Pub Date : 2024-03-26DOI: 10.1080/09243453.2024.2330533
Xiaorong Ma, Russ Marion
The research literature reports that teacher collaboration has great potential to increase various teachers’ competencies; however, less has been said about how leaders can facilitate and support t...
{"title":"How does leadership affect teacher collaboration? Evidence from teachers in US schools","authors":"Xiaorong Ma, Russ Marion","doi":"10.1080/09243453.2024.2330533","DOIUrl":"https://doi.org/10.1080/09243453.2024.2330533","url":null,"abstract":"The research literature reports that teacher collaboration has great potential to increase various teachers’ competencies; however, less has been said about how leaders can facilitate and support t...","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"24 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140297846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-03-13DOI: 10.1080/09243453.2024.2328016
Danilo Kuzmanic, Francisco Meneses, Juan Pablo Valenzuela, Patricio Rodríguez, Susana Claro
The COVID-19 pandemic-associated learning losses were unequal across school subjects and sociodemographic groups. This study posits that these losses are also heterogeneous based on pre-pandemic sc...
{"title":"Inequalities in learning loss during the COVID-19 pandemic in Chile: the significance of school effectiveness","authors":"Danilo Kuzmanic, Francisco Meneses, Juan Pablo Valenzuela, Patricio Rodríguez, Susana Claro","doi":"10.1080/09243453.2024.2328016","DOIUrl":"https://doi.org/10.1080/09243453.2024.2328016","url":null,"abstract":"The COVID-19 pandemic-associated learning losses were unequal across school subjects and sociodemographic groups. This study posits that these losses are also heterogeneous based on pre-pandemic sc...","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"6 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140116842","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-20DOI: 10.1080/09243453.2024.2319092
Wim J. C. M. van de Grift, Seyeoung Chun, Okhwa Lee, Deukjoon Kim
What are the differences in teaching quality in countries with large cultural and economic differences, such as Nicaragua, South Korea, and the Netherlands? Can these differences be bridged with tr...
{"title":"Quality of teaching at secondary schools in Nicaragua, South Korea, and the Netherlands","authors":"Wim J. C. M. van de Grift, Seyeoung Chun, Okhwa Lee, Deukjoon Kim","doi":"10.1080/09243453.2024.2319092","DOIUrl":"https://doi.org/10.1080/09243453.2024.2319092","url":null,"abstract":"What are the differences in teaching quality in countries with large cultural and economic differences, such as Nicaragua, South Korea, and the Netherlands? Can these differences be bridged with tr...","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"34 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139917498","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-08DOI: 10.1080/09243453.2024.2314571
Maria Anastasou, Leonidas Kyriakides
This paper examines the extent to which teacher factors of the dynamic model of educational effectiveness can explain variation in student achievement in mathematics. It also searches for the exten...
{"title":"Academically resilient students: searching for differential teacher effects in mathematics","authors":"Maria Anastasou, Leonidas Kyriakides","doi":"10.1080/09243453.2024.2314571","DOIUrl":"https://doi.org/10.1080/09243453.2024.2314571","url":null,"abstract":"This paper examines the extent to which teacher factors of the dynamic model of educational effectiveness can explain variation in student achievement in mathematics. It also searches for the exten...","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"19 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139765765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2024-02-06DOI: 10.1080/09243453.2024.2311930
Youngshin Lim
This study examines inequality based on family structure within the school environment, focusing on South Korea’s standardized education system. Previous research has pointed to potential challenge...
{"title":"When you are not alone: school composition by family structure and students’ academic achievements in South Korea","authors":"Youngshin Lim","doi":"10.1080/09243453.2024.2311930","DOIUrl":"https://doi.org/10.1080/09243453.2024.2311930","url":null,"abstract":"This study examines inequality based on family structure within the school environment, focusing on South Korea’s standardized education system. Previous research has pointed to potential challenge...","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"4 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139765754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-12-13DOI: 10.1080/09243453.2023.2293722
Megumi G. Hine, Steven B. Sheldon, Yolanda Abel
Community schools extend traditional school responsibilities by providing additional resources to support students, families, and communities, and ultimately attempt to change the school institutio...
社区学校通过提供额外资源支持学生、家庭和社区,扩展了传统学校的责任,并最终试图改变学校的体制。
{"title":"“Getting things done” in community schools: the institutional work of community school managers","authors":"Megumi G. Hine, Steven B. Sheldon, Yolanda Abel","doi":"10.1080/09243453.2023.2293722","DOIUrl":"https://doi.org/10.1080/09243453.2023.2293722","url":null,"abstract":"Community schools extend traditional school responsibilities by providing additional resources to support students, families, and communities, and ultimately attempt to change the school institutio...","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"70 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138680190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-10DOI: 10.1080/09243453.2023.2280257
Anna E. Premo, Jennifer Lin Russell, Megan Duff
ABSTRACTImprovement networks are a relatively recent phenomenon in US education that create interorganizational networks of educators working together to improve specific educational problems. A shared emphasis of these networks is the use of data to support the improvement process, but little is known about their data use in practice. This study takes an in-depth look at the 800+ data artifacts created and used in a single focal network’s 3rd year, applying a mixed methods case study design. The findings show that while data artifacts are predominantly created to support the improvement process, they are frequently used for relationship management as network hub members navigate the sociopolitical dynamics typical of a complex change effort – if they are used at all. The study has implications for practitioners as they decide what data artifacts to create and use, as well as for researchers’ theory building about productive data use in improvement efforts.KEYWORDS: Improvement networksimprovement sciencecontinuous improvementdata use Disclosure statementNo potential conflict of interest was reported by the authors.Ethical approvalEthical approval was obtained for this project from the University of Pittsburgh’s IRB: STUDY18120016.Data availability statementData not available – participant consent: The participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research, supporting data are not available.Notes1 The Networks for School Improvement Initiative was launched by the Gates foundation in 2018 to support organizations bringing together and serving as intermediaries for networks of middle and high schools. These networks work together to improve high school graduation and college success rates for their Black and Latino students and students experiencing poverty through the use of continuous improvement methods, proven indicators of future student outcomes, and unwavering commitment to equity (Bill & Melinda Gates Foundation, Citationn.d.). To date, the initiative has supported the formation and operation of over 40 networks for school improvement.2 The first and second authors of this study were both researchers in the focal network’s hub team, which afforded access to network information and special insight into network functioning. The first author was a graduate research assistant who joined the focal network in its 3rd year and continued as a network member through the end of the network’s 5th and final year. The second author was involved with the network from its initiation, serving as a faculty member affiliated with one of the research centers.3 Network hubs engage in a number of key processes associated with organizing and operating a high-functioning networked improvement community. The Carnegie Foundation for the Advancement of Teaching has a framework for describing these hub functions, such as site-level improvement routines and capacity building.4 For 63
