The Dynamics of Educational Effectiveness

Creemers, Bert; Kyriakidēs, Leōnidas

doi:10.4324/9780203939185

Cited by 157 publications

(135 citation statements)

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“…Bissonnette, Richard, and Gauthier, 2006;Bressoux, 2001;Creemers and Kyriakides, 2008;Ellett and Teddlie, 2003 ;Good and Brophy, 2008;Reynolds, Muijs, and Treharne, 2003;Rivkin, Hanushek, and Kain, 2005;Scheerens and Bosker, 1997;Slavin, 2009;Stronge, 2007;Teddlie and Reynolds, 2000;Wang, Haertel, and Walberg, 1994) in both primary and secondary education, they are relatively absent from work on higher education. This was apparent, for example, when Bedin and Broussal (2012) analysed three hundred papers presented at the recent conferences of the "Association internationale de pédagogie universitaire" (AIPU).…”

Section: Introductionmentioning

confidence: 99%

Students’ comments about university teaching: which links with effectiveness models?

Bocquillon

Derobertmasure

Artus

et al. 2015

@tic

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ResumenEste artículo presenta los resultados de un análisis temático de contenido acerca de 550 comentarios creados dentro un proceso de evaluación instruccional en estudiantes de la Universidad de Mons. La investigación buscó si existía relación entre las características del profesor eficaz según los estudiantes analizados y su relación con la literatura científica teniendo en cuenta, en primer lugar, qué se entiende por enseñanza efectiva en la educación primaria y secundaria, y en segundo lugar, la valoración que hace el estudiante de su proceso de enseñanza-aprendizaje en la educación superior. Los resultados de los comentarios del estudiante muestran un doble mayor interés por el proceso de enseñanza-aprendizaje y la gestión de la clase que por las características personales del profesorado (por ejemplo, su sentido del humor).Palabras clave: educación superior, calidad, evaluación de la enseñanza por parte de los estudiantes, comentarios escritos de los estudiantes, análisis de contenido, enseñanza eficaz. ResumAquest treball presenta els resultats d'una anàlisi temàtica de contingut sobre 550 comentaris realitzats per estudiants, com a part d'un procés d'avaluació educativa amb estudiants de la Universitat de Mons. Es persegueix establir un vincle entre les principals característiques del professor eficaç vistes pels estudiants i una revisió de la literatura científica contemplant, en primer lloc, l'ensenyament efectiu en l'educació primària i en la secundària, per a passar en segon lloc, a exposar la valoració dels estudiants sobre el procés d'ensenyament-aprenentatge dels seus professors en l'educació superior. Els resultats assenyalen que els comentaris dels estudiants es relacionen en una doble mesura en el procés d'ensenyament-aprenentatge i la gestió de la classe i no tant en les seues característiques personals (per exemple, el sentit de l'humor).Paraules clau: Educació superior, qualitat, avaluació de l'ensenyament per part dels estudiants, comentaris escrits dels estudiants, anàlisi de contingut, ensenyament eficaç. AbstractThis article presents the results of the thematic content analysis of 550 comments written by students as part of the student evaluation of instruction at the University of Mons. It also seeks to establish a link between the characteristics of the effective teacher as seen by students and a review of the literature on, firstly, effective teaching at the primary 2 and secondary education, and secondly, student evaluation of instruction in higher education. The results indicate that students' comments relate to the teacher's instruction and class management twice as commonly as to their personal characteristics (e.g. sense of humour).

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Section: Introductionmentioning

confidence: 99%

Students’ comments about university teaching: which links with effectiveness models?

Bocquillon

Derobertmasure

Artus

et al. 2015

@tic

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“…Scheerens, 2007;Creemers & Kyriakides, 2008). When educational systems are seen as hierarchies, school effectiveness can be distinguished from instructional effectiveness and from «system effectiveness».…”

Section: The Evidence Base For School Inspection Frameworkmentioning

confidence: 99%

The Evidence Base for School Inspection Frameworks

Scheerens

Ehren

2016

Methods and Modalities of Effective School Inspections

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“…The quasi-market model considers the pressure on school systems generated, at national and local level, from a rational consumer viewpoint in which competition among schools is perceived as the central channel for quality improvement (Creemers and Kyriakides, 2008). Within this approach strong parental school choice influences and stimulates the quality of schools, and, consequentially, their organizational aspects and the work related to the so-called academic achievements, because parents' school choice is based on these characteristics (Carnoy, Elmore and Siskin, 2003); 2.…”

Section: External Evaluation Versus Internal Evaluation: Towards An Imentioning

confidence: 99%

Self-Evaluation and School Improvement: The Issemod Model to Develop the Quality of School Processes and Outcomes

Capperucci

2015

IJAEDU

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Recent European and North American government policies, implementing new systems of evaluation and accountability, have highlighted the use of performance data to inform judgments about schools and stimulate school improvement. This has led to the implementation of school self-evaluation considered as an effective means to increase school quality and effectiveness. Decentralization of education systems, which is the official policy in many European countries, has evoked increased interest in accountability, responsiveness and self-improvement of schools. This trend has promoted, on the one hand a broadening of educational evaluation methodologies and, on the other, a conceptualization of theoretical approaches and research in the field of school effectiveness and improvement. A viable working definition, also used in this research, is that school self-evaluation concerns a type of educational evaluation that is initiated at school level and, at least parialtly, controlled by the school itself.This study presents a self-evaluation model, called the ISSEMod, thought to improve school accountability, applicable in different countries, combining central control managed by public authorities (external control) and the autonomy reserved for schools related to pedagogical, instructional and organizational practices (internal control). Using a sample of 58 Tuscan schools, an empirical and evidence-based model of school self-evaluation focused on a flexible system of areas and indicators to investigate and analyze school quality, is proposed here.

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The Dynamics of Educational Effectiveness

Cited by 157 publications

References 0 publications

Students’ comments about university teaching: which links with effectiveness models?

Students’ comments about university teaching: which links with effectiveness models?

The Evidence Base for School Inspection Frameworks

Self-Evaluation and School Improvement: The Issemod Model to Develop the Quality of School Processes and Outcomes

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