Advances in School Effectiveness Research and Practice (eBook)

Front Cover 1
Advances in School Effectiveness Research and Practice 4
Copyright Page 5
Table of Contents 6
The Contributors 8
Chapter 1. Preface and Introduction 10
SECTION 1: THE STATE OF THE ART OF SCHOOL EFFECTIVENESS RESEARCH 16
Chapter 2. The History, Value and Purpose of School Effectiveness Studies 18
The Background of School Effectiveness Research 19
The Conceptual Critique of the '5-Factor' Model 21
Theory Formation within the Framework of a Contextual, Multifactor and Multilevel Perspective of School Effectiveness 23
From Theory to Practice 29
Bibliography 30
Chapter 3. School Effectiveness Research: A Review of the International Literature 34
Canada 35
Hong Kong 35
Norway 36
Australasia 38
United States 38
Taiwan 41
The Netherlands 42
Great Britain 45
Strengths and Weaknesses of the Knowledge Bases 50
Conclusions: The Future Research Agenda 52
Bibliography 56
SECTION 2: ADVANCES IN RESEARCH PRACTICE IN SCHOOL EFFECTIVENESS 62
Chapter 4. The Analysis of Large Data Bases in School Effectiveness Research 64
Difficulties in Producing Reasonable and Testable Models and Studies of School Effects 65
Two Basic Dimensions in School Effectiveness Research Methodology 68
Large Scale Data Base Methodology in School Effectiveness Research 70
Results from Large Scale United States School Effects Studies 73
Summary 79
Bibliography 80
Chapter 5. Outlier Studies of School Effectiveness 82
Four Types of Outlier Studies 83
Previous School Effectiveness Research Using Outlier Sampling 85
An Outlier Study in Progress 90
Summary of Outlier Studies 91
Bibliography 91
Chapter 6. The Study of Context in School Effects Research: History, Methods, Results, and Theoretical Implications 94
The History of Context Study in SER 95
Methodological Issues Within Context Studies 97
Results from Contextually Sensitive Studies of School Effects 105
Implications of Contextually Sensitive School Effects Research for Theory Development 113
Bibliography 115
Chapter 7. The Integration of Classroom and School Process Data in School Effectivenesss Research 120
Why Has There Not Been a Link Between Teacher/School Effectiveness Studies? 121
Concurrent Studies of Teacher/School Effects 123
The Need for Further Research 134
Recent Evidence Regarding Teacher Effects Within School Effects 137
Bibliography 140
Chapter 8. The Contributions of Classroom Observation to School Effectiveness Research 142
Classroom Observation Instrumentation in Process-Product Research 143
Next Steps 144
Current Status of Classroom Observation in School Effects Research 145
Challenges in Developing International Observation Instruments 146
Contextual Challenges 147
Theoretical Challenges 147
Practical Challenges 148
A Classroom Observation System for International Studies 149
Theory Undergirding the Instrument 149
The ICOS Instrument 150
RESOURCES 154
Conclusions 154
Appendix 155
Bibliography 158
SECTION 3: NEW DIRECTIONS FOR SCHOOL EFFECTIVENESS RESEARCH 160
Chapter 9. A Model of Elementary School Effects 162
Necessary Characteristics of a Model of School Effects 163
Hierarchical Components of a Model of Elementary School Effects 164
Two Examples of the Workings of the Hierarchical Model in the Lives of Students 179
Longitudinal Component of a Hierarchical, Conditional Model of School Effects 182
Toward Schools as High Reliability Organizations 184
Summary 190
Implications for Further Research 191
Bibliography 193
Chapter 10. Effective Instruction: An Empirical Basis for a Theory of Educational Effectiveness 198
A Basic Model of Educational Effectiveness 200
Effective Characteristics of the Components of Instruction 200
Empirical Evidence for the Characteristics of Effective Instruction 204
Integration of Effective Characteristics of Instructional Components: The Consistency Principle 206
Conclusions 210
Bibliography 213
Chapter 11. Conceptual Frameworks on School Effectiveness: Rational Control Versus Choice 216
Relevant Theories 217
Evaluation-Centered Rational Control 218
Choice 219
Conclusion: Contingency Theory as an Encompassing Framework 221
Bibliography 223
Chapter 12. School Effectiveness — The Need for an International Perspective 226
The Contribution from Developing Society Studies 230
The Contribution of Cross-National Studies 234
Conclusions 243
Bibliography 245
Author Index 248
Subject Index 258