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Measuring policymaking capacities of schools: validation of the Policy Making Capacities Questionnaire (PMC-Q) 衡量学校决策能力:政策制定能力问卷(PMC-Q)的验证
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-18 DOI: 10.1080/09243453.2023.2213219
Joris Van Elsen, J. Faddar, Lies Appels, S. de Maeyer, J. Vanhoof, P. van Petegem
ABSTRACT In order to support research on school effectiveness, there is a need for valid and reliable instruments to assess policymaking capacities of schools. Increasingly, policymaking is seen as a shared responsibility of the entire pedagogical team of a school. In this article, data were analysed from a sample of 1,696 (care) teachers coordinators and principals from 77 Flemish primary schools to assess critical aspects concerning validity and reliability of the Policy Making Capacities Questionnaire (PMC-Q). Confirmatory factor analysis indicates that the fit for the model with eight factors is limited. The subscales were found to be strongly correlated and difficult to distinguish, and one of the subscales turned out to be not well captured by the questionnaire. The results indicate sufficient interrater reliability and within-group agreement to aggregate responses to school level. Suggestions are made for further development of the PMC-Q and its use for research and practice.
摘要为了支持对学校有效性的研究,需要有效可靠的工具来评估学校的决策能力。政策制定越来越被视为学校整个教学团队的共同责任。本文分析了来自77所佛兰德小学的1696名(护理)教师协调员和校长的样本数据,以评估政策制定能力问卷(PMC-Q)的有效性和可靠性的关键方面。验证性因素分析表明,八个因素的模型拟合度有限。调查发现,这些分量表具有很强的相关性,很难区分,其中一个分量表没有被问卷很好地捕捉到。研究结果表明,有足够的参与者间可靠性和组内一致性来汇总对学校水平的反应。对PMC-Q的进一步发展及其在研究和实践中的应用提出了建议。
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引用次数: 0
Stability and consistency of school effects: evidence from senior high schools in China 学校效应的稳定性和一致性:来自中国高中的证据
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-05-02 DOI: 10.1080/09243453.2023.2206806
C. Gao, Xueke Bi
ABSTRACT Education systems focus on issues related to school effects and differences. School effects are used as a basis for accountability in various countries including China. This study investigated the stability and cross-disciplinary consistency of value-added estimates based on student scores in selected schools in a city in central China. The results show that the school effects exhibited long-term stability and consistency across subject areas, with the gross effects model being more stable than the value-added model. In addition, the study found a direct link between school ranking and stability in China. Ranking schools more reasonably and holding schools accountable are focal issues in the Chinese education system.
摘要教育系统关注与学校效应和差异相关的问题。在包括中国在内的许多国家,学校效应被用作问责的基础。本研究调查了中国中部某城市选定学校基于学生成绩的增值估计的稳定性和跨学科一致性。结果表明,学校效应在各个学科领域表现出长期的稳定性和一致性,毛效应模型比增值模型更稳定。此外,该研究发现,中国的学校排名与稳定性之间存在直接联系。对学校进行更合理的排名和追究学校的责任是中国教育体系中的焦点问题。
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引用次数: 0
The impact of schools as learning organisations on teachers’ self-efficacy and job satisfaction: a cross-country analysis 学校作为学习型组织对教师自我效能感和工作满意度的影响:一项跨国分析
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-04-04 DOI: 10.1080/09243453.2023.2196081
P. Gouëdard, M. Kools, B. George
ABSTRACT For 3 decades, policymakers, educators, and scholars have been appealed to the promises of the learning organisation concept. Drawing from the last Teaching and Learning International Survey (TALIS 2018), this paper is the first to use a large-scale cross-country survey to assess the robustness of the relationship between schools operating as learning organisations and teachers’ outcomes, a pivotal question for school improvement and effectiveness. Multiple regression analysis highlights that the factors underpinning a school as a learning organisation (namely, culture of inquiry, shared vision, growing leadership, lower professional learning barriers, and teamwork) have a positive impact on teachers’ job satisfaction and self-efficacy. Policymakers, school staff, and other education stakeholders can use these findings as supporting evidence to engage with the learning organisation concept. Indeed, in times of increased strain on teachers across the globe, becoming a learning organisation can prove a vital shield against deteriorating teachers’ wellbeing.
