School Effectiveness Research: A Review of the International Literature

Reynolds, David; Teddlie, Charles; Creemers, Bert; Cheng, Yin Cheong; Dundas, Barbara; Green, Barry; Epp, Juanita Ross; Hauge, Trond Eiliv; Schaffer, Eugene C.; Stringfield, Sam

doi:10.1016/b978-0-08-042392-0.50007-3

Cited by 22 publications

(23 citation statements)

References 35 publications

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“…However, as Gray & Wilcox (1995) have pointed out, how an 'ineffective' school improves may well differ from the ways in which more effective schools maintain their effectiveness. Reynolds (1992) has drawn attention to the fact that ineffective schools may differ in fundamental ways from those which are more effective. Moreover, school improvement is a (relatively) less well-researched area than school effectiveness.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Differential Secondary School Effectiveness: comparing the performance of different pupil groups

Thomas

Sammons

Mortimore

et al. 1997

British Educational Res J

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This article reports the results of an Economic and Social ResearchCouncil (ESRC) funded study which focuses on the differential academic achievement of different groups of pupils. The paper describes the findings on the size and extent of school effects across 3 years (1990, 1991, 1992) for different groups of pupils (classified by gender, eligibility for free school means [FSM], ethnic group and by prior attainment). Pupils' overall General Certificate of Secondary Education performance and their performance in selected subjects (English, English literature, French, history, mathematics and science) have been analysed using multilevel modelling, employing a total sample of 94 inner London secondary schools. A 'value added' approach is adopted, controlling for selected student background measures of prior attainment (at secondary transfer), gender, age, ethnicity and low income to provide statistical controls for differences between schools in the characteristics of their intakes. Differential school and departmental effects were identified for all pupil groups examined. However, the strongest evidence of differential effects was found for groups classified by prior attainment and ethnicity. Overall, the findings indicate that schools that appear to be more or less effective for a particular group of pupils, such as non-FSM pupils, are likely to be more or less effective for all pupils. However, in some schools, substantial differences between groups were identified. The implications of these findings for the debate about the publication, presentation and interpretation of schools' examination results and the extent to which the overall concepts of 'effective' or 'ineffective' schools can be applied, are discussed.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Differential Secondary School Effectiveness: comparing the performance of different pupil groups

Thomas

Sammons

Mortimore

et al. 1997

British Educational Res J

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“…4 There are a large number of publications which review the literature about educational effectiveness research (e.g. Mortimore, 1991;Reynolds, 2010;Reynolds et al, 1994;Teddlie, 2010Teddlie, , among others). et al (2010 collect the first 30 years of scholarly literature in the non-parametric frontier technique 'Data Envelopment Analysis', and lastly, Johnes (2014b) discusses how operational research has been applied to education.…”

Section: Introductionmentioning

confidence: 99%

Efficiency in education: a review of literature and a way forward

Witte

López-Torres

2017

Journal of the Operational Research Society

303

122

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La sèrie Documents de treball d'economia de l'empresa presenta els avanços i resultats d'investigacions en curs que han estat presentades i discutides en aquest departament; això no obstant, les opinions són responsabilitat dels autors. El document no pot ser reproduït total ni parcialment sense el consentiment de l'autor/a o autors/res. Dirigir els comentaris i suggerències directament a l'autor/a o autors/res, a la direcció que apareix a la pàgina següent.A Working Paper in the Documents de treball d'economia de l'empresa series is intended as a mean whereby a faculty researcher's thoughts and findings may be communicated to interested readers for their comments. Nevertheless, the ideas put forwards are responsibility of the author. Accordingly a Working Paper should not be quoted nor the data referred to without the written consent of the author. Please, direct your comments and suggestions to the author, which address shows up in the next page. A p r i l 2 0 1 5 EFFICIENCY IN EDUCATION. A REVIEW OF LITERATURE AND A WAY FORWARD AbstractThis paper provides an extensive and comprehensive overview of the literature on efficiency in education. It summarizes the earlier applied inputs, outputs and contextual variables, as well as the used data sources of papers in the field of efficiency in education. Moreover, it reviews the papers on education that applied methodologies as Data Envelopment Analysis, Malmquist index, Bootstrapping, robust frontiers, metafrontier, or Stochastic Frontier Analysis. Based on the insights of the literature review, a second part of the paper provides some ways forward. It attempts to establish a link between the parametric 'economics of education' literature and the (semiparametric) 'efficiency in education literature'. We point to the similarities between matching and conditional efficiency; difference-in-differences and metafrontiers; and quantile regressions and partial frontiers. The paper concludes with some operative directions for prospective researchers in the field.

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“…Amount learnt is related to opportunity to learn and achievement is maximised when teachers prioritise academic instruction, expect their students to achieve the curriculum aims and allocate available time to curriculum-related activities (Brophy & Everston, 1976). Opportunity to learn was also found to be a signi®cant factor associated with both teacher and school effectiveness Reynolds et al, 1994;Scheerens & Bosker, 1997). Consistent success is another signi®cant factor 294 L. KYRIAKIDES ET AL.…”

Section: Practice and Application Opportunities C) Classroom Climatementioning

confidence: 96%

Generating Criteria for Measuring Teacher Effectiveness Through a Self-Evaluation Approach: A Complementary Way of Measuring Teacher Effectiveness

Kyriakidēs¹,

Campbell²,

Christofidou³

2002

School Effectiveness and School Improvement

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The article argues that the traditional conception of teacher effectiveness, focused on the teaching performance of individual teachers in relation to student cognitive outcomes, has limitations primarily because it does not recognise broader roles and responsibilities. A case study of a primary school staff attempting to generate criteria for effectiveness was conducted in order to develop a complementary approach. The criteria generated cover most of the characteristics of the effective teacher in the literature. Also the criteria generated in the case study school correlated strongly with those of a nationally representative sample. Implications for teacher effectiveness research are drawn.

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School Effectiveness Research: A Review of the International Literature

Cited by 22 publications

References 35 publications

Differential Secondary School Effectiveness: comparing the performance of different pupil groups

Differential Secondary School Effectiveness: comparing the performance of different pupil groups

Efficiency in education: a review of literature and a way forward

Generating Criteria for Measuring Teacher Effectiveness Through a Self-Evaluation Approach: A Complementary Way of Measuring Teacher Effectiveness

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