{"title":"Does the duration of school interventions matter? The effectiveness and sustainability of using the dynamic approach to promote quality and equity","authors":"L. Kyriakides, P. Antoniou, A. Dimosthenous","doi":"10.1080/09243453.2021.1923534","DOIUrl":null,"url":null,"abstract":"ABSTRACT This paper investigates the sustainability and the impact of offering the dynamic approach (DA) to schools for more than 1 year in improving student achievement in mathematics (quality) and reducing the impact of socioeconomic status (SES) on achievement (equity). A sample of 56 schools in socially disadvantaged areas in three countries (i.e., Cyprus, Greece, and Ireland) and their Grade 4 and 5 students (n = 2,844) participated in this study. Two experimental groups used DA to develop school improvement strategies and action plans. The first experimental group, which employed DA for only 1 school year, was more effective than the control group in promoting student achievement in mathematics and reducing the impact of SES on achievement both at the end of the 1st and 2nd implementation year. Schools which made use of DA for 2 years were found to be the most effective at the end of the 2nd year.","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2021-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09243453.2021.1923534","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"School Effectiveness and School Improvement","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/09243453.2021.1923534","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 4
Abstract
ABSTRACT This paper investigates the sustainability and the impact of offering the dynamic approach (DA) to schools for more than 1 year in improving student achievement in mathematics (quality) and reducing the impact of socioeconomic status (SES) on achievement (equity). A sample of 56 schools in socially disadvantaged areas in three countries (i.e., Cyprus, Greece, and Ireland) and their Grade 4 and 5 students (n = 2,844) participated in this study. Two experimental groups used DA to develop school improvement strategies and action plans. The first experimental group, which employed DA for only 1 school year, was more effective than the control group in promoting student achievement in mathematics and reducing the impact of SES on achievement both at the end of the 1st and 2nd implementation year. Schools which made use of DA for 2 years were found to be the most effective at the end of the 2nd year.
期刊介绍：
School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform
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