30年来,政策制定者、教育工作者和学者一直被学习型组织概念的承诺所吸引。根据上一次国际教学调查(TALIS 2018),本文首次使用大规模跨国调查来评估学校作为学习组织运作与教师成绩之间关系的稳健性,这是学校改进和有效性的关键问题。多元回归分析强调,学校作为一个学习型组织的基础因素(即探究文化、共同愿景、成长的领导力、较低的专业学习障碍和团队合作)对教师的工作满意度和自我效能感有积极影响。政策制定者、学校工作人员和其他教育利益相关者可以将这些发现作为参与学习型组织概念的支持证据。事实上,在全球教师压力越来越大的时候,成为一个学习型组织可以证明是防止教师健康状况恶化的重要屏障。
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引用次数: 2
Sustaining school improvement initiatives: advice from educational leaders 持续改进学校的举措:教育领导者的建议
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-19 DOI: 10.1080/09243453.2023.2190130
Gloria A. Koh, H. Askell‐Williams, Shyam Barr
ABSTRACT There are reports about school improvement initiatives that have been successfully implemented and evaluated within relatively brief time scales. However, many initiatives do not survive over longer terms. Our purpose in this study was to identify successful strategies for achieving long-term school improvement. We interviewed 12 leaders at four educational sites. We adopted complex adaptive systems perspectives to analyse the interview transcripts, provide rich descriptions of contexts, illustrate examples of practices, and synthesise participants’ accounts to highlight key areas for attention and action. Participants described purposeful programme selection with clear goals, strategic staff leadership and continuous professional education, accountable professional networks, data sharing and feedback, time and resource management, distributed multilevel leadership, and a supportive school culture. We recommend adopting a complex adaptive systems perspective to communicate and facilitate processes of change, including planning, enacting, and evaluating school improvement as a continuous long-term process rather than as an end product of any singular initiative.
摘要:有报道称,学校改进举措在相对较短的时间内得到了成功实施和评估。然而,许多倡议无法长期存在。我们在这项研究中的目的是确定实现学校长期改进的成功策略。我们采访了四个教育点的12位领导。我们采用了复杂的自适应系统视角来分析访谈记录,提供对背景的丰富描述,举例说明实践,并综合参与者的叙述,以突出需要关注和采取行动的关键领域。参与者描述了有明确目标的有目的的课程选择、战略性的员工领导和持续的专业教育、负责任的专业网络、数据共享和反馈、时间和资源管理、分布式多层次领导以及支持性的学校文化。我们建议采用复杂的适应性系统视角来沟通和促进变革过程,包括将学校改进作为一个持续的长期过程进行规划、实施和评估,而不是作为任何单一举措的最终产品。
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引用次数: 1
Beating the school discipline odds: conceptualizing and examining inclusive disciplinary schools in New York City 击败学校纪律的可能性:概念化和检查纽约市的包容性纪律学校
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-03-01 DOI: 10.1080/09243453.2023.2182795
Richard O. Welsh, Luis A. Rodriguez, Blaise B. Joseph
ABSTRACT Racial inequality in school discipline is a salient challenge in the United States. Using New York City as a case, this study examines inclusive disciplinary schools (IDS) or schools that have “beat the school discipline odds”. IDS, median disciplinary schools (MDS), and high disciplinary schools (HDS) have vastly different exclusionary discipline rates for Black and Latinx students (both suspensions and office discipline referrals). The schooling environments of IDS differ from those of HDS and MDS. IDS have greater teacher and school leader diversity, more experienced teachers and school administrators, and a more positive school climate than HDS. Poverty and unemployment rates, crime rates, education levels, and the proportion of Black and foreign-born residents vary significantly across the neighborhoods of IDS, MDS, and HDS. These results remain largely consistent across limiting IDS to predominantly Black schools, predominantly Latinx schools, or predominantly low-income schools. Implications and directions for future research are discussed.
学校纪律中的种族不平等是美国面临的一个突出挑战。本研究以纽约市为例,考察了包容性纪律学校(IDS)或“优于学校纪律赔率”的学校。IDS,中等纪律学校(MDS)和高纪律学校(HDS)对黑人和拉丁裔学生的排他纪律率有很大不同(包括停学和办公室纪律转介)。IDS的学习环境不同于HDS和MDS。IDS比HDS有更大的教师和学校领导多样性,更有经验的教师和学校管理人员,以及更积极的学校氛围。贫困和失业率、犯罪率、教育水平以及黑人和外国出生居民的比例在IDS、MDS和HDS社区之间差别很大。这些结果在将IDS限制在主要是黑人学校,主要是拉丁裔学校或主要是低收入学校的情况下基本保持一致。讨论了今后研究的意义和方向。
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引用次数: 1
A focus on students’ and teachers’ learning through strategic human resource management 通过战略性人力资源管理,关注学生和教师的学习
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-02-03 DOI: 10.1080/09243453.2023.2172049
M. Tuytens, Eva Vekeman, G. Devos
ABSTRACT The importance of strategic planning and human resource management (SHRM) for school effectiveness and improvement has been stressed. Yet, research shows that both are challenging aspects of school management. This qualitative study explores (a) the role of strategic planning in SHRM and (b) the link between SHRM and the factors that stimulate teachers’ professional learning. Based on 194 semistructured interviews with school leaders and team members, a comparative analysis between excellent and moderate strategic schools was conducted. The results reveal that excellent strategic schools distinguish themselves through strategic planning that focuses on core aspects of students’ learning and a working environment that is characterized by a highly motivated teacher team and various chances for teachers to learn from each other. The study provides an insight into how a “learning-focused” working environment can be enhanced by enacting a set of human resource practices.
战略规划和人力资源管理(SHRM)对学校效益和改进的重要性已经得到强调。然而,研究表明,这两者都是学校管理的挑战。本定性研究探讨(a)战略规划在人力资源管理中的作用,(b)人力资源管理与促进教师专业学习的因素之间的联系。基于对194名学校领导和团队成员的半结构化访谈,对优秀和中等战略学校进行了对比分析。结果表明,优秀的战略学校通过关注学生学习的核心方面的战略规划和以高度激励的教师团队和教师相互学习的各种机会为特征的工作环境来区分自己。该研究提供了如何通过制定一套人力资源实践来加强“以学习为中心”的工作环境的见解。
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引用次数: 0
Searching for the impact of national culture dimensions on student achievement: implications for educational effectiveness research 探寻民族文化维度对学生成绩的影响:对教育有效性研究的启示
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-30 DOI: 10.1080/09243453.2023.2171068
Ana María Mejía-Rodríguez, L. Kyriakides
ABSTRACT To explore the wider educational environment included in the dynamic model of educational effectiveness, this paper reexamines the association between student achievement and two national culture dimensions: Monumentalism-Flexibility and Collectivism-Individualism. Using Programme for International Student Assessment (PISA) 2018 data of 317,127 students, 12,058 schools, and 41 countries, we evaluated three-level regression models controlling for students’ socioeconomic status, gender, and grade; school’s average socioeconomic status; and countries’ wealth. The results of the multilevel regressions show significant negative associations of the two culture dimensions with student achievement in mathematics, science, and reading. However, our models indicate that Monumentalism-Flexibility is a better predictor of student achievement in mathematics and science, and that there is variation in effect sizes across domains. Implications for educational effectiveness research are drawn.
为了探索教育有效性动态模型中包含的更广泛的教育环境,本文重新审视了学生成绩与两个民族文化维度:纪念主义-灵活性和集体主义-个人主义之间的关系。利用国际学生评估项目(PISA) 2018年的数据,我们评估了41个国家的317,127名学生、12,058所学校的三级回归模型,控制了学生的社会经济地位、性别和年级;学校的平均社会经济地位;以及国家的财富。多元回归结果显示,这两个文化维度与学生在数学、科学和阅读方面的成绩呈显著负相关。然而,我们的模型表明,纪念性-灵活性是一个更好的预测学生在数学和科学方面的成绩,并且在不同的领域有不同的效应大小。对教育有效性研究的启示。
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引用次数: 0
Principal self-efficacy and school climate as antecedents of collective teacher efficacy 校长自我效能感和学校氛围是教师集体效能感的前因
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-25 DOI: 10.1080/09243453.2023.2170425
Takumi Yada, H. Savolainen
ABSTRACT The importance of collective teacher efficacy (CTE) has been increasingly emphasised, but few studies have focused on how it can be enhanced. Since CTE is assumed to be related to factors that differ between schools, the belief-shaping sources of CTE could be related to principals’ beliefs of their efficacy. Moreover, a school climate that centralises teachers’ attempts to improve student learning could enhance CTE. This paper examines a proposed analytical model that links principal self-efficacy (PSE) to CTE, as mediated by the school climate. The model is tested via a multilevel analysis with data from 70 Finnish schools and 767 educators. The analysis revealed that PSE is partially and indirectly related to CTE via the school climate at the school level. Based on these results, theoretical and practical implications for future research and teaching development efforts are discussed.
