School Matters

Lewis, David; Ecob, RussellVE; Sammons, Pam; Stoll, Louise

doi:10.1525/9780520330375

Cited by 733 publications

(98 citation statements)

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“…By school effect, we refer to the idea that schools vary on dimensions that are likely to influence how bonded children feel about school. Some schools have more problems with vandalism, bullying, and in-class behavioral problems than others (Mortimore & Stoll, 1988;Rutter, Maughan, Mortimore, & Ouston, 1979). Some schools have a lot of parental involvement (Ho & Willms, 1996).…”

Section: Resultsmentioning

confidence: 99%

The Importance of School

Sprott

Jenkins

Doob

2005

Youth Violence and Juvenile Justice

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Using longitudinal data, this study explored the protective effect of a school bond (on violent and nonviolent delinquency) across a variety of risk factors. A strong school bond protected children with early aggression from continuing on in violence 2 years later. A strong school bond also protected children with numerous environmental risks from violent and nonviolent offending. Finally, a strong school bond acted as a protective factor against the influence of peers who were delinquent (for nonviolent offending only). From a policy perspective, these findings suggest that zero-tolerance polices that aim to exclude children considered to be a problem through suspensions or expulsions could be counterproductive.

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Section: Resultsmentioning

confidence: 99%

The Importance of School

Sprott

Jenkins

Doob

2005

Youth Violence and Juvenile Justice

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“…smoking) than might be expected given known predictors such as socio-demographic characteristics. These effective schools engage their pupils and foster good pupil–teacher relationships ( MacBeath, Thomson, Arrowsmith, & Forbes, 1992 ; Mortimer, Sammons, Stoll, Lewis, & Ecob, 1988 ; Rutter, Maughan, Mortimore, & Ouston, 1979 ). Data from a Scottish cohort study, which included pupils' perceptions of the school environment, involvement with school, engagement with school and relationships with teachers, were used to examine the relationships between indicators of school ethos and teenage substance use.…”

Section: Introductionmentioning

confidence: 99%

Does school ethos explain the relationship between value-added education and teenage substance use? A cohort study

Markham

Young

Sweeting

et al. 2012

Social Science & Medicine

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Previous studies found lower substance use in schools achieving better examination and truancy results than expected, given their pupil populations (high value-added schools). This study examines whether these findings are replicated in West Scotland and whether school ethos indicators focussing on pupils' perceptions of schooling (environment, involvement, engagement and teacher–pupil relations) mediate the associations. Teenagers from forty-one schools (S2, aged 13, n = 2268; S4, aged 15, n = 2096) previously surveyed in primary school (aged 11, n = 2482) were surveyed in the late 1990s. School value-added scores were derived from standardised residuals of two regression equations separately predicting from pupils' socio-demographic characteristics (1) proportions of pupils passing five Scottish Standard Grade Examinations, and (2) half-day truancy loss. Outcomes were current smoking, monthly drinking, ever illicit drug use. Random effects logistic regression models adjusted for potential pupil-level confounders were used to assess (1) associations between substance use and school-level value-added scores and (2) whether these associations were mediated by pupils' perceptions of schooling or other school-level factors (school roll, religious denomination and mean aggregated school-level ethos scores). Against expectations, value-added education was positively associated with smoking (Odds Ratios [95% confidence intervals] for one standard deviation increase in value-added scores were 1.28 [1.02–1.61] in S2 and 1.13 [1.00–1.27] in S4) and positively but weakly and non-significantly associated with drinking and drug use. Engagement and positive teacher–pupil relations were strongly and negatively associated with all substance use outcomes at both ages. Other school-level factors appeared weakly and largely non-significantly related to substance use. Value-added scores were unrelated to school ethos measures and no ethos measure mediated associations between value-added education and substance use. We conclude that substance use in Scotland is more likely in high value-added schools, among disengaged students and those with poorer student–teacher relationships. Understanding the underpinning mechanisms is a potentially important public health concern.

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“…The influence on the school’s policy and the educational processes of various other school members, such as the members of the school board, the parent-teachers association, other parents, and students, also seems to contribute to more effective, mutually adjusted schools. R. H. Hofman et al (2008), as well as Mortimore et al (1988), found that regular parental involvement in the school life and in school board decision making is more influential than that of formal parental organizations.…”

Section: Integration Mechanisms In Secondary Schoolsmentioning

confidence: 98%

“…The first integration mechanism stimulates a “mutually adjusted influence structure” in secondary schools. Effective school principals consider it vital to ensure that teachers’ views are taken into account, and this positively relates to an effective and self-improving school (Fink & Brayman, 2006; Hargreaves & Fink, 2006; Harris, Chapman, Muijs, Russ, & Stoll, 2006; Leithwood, Tomlinson, & Genge, 1996; Mortimore, Sammons, Stoll, Lewis, & Ecob, 1988). The study of Bryk and Frank (1991) also reveals that research on school organization underscores communication within the faculty and highlights the significance of shared decision making in educational matters.…”

Section: Integration Mechanisms In Secondary Schoolsmentioning

confidence: 99%

Smart Management in Effective Schools

Hofman

2011

Educational Administration Quarterly

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In this study the authors focus on different (configurations of) leadership or management styles in schools for general and vocational education. Findings: Using multilevel (students and schools) analyses, strong differences in effective management styles between schools with different student populations were observed. Conclusions: The authors present a description of relevant management factors in different educational contexts.

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School Matters

Cited by 733 publications

References 0 publications

The Importance of School

The Importance of School

Does school ethos explain the relationship between value-added education and teenage substance use? A cohort study

Smart Management in Effective Schools

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