摘要改进网络是美国教育中一个相对较新的现象,它创造了教育者共同努力改善特定教育问题的组织间网络。这些网络的共同重点是使用数据来支持改进过程,但对其在实践中的数据使用知之甚少。本研究采用混合方法案例研究设计,深入研究了单一焦点网络创建和使用的800多个数据工件。研究结果表明,虽然数据工件主要是为了支持改进过程而创建的,但它们经常被用于关系管理,因为网络中心成员在复杂变革工作的典型社会政治动态中导航——如果它们被使用的话。该研究对决定创建和使用哪些数据工件的实践者以及研究人员在改进工作中关于生产性数据使用的理论构建具有启示意义。关键词:改进网络改进科学持续改进数据使用披露声明作者未报告潜在利益冲突。本项目已获得匹兹堡大学伦理委员会的伦理批准:STUDY18120016。数据可用性声明数据不可用-参与者同意:本研究的参与者没有书面同意公开分享他们的数据,因此由于研究的敏感性,支持数据不可用。注1“学校改善网络倡议”由盖茨基金会于2018年发起,旨在支持组织聚集在一起,并作为初中和高中网络的中介机构。这些网络共同努力,通过使用持续改进的方法、经过验证的未来学生成绩指标和坚定不移的公平承诺,提高黑人和拉丁裔学生和贫困学生的高中毕业率和大学成功率(比尔和梅林达·盖茨基金会,Citationn.d)。迄今为止,该计划已支持40多个学校改善网络的成立和运作本研究的第一和第二作者都是焦点网络中心团队的研究人员,他们提供了访问网络信息和对网络功能的特殊见解。第一作者是一名研究生研究助理,他在焦点网络的第三年加入,并在网络的第五年也是最后一年结束时继续作为网络成员。第二名作者从网络建立之初就参与其中,是其中一个研究中心的教员网络集线器参与与组织和操作高功能网络改进社区相关的许多关键过程。卡内基教学促进基金会有一个描述这些中心功能的框架,比如站点级别的改进程序和能力建设对于63个工件(8%的样本),我们认为有一个强大的次要预期用途,并将次要用途包含到我们分析的组合预期用途变量中。虽然次要预期用途的纳入确实更准确地反映了焦点网络的多利益相关者环境的复杂性和紧张性,但它并没有显著影响我们的分析结果。本研究由比尔和梅林达·盖茨基金会资助。这里所表达的发现和观点是作者的,不是基础的。作者简介anna E. Premo是匹兹堡大学学习科学与政策项目的博士候选人,也是学习研究与发展中心的研究生研究助理。她的研究兴趣包括组织学习,数据和测量的使用,以及研究与实践的伙伴关系,她努力将复杂的组织变革和转型重新定义为学习过程。她的职业生涯始于国际发展研究,在完成硕士学位后不久,她就获得了富布赖特奖学金,在南非进行研究。后来,她转行担任销售、交付和运营方面的战略和转型咨询。最近,她在一家跨国技术服务和咨询公司担任银行业业务转型的全球主管。她拥有麻省理工学院国际发展硕士学位和城市研究与规划学士学位。Jennifer Lin Russell是领导、政策和组织学教授,她的研究重点是组织教育系统以促进改进。
{"title":"From improvement to relationship management: a case study of data artifact creation and use in a school improvement network","authors":"Anna E. Premo, Jennifer Lin Russell, Megan Duff","doi":"10.1080/09243453.2023.2280257","DOIUrl":"https://doi.org/10.1080/09243453.2023.2280257","url":null,"abstract":"ABSTRACTImprovement networks are a relatively recent phenomenon in US education that create interorganizational networks of educators working together to improve specific educational problems. A shared emphasis of these networks is the use of data to support the improvement process, but little is known about their data use in practice. This study takes an in-depth look at the 800+ data artifacts created and used in a single focal network’s 3rd year, applying a mixed methods case study design. The findings show that while data artifacts are predominantly created to support the improvement process, they are frequently used for relationship management as network hub members navigate the sociopolitical dynamics typical of a complex change effort – if they are used at all. The study has implications for practitioners as they decide what data artifacts to create and use, as well as for researchers’ theory building about productive data use in improvement efforts.KEYWORDS: Improvement networksimprovement sciencecontinuous improvementdata use Disclosure statementNo potential conflict of interest was reported by the authors.Ethical approvalEthical approval was obtained for this project from the University of Pittsburgh’s IRB: STUDY18120016.Data availability statementData not available – participant consent: The participants of this study did not give written consent for their data to be shared publicly, so due to the sensitive nature of the research, supporting data are not available.Notes1 The Networks for School Improvement Initiative was launched by the Gates foundation in 2018 to support organizations bringing together and serving as intermediaries for networks of middle and high schools. These networks work together to improve high school graduation and college success rates for their Black and Latino students and students experiencing poverty through the use of continuous improvement methods, proven indicators of future student outcomes, and unwavering commitment to equity (Bill & Melinda Gates Foundation, Citationn.d.). To date, the initiative has supported the formation and operation of over 40 networks for school improvement.2 The first and second authors of this study were both researchers in the focal network’s hub team, which afforded access to network information and special insight into network functioning. The first author was a graduate research assistant who joined the focal network in its 3rd year and continued as a network member through the end of the network’s 5th and final year. The second author was involved with the network from its initiation, serving as a faculty member affiliated with one of the research centers.3 Network hubs engage in a number of key processes associated with organizing and operating a high-functioning networked improvement community. The Carnegie Foundation for the Advancement of Teaching has a framework for describing these hub functions, such as site-level improvement routines and capacity building.4 For 63","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"121 37","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135136445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-08-17DOI: 10.1080/09243453.2023.2246950