摘要教师集体效能(CTE)的重要性越来越受到重视,但很少有研究关注如何提高它。由于CTE被认为与不同学校的因素有关,因此CTE的信念形成来源可能与校长对其效能的信念有关。此外,集中教师努力改善学生学习的学校氛围可以提高CTE。本文检验了一个拟议的分析模型,该模型将校长自我效能感(PSE)与CTE联系起来,并由学校氛围介导。该模型通过多层次分析对来自70所芬兰学校和767名教育工作者的数据进行了测试。分析表明,PSE通过学校层面的学校氛围与CTE部分间接相关。基于这些结果,讨论了对未来研究和教学发展工作的理论和实践意义。
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引用次数: 0
The effects of early between-school tracking on gender segregation and gender gaps in achievement: a differences-in-differences study 早期校际跟踪对性别隔离和性别成就差距的影响:一项差异中的差异研究
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-10 DOI: 10.1080/09243453.2023.2165510
Isa Steinmann, Andrés Strello, Rolf Strietholt
ABSTRACT We investigated effects of tracking students into higher, more academic, and lower, less academic, school types immediately after primary school (early tracking) instead of having a comprehensive secondary school system (late tracking) on school gender segregation and gender gaps in achievement outcomes. We assumed that, in early tracking countries, girls are more frequently selected into more academic school types, which leads to more school segregation by gender and achievement advantages of girls over boys. In a differences-in-differences design, we compared secondary-school-level gender inequalities between early and late tracking countries, after controlling for primary-school-level differences. We investigated 787 country-by-year observations in 33 matches of primary- and secondary-school-level data sets from three international large-scale assessments. As expected, we found that early tracking increased the degree of school gender segregation. Not conforming to expectations, the evidence did not indicate that tracking had effects on gender gaps in achievement.
我们调查了在小学毕业后立即将学生跟踪到更高、更学术的学校类型和更低、更不学术的学校类型(早期跟踪),而不是建立一个全面的中学系统(后期跟踪),对学校性别隔离和成就结果中的性别差距的影响。我们认为,在早期跟踪的国家中,女孩更经常被选入学术性更强的学校类型,这导致了更多的性别隔离和女孩比男孩的成就优势。在差异中的差异设计中,在控制了小学水平的差异之后,我们比较了早期和晚期跟踪国家之间中学水平的性别不平等。我们调查了来自三个国际大规模评估的33组小学和中学水平数据集的787个国家/地区的年度观察结果。正如预期的那样,我们发现早期跟踪增加了学校性别隔离的程度。与预期不同的是,证据并没有表明跟踪对成就方面的性别差距有影响。
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引用次数: 3
A best-evidence meta-analysis of the effects of digital monitoring tools for teachers on student achievement 教师数字监控工具对学生成绩影响的最佳证据荟萃分析
IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-11-16 DOI: 10.1080/09243453.2022.2142247
J. Faber, R. Feskens, A. Visscher
ABSTRACT In this study the effects of the use of digital student monitoring tools for teachers (DMTs) on student achievement (primary and secondary schools, mathematics, reading, and language) were investigated through a meta-analysis (n = 14). The studies were also coded for feedback and intervention features, which resulted in three groups of combinations of DMTs and interventions. The meta-analytic findings indicate that the use of a DMT overall has a moderate effect (ES = .12) on student achievement for studies in which student achievement is measured by means of researcher-independent tests. Positive effects were also found for the use of DMTs in primary education (ES = .14), reading (ES = .17), mathematics (ES = .10), and for two groups of DMT-intervention combinations (ES = .25 and .13). Our results are encouraging but should be interpreted with caution, given the small number of studies that met our stringent inclusion criteria.
在本研究中,通过荟萃分析(n = 14)调查了教师使用数字学生监控工具(dmt)对学生成绩(小学和中学、数学、阅读和语言)的影响。这些研究也对反馈和干预特征进行了编码,这导致了三组dmt和干预的组合。荟萃分析结果表明,DMT的使用总体上对学生成绩有中等影响(ES = .12),其中学生成绩是通过研究者独立的测试来衡量的。在小学教育(ES = 0.14)、阅读(ES = 0.17)、数学(ES = 0.10)和两组dmt干预组合(ES = 0.17)中也发现了dmt的积极影响。25和0.13)。我们的结果令人鼓舞,但考虑到符合我们严格的纳入标准的研究数量较少,应谨慎解读。
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引用次数: 0
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School Effectiveness and School Improvement
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