School size in Chicago elementary schools. Effects on teachers' attitudes and students' achievement.

Autor/inn/en	Lee, Valerie E.; Loeb, Susanna
Titel	School size in Chicago elementary schools. Effects on teachers' attitudes and students' achievement.
Quelle	In: American educational research journal, 37 (2000) 1, S. 3-31Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 45; Tabellen 6; Grafiken 2; dokumentarischer Anhang
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0002-8312; 1935-1011
DOI	10.3102/00028312037001003
Schlagwörter	Empirische Untersuchung; Vergleich; Einstellung (Psy); Lehrer; Schüler; Schule; Verantwortung; USA; Leistung; Vergleich; Größe; Schule; Lehrer; Schüler; Schülerleistung; Größe; Verantwortung; Berufsethos; Leistung; Chicago, Ill.; USA
Abstract	The authors resume: "This study explores whether teachers and students are influenced by the size of the ... school to which they belong. Focusing on teachers' attitudes about their responsibility for student learning and students' 1-year gains in mathematics achievement scores, we used data from almost 5,000 teachers and 23, 000 sixth and eighth-grade students in 264 K-8 Chicago schools. The data were collected through 1997 surveys and annual standardized tests. ... On both outcomes, small schools (enrolling fewer than 400 students) are favored compared with medium-sized or larger schools. In small schools, teachers have a more positive attitude about their responsibility for students' learning and students learn more. Even after taking size into account, learning is also higher in schools with higher levels of collective responsibility. Thus, we conclude that school size influences student achievement directly and indirectly, through its effect on teachers' attitudes." (DIPF/ orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2002_(CD)