Multiple Indicators of High School Effectiveness.

Autor/in	Ainley, John
Titel	Multiple Indicators of High School Effectiveness.
Quelle	(1994), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Gains; Educational Policy; Educational Quality; Effective Schools Research; Foreign Countries; Grade 9; High School Students; High Schools; Learning Strategies; Outcomes of Education; School Effectiveness; School Holding Power; Student Attitudes; Student Motivation + Suchen Sie Ihr Suchwort? Schulleistung; Achievement gain; Leistungssteigerung; Politics of education; Bildungspolitik; Quality of education; Bildungsqualität; Schulforschung; Ausland; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernleistung; Schulerfolg; Schuleffizienz; Schülerverhalten; Schulische Motivation
Abstract	Studies of school effectiveness have sometimes been criticized for placing too great an emphasis on a limited range of achievement measures as indicators of school quality. This paper draws on a study of secondary schools in Australia to explore the extent to which achievement growth, attitudes toward school, and school holding power are associated using a cohort of some 3,000 young people who were Grade 9 students in 1987 in a representative sample of 22 government secondary schools. Results for student attitudes toward school, approaches to learning, and achievement suggest that, although there is some scatter, there is a tendency for the three aspects of school effectiveness to be associated. In general there is some support for the proposition that high schools tend to be effective across a range of outcomes. Within that generalization the data also show that some schools do rather better on some outcomes than others. These differences in patterns of outcomes can be interpreted in terms of school programs and policies in ways that support theories relating to student engagement or withdrawal from school and learning. Three tables and three figures are included. (Contains 50 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC