Effects of Schools, Teaching Staff and Classes on Achievement and Well-Being in Secondary Education: Similarities and Differences Between School Outcomes

186

114

This paper argues that researchers in the area of educational effectiveness should attempt to develop a new theoretical framework. Thus, a critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: a) be multilevel in nature, b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based and d) define relations among the effectiveness factors. In principle each factor which refers to the classroom, school and system can be measured by taking into account five dimensions: frequency, focus, stage, quality and differentiation. Examples of measuring effectiveness factors operating at different levels using these five dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given since this is seen as the starting point for the development and the testing of the dynamic model. Thus, different methodological approaches that can be used to test this part of the model and suggestions for the next steps in the development of other parts of the model are made. Finally, suggestions for using the dynamic model in order to improve educational practice are provided.

Section: History Of Educational Effectiveness Theory and Researchmentioning

confidence: 99%

Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model

Creemers

Kyriakidēs

2006

186

114

“…The exceptions here are self-concept, where a common definition and instrumentation has been developed, and well-being, which has benefitted from some methodologically high quality studies (e.g., Opdenakker & Van Damme, 2000). Overall, however, this is an area for further development in the field.…”

Section: Noncognitive Outcomes Of Educationmentioning

confidence: 99%

“…Opdenakker and Van Damme (2000), using data from the longitudinal LOSO study in Flanders, found a significant but weak classroom-level effect on student well-being. Higher levels of wellbeing were related to teaching staff co-operation in relation to teaching methods and pupil counselling and the existence of an orderly learning environment, while a high focus on discipline and subject-matter acquisition had a positive effect on the well-being of high achievement-motivated pupils, and a negative effect on the well-being of low achievement-motivated pupils.…”

Section: Noncognitive Outcomes Of Educationmentioning

confidence: 99%

State of the art – teacher effectiveness and professional learning

Muijs

Kyriakidēs

Werf³

et al. 2014

391

214

One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on "new learning" and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that "state-of-the-art" understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers.

“…Noncognitive outcomes, such as learning styles, academic self-concept, values, or attitudes, are only seldom studied, probably because they are more difficult to measure than cognitive outcomes (White, 1997 The few research studies that concentrated on the effects of schools on noncognitive outcomes showed that schools have an impact on the development of children's wellbeing (Hofman, Hofman, & Guldemond, 1999;Knuver & Brandsma, 1993;Opdenakker & Van Damme, 2000;Van Landeghem, Van Damme, Opdenakker, De Fraine, & Onghena, 2002), academic self-concept (Smyth, 1999), attitudes toward schooling (Mortimore, Sammons, Stoll, Lewis, & Ecob, 1988), and behaviour (Rutter, Maughan, Mortimore, Ouston, & Smith, 1979). In addition, it has been found that schools have a larger impact on cognitive than on noncognitive outcomes, but that the school effects on noncognitive outcomes are nevertheless significant.…”

Section: Introductionmentioning

confidence: 99%

School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach

gaer

Fraine

Pustjens

et al. 2009

Self Cite

Full terms and conditions of use: http://www.informaworld.com/terms-and-conditions-of-access.pdf This article may be used for research, teaching and private study purposes. Any substantial or systematic reproduction, re-distribution, re-selling, loan or sub-licensing, systematic supply or distribution in any form to anyone is expressly forbidden.The publisher does not give any warranty express or implied or make any representation that the contents will be complete or accurate or up to date. The accuracy of any instructions, formulae and drug doses should be independently verified with primary sources. The publisher shall not be liable for any loss, actions, claims, proceedings, demand or costs or damages whatsoever or howsoever caused arising directly or indirectly in connection with or arising out of the use of this material.School effects on the development of motivation toward learning tasks and the development of academic self-concept in secondary education: a multivariate latent growth curve approach The main objective of the present study is to gain more insight into the school effects on the development of 2 noncognitive student outcomes, namely, the motivation toward learning tasks and the academic self-concept, and, more specifically, on the consistency of the school effects on these 2 outcomes. Data were drawn from the ''Longitudinaal Onderzoek Secundair Onderwijs'' (LOSO)-project and consisted of 2,687 students in 50 schools that were tested repeatedly at 4 different time points during secondary education (Grades 7-12). A multivariate multilevel latent growth curve model was used to analyze the data. The results showed that the school effects on the development of the noncognitive outcomes were considerable, and, more importantly, the school effects were larger on growth than on student status. Schools that were effective for the development of the motivation toward learning tasks also proved to be effective for the development of academic self-concept. However, the consistency of the school effects resulted largely from intake differences between schools.Keywords: multivariate multilevel latent growth curve model; motivation toward learning tasks; academic self-concept; secondary education IntroductionMeasuring and explaining school effects have been the central concern in school effectiveness research over the past decades. The vast amount of studies in the field has yielded an extensive knowledge base and expertise. However, several problems regarding the measurement of school effects remain underaddressed and problematic (Teddlie & Reynolds, 2000). The present study addresses three of these problems: school effects on students' noncognitive outcomes, school effects on students' progress, and consistency of school effects.First, despite several pleas, the dependent variable (or effectiveness criterion) in most studies is still student achievement. Noncognitive outcomes, such as learning styles, academic self-concept, values, or attitudes, are only seldom studied, probably because they are more dif...