Collective Responsibility for Learning and Its Effects on Gains in Achievement for Early Secondary School Students

Lee, Valerie E.; Smith, Julia B.

doi:10.1086/444122

Cited by 247 publications

(204 citation statements)

References 28 publications

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“…They also reported being more willing to be responsible for school routines and students' instruction. As a result, students are likely to be more engaged in these schools and their learning achievement levels can be expected to be higher (Lee & Smith, 1996). Results of the current study indicate that schools with stronger cultures have more satisfied teachers, higher school effectiveness, and vice versa.…”

Section: The Mediating Effectmentioning

confidence: 72%

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

Duan

2018

IJLTER

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Abstract. This study has investigated the relationship among school culture, teachers' job satisfaction, and school effectiveness. It also explored the mediating effect of teachers' job satisfaction on school culture and school effectiveness. Participants of the study include1, 297 teachers from 6 lower secondary and upper secondary schools in Beijing, China. Quantitative methods were used for data generation, consisting of 3 questionnaire-based surveys to measure, separately, school culture, school effectiveness, and job satisfaction from the teachers' perspective. The results indicated positively significant relationships among school culture, teachers' job satisfaction, and school effectiveness and that teachers' job satisfaction partially mediated the impact of school culture on school effectiveness. In light of these results, limitations and directions for future research are provided, as well as implications for education.

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Section: The Mediating Effectmentioning

confidence: 72%

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

Duan

2018

IJLTER

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“…Many quantitative studies of the context of teaching focus on survey scales that ask teachers to report on the school as a whole (e.g., Lee and Smith 1996). Such approaches do not consider the ways that such perceptions might be a function of social selection, social influence, or both; furthermore, they provide little insight into the social structure of interactions through which social influence operates (Maroulis and Gomez 2008).…”

Section: Using Social Network Analysis To Model Teacher Learning Frommentioning

confidence: 99%

Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development

Penuel

Sun

Frank

et al. 2012

American Journal of Education

124

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“…Teachers provide students with more than information to be digested and procedures to be mastered. They also communicate their own attitudes toward particular students and toward the learning process (Lee & Smith, 1996). Teachers' attitudes are instrumental in how students construct knowledge, which ultimately results in learning (Brophy, 1986).…”

Section: Relevant Research On Teachers' Workmentioning

confidence: 99%

School Size in Chicago Elementary Schools: Effects on Teachers' Attitudes and Students' Achievement

Lee

Loeb

2000

American Educational Research Journal

Self Cite

212

105

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This study explores whether teachers and students are influenced by the size of the inner-city elementary school to which they belong. Focusing on teachers' attitudes about their responsibility for student learning and students' 1-year gains in mathematics achievement scores, we used data from almost 5,000 teachers and 23,000 sixth and eighth-grade students in 264 K-8 Chicago schools. The data were collected through 1997 surveys and annual standardized tests. We employed hierarchical linear modeling (HLM) to estimate school effects. On both outcomes, small schools (enrolling fewer than 400 students) are favored compared with medium-sized or larger schools. In small schools, teachers have a more positive attitude about their responsibility for students' learning and students learn more. Even after taking size into account, learning is also higher in schools with higher levels of collective responsibility. Thus, we conclude that school size influences student achievement directly and indirectly, through its effect on teachers' attitudes. VALERIE E. LEE is Lee and LoebIncreasingly, educational researchers and practitioners agree that the structural characteristics of schools have an important impact on the lives of school members. A crucial element of any school's structure is the number of students enrolled, that is, the size of the school. Almost all empirical studies that estimate the effects of school size have been conducted in high schools. They have also focused almost exclusively on how school size influences students.This study expands the body of research on school size in several ways. First, we consider physical location. We investigate the impact of school size on schools within a single large school district (Chicago), which reduces the empirical difficulties of controlling for cross-district differences. A second (and related) innovation is the social composition of the schools studied. Chicago's public schools enroll high proportions of socially disadvantaged students. Lee and Smith (1997) highlighted the special salience of size in schools like those in Chicago, which have a high concentration of minority and low-income students. Third, we investigate the effects of school size in elementary schools. All the schools in this study include the full range of elementary and middle-school grade levels (K-8); other studies of school size included only high schools. A fourth difference is a broader set of school members and outcomes that might be influenced by school size. We investigate potential size effects on all teachers in each school (regardless of grade level or subject specialty) and on all students in Grades 6 and 8. In particular, we explore size effects on student achievement and on teachers' attitudes about their students. We hypothesize that school size influences student achievement, both directly and indirectly, through teachers' attitudes.Beyond these differences, our study shares several design characteristics with a study by Lee and Smith (1997), who investigated high school size. Both...

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Collective Responsibility for Learning and Its Effects on Gains in Achievement for Early Secondary School Students

Cited by 247 publications

References 28 publications

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

School Culture and School Effectiveness: The Mediating Effect of Teachers’ Job Satisfaction

Using Social Network Analysis to Study How Collegial Interactions Can Augment Teacher Learning from External Professional Development

School Size in Chicago Elementary Schools: Effects on Teachers' Attitudes and Students' Achievement

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