Luisa Grützmacher, Julia Holzer, Marko Lüftenegger, Barbara Schober, Manfred Prenzel
{"title":"The stimulation of school improvement processes: the orientation of development perspectives","authors":"Luisa Grützmacher, Julia Holzer, Marko Lüftenegger, Barbara Schober, Manfred Prenzel","doi":"10.1080/09243453.2023.2246950","DOIUrl":"https://doi.org/10.1080/09243453.2023.2246950","url":null,"abstract":"","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":"1 1","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42832142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-28DOI: 10.1080/09243453.2023.2240318
C. Bokhove, John Jerrim, Sam Sims
School inspections are a common feature of education systems across the word. These involve trained professionals visiting schools and reaching a high-stakes judgement about the quality of education they provide. By their nature, school inspections rely upon professional judgement, with different inspectors potentially putting more emphasis on certain areas than others. Yet there is currently little academic evidence investigating the consistency of school inspections, including how judgements vary across inspectors with different characteristics. We present new empirical evidence on this matter, drawing upon data from more than 30,000 school inspections conducted in England between 2011 and 2019. Male inspectors are found to award slightly more lenient judgements to primary schools than their female counterparts, while permanent Ofsted employees (Her Majesty’s Inspectors) are found to be harsher than those who inspect schools on a freelance basis (Ofsted Inspectors).
{"title":"Are some school inspectors more lenient than others?","authors":"C. Bokhove, John Jerrim, Sam Sims","doi":"10.1080/09243453.2023.2240318","DOIUrl":"https://doi.org/10.1080/09243453.2023.2240318","url":null,"abstract":"School inspections are a common feature of education systems across the word. These involve trained professionals visiting schools and reaching a high-stakes judgement about the quality of education they provide. By their nature, school inspections rely upon professional judgement, with different inspectors potentially putting more emphasis on certain areas than others. Yet there is currently little academic evidence investigating the consistency of school inspections, including how judgements vary across inspectors with different characteristics. We present new empirical evidence on this matter, drawing upon data from more than 30,000 school inspections conducted in England between 2011 and 2019. Male inspectors are found to award slightly more lenient judgements to primary schools than their female counterparts, while permanent Ofsted employees (Her Majesty’s Inspectors) are found to be harsher than those who inspect schools on a freelance basis (Ofsted Inspectors).","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44498318","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-25DOI: 10.1080/09243453.2023.2238698
M. Ehren, J. Hutchinson, B. Muñoz-Chereau
{"title":"Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes","authors":"M. Ehren, J. Hutchinson, B. Muñoz-Chereau","doi":"10.1080/09243453.2023.2238698","DOIUrl":"https://doi.org/10.1080/09243453.2023.2238698","url":null,"abstract":"","PeriodicalId":47698,"journal":{"name":"School Effectiveness and School Improvement","volume":" ","pages":""},"PeriodicalIF":3.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45445104","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}