^Meeting of the American Educational Research Association, Atlanta, GA. Fitz-Gibbon, C. (1985). ' A ' level results in comprehensive schools — the COMBSE Project Year 1.

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