Testing the Validity of the Dynamic Model at School Level: A European Study

Autor/inn/en	Panayiotou, Anastasia; Kyriakides, Leonidas; Creemers, Bert P. M.
Titel	Testing the Validity of the Dynamic Model at School Level: A European Study
Quelle	In: School Leadership & Management, 36 (2016) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1363-2434
DOI	10.1080/13632434.2015.1107537
Schlagwörter	Foreign Countries; School Effectiveness; Academic Achievement; Models; Validity; Grade 4; Mathematics Tests; Science Tests; School Policy; Educational Environment; Achievement Gains; Mathematics Achievement; Science Achievement; Influences; Effect Size; Elementary School Students; Elementary School Teachers; Questionnaires; Elementary Schools; Hierarchical Linear Modeling; Belgium; Cyprus; Germany; Greece; Ireland; Slovenia + Suchen Sie Ihr Suchwort? Ausland; Schuleffizienz; Schulleistung; Analogiemodell; Gültigkeit; School year 04; 4. Schuljahr; Schuljahr 04; Schulpolitik; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Achievement gain; Leistungssteigerung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Influence; Einfluss; Einflussfaktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Belgien; Zypern; Deutschland; Griechenland; Irland; Slowenien
Abstract	This European project investigates the impact of the school factors included in the dynamic model of educational effectiveness on student achievement. In each participating country (Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia), a sample of at least 50 schools was drawn and tests in mathematics and science were administered to all grade 4 students (n = 10,742) at the beginning and end of school year 2010-2011. Teachers completed a questionnaire measuring school policy on teaching, the school-learning environment and the evaluation of school policy. Multilevel analysis revealed that the school factors measuring policy on teaching, the school-learning environment and the evaluation of school policy explain student achievement gains in mathematics and science across countries and in each participating country. The effect sizes of these factors are equally important for explaining variation in student achievement in each subject. Descriptive analyses also show that there is scope for improving the factors included in the dynamic model in each country. Implications for research, policy and practice are drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01