Detecting Aspects of Critical Thinking by Cleaning Online Message Transcript Through Code-Recode     

Peter K. Oriogun 《The American journal of distance education》2013,27(1):34-50

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Making the written word “speak”: Reflections on the teaching of correspondence courses     

Shirley Davis  Charles S. Elliott 《The American journal of distance education》2013,27(3):22-35

Abstract

Learning outcomes for an interactive television‐based distance learning course in introductory high school Japanese were evaluated in three successive years by comparing student achievement in the distance learning course to that in traditional classes. Year‐end achievement tests of listening and written language competency were administered to students in both the distance and face‐to‐face courses. Results in the first two years showed that test scores of students in the distance learning course were higher than those of students in the face‐to‐face classes; however, possible group differences in motivation, general ability, and experience as language learners could not be ruled out as explanations for the difference. Therefore, achievement measures were supplemented in the third year with data on students’ perceived efficacy as Japanese language users, their grades, and their previous foreign language learning experience. The achievement data again showed differences favoring the distance learning group; trends were consistent for students with differing levels of school success and amount of prior language learning experience. Factors that could account for these results are hypothesized and suggestions for future research are proposed.  相似文献   

Monitoring Educational Quality through Performance Indicators for School Practice     

Peter Cuttance 《School Effectiveness & School Improvement》2013,24(2):101-126

This article discusses the management of quality in education systems. Indicator systems are discussed in the section that follows and the relationship between indicators, development and accountability is addressed in the context of the strategic management of improvement in school systems. A system of indicators developed to monitor the effectiveness of practice is then discussed. The final sections of the paper discuss these indicators in serving a dual purpose of school development and quality management. These indicators were developed to continuously monitor and review the quality of the education provided for students. Information from the monitoring of the effectiveness of school practice and functioning is discussed in the final section.  相似文献   

Understanding Differences in Academic Effectiveness: Practitioners’ Views∗     

Pam Sammons  Sally Thomas  Peter Mortimore  Adrian Walker  Rosemary Cairns  John Bausor 《School Effectiveness & School Improvement》2013,24(3):286-309

As part of a large‐scale study of the ability of 94 secondary schools to promote academic achievement, case studies of six outlier schools were conducted and headteachers (principals) and their deputies were questioned about the processes of effectiveness. The analysis of their responses ‐ grouped by the performance of their school (measured by value added analyses of three years of public examination results) as effective, ineffective or mixed ‐ reveals considerable support for previously cited characteristics of effective schooling. Despite the limitations imposed by a reliance on the use of retrospective accounts, the study takes forward the field of school effectiveness in its search for generalisable findings and coherent theory.

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Capacities and Behaviour of Quality Classroom Teachers     

Peter Ramsay 《School Effectiveness & School Improvement》2013,24(4):332-366

This study focussed on the capacities and behaviours of quality teachers. Four key capacities were identified as being characteristic amongst the five quality teachers who were observed in action which were then related to their behaviour. Prominent amongst the findings was the conclusion that these teachers had high cognitive ability which allowed them to develop critical powers of observation, reflection and analysis; they had strong philosophies of education; they had developed a bicultural approach, and possessed a strong sense of humour and a well developed social conscience. Above all else they cared about the learning outcomes of their children. Their approach was child‐centred and they encouraged students to set goals, to review progress, to challenge, and to solve problems. The article concludes with a discussion of its relationship to, and differences with, the parent CERI/OECD study of which it was part.  相似文献   

A Comment on Gray,Jesson, Goldstein,Hedger, and Rasbash     

Peter Tymms 《School Effectiveness & School Improvement》2013,24(2):115-117

ABSTRACT

The instructional leadership role of the principal has received much attention in the literature. The present study draws upon emerging research and explores the basis for predicting school academic achievement from the instructional leadership behavior of principals. A model of instructional leadership was examined to determine its predictive power in correctly identifying high‐ and low‐achieving elementary and high schools in two distinct cultural contexts. A total of 265 teachers and principals from California and the Marshall Islands participated in the study. The results indicate that school academic achievement can be predicted from a knowledge of principal instructional leadership behaviors. The theoretical and practical implications of the results are discussed.  相似文献   

The Impact of School Development Plans in Primary Schools∗     

Barbara MacGilchrist  Peter Mortimore 《School Effectiveness & School Improvement》2013,24(2):198-218

In the U.K., in common with a growing number of countries, school development planning has been embraced with enthusiasm by practitioners and policy makers. Both groups have responded to the potential benefits of an improvement process which can integrate educational, financial and human resource needs and set and monitor the achievement of measurable goals. This paper describes the outcomes of a thirty‐two month research project funded by the Economic and Social Research Council which studied the impact of development planning in nine primary schools. It draws out the implications for practitioners and policy makers and explores some methodological issues arising from the study. The paper concludes by identifying further research priorities.

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Peer ethnicity and achievement: a meta-analysis into the compositional effect     

Reyn van Ewijk  Peter Sleegers 《School Effectiveness & School Improvement》2013,24(3):237-265

This study reports a meta-analysis on the effects of ethnic minority share in school on achievement test scores. Best evidence from the studies that have appeared thus far on this topic shows that these compositional effects appear small in general, but may be larger when the ethnic minority group is African Americans in the USA than when the minority group consists of immigrants. A high share of students from an ethnic minority group seems to affect the achievement of students belonging to the same ethnic group more than the achievement of students belonging to the ethnic majority or to other ethnic minority groups. Effects of the share of immigrants on test scores of ethnic majority students even seem to be close to zero. Several robustness checks confirm our results. The review concludes with a discussion of implications for research and policy practice.  相似文献   

The relationship between inclusion and academic achievement in English mainstream schools     

Peter Farrell  Alan Dyson  Filiz Polat  Graeme Hutcheson  Frances Gallannaugh 《School Effectiveness & School Improvement》2013,24(3):335-352

This article presents the key findings and discusses the implications of a major study that explored the relationship between academic achievement and the inclusion of pupils with special educational needs (SEN) in mainstream schools in England. It is based on a statistical analysis of nationally held data on all pupils in England that is collected at the end of each of the 4 key stages, when pupils are aged 7, 11, 14, and 16. The analysis considered the relationship between academic achievement and inclusivity having controlled for a range of other variables. Findings indicate that there is no relationship between academic achievement and inclusion at the local authority (LA) level while there is a small but, for all practical purposes, insubstantial relationship at the school level. In addition, there is also a large degree of variation at the school level, suggesting strongly that there are other factors within a school's make up, rather than its degree of inclusivity, that impact on the average academic achievements of its pupils. The overall conclusion, therefore, is that mainstream schools need not be concerned about the potentially negative impact on the overall academic achievements of their pupils of including pupils with SEN in their schools.  相似文献   

Girls and physics: teaching and learning strategies tested by classroom interventions in grade 11     

Peter Labudde  Walter Herzog  Markus P. Neuenschwander  Enrico Violi  Charlotte Gerber 《International Journal of Science Education》2013,35(2):143-157

In this quasi-experimental study various strategies are developed and empirically tested for an approach to physics instruction that should improve girls' and boys' attitudes toward and achievements in physics. Strategies include opportunities to integrate different pre-existing knowledge and the variation of teaching methods to enhance co-operation and communication in the classroom. The core of this study is an intervention in 31 classes of public schools in Switzerland. The intervention, one unit in optics and one in motion (velocity/acceleration), includes the first 40 lessons of the first physics course that all students have to attend at the upper secondary level. Data sources are various student and teacher questionnaires, tests and semi-structured interviews with teachers. Results of the entrance and final survey are presented. The focus will be on some of the applied strategies. Implications for the teaching and learning of physics and for teacher education are discussed.  相似文献