School Policy on Teaching and School Learning Environment: Direct and Indirect Effects upon Student Outcome Measures

Autor/inn/en	Kyriakides, Leonidas; Creemers, Bert P. M.
Titel	School Policy on Teaching and School Learning Environment: Direct and Indirect Effects upon Student Outcome Measures
Quelle	In: Educational Research and Evaluation, 18 (2012) 5, S.403-424 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2012.689716
Schlagwörter	Structural Equation Models; Mathematics Achievement; Program Effectiveness; Educational Environment; School Policy; Greek; Elementary School Students; Validity; Foreign Countries; Language Arts; Educational Quality; Student Characteristics; Grade 5; Influences; Outcomes of Education; Cyprus + Suchen Sie Ihr Suchwort? Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulpolitik; Grieche; Griechisch; Gültigkeit; Ausland; Sprachkultur; Quality of education; Bildungsqualität; School year 05; 5. Schuljahr; Schuljahr 05; Influence; Einfluss; Einflussfaktor; Lernleistung; Schulerfolg; Zypern
Abstract	School policy on teaching and the school learning environment (SLE) are the main school factors of the dynamic model of educational effectiveness (Creemers & Kyriakides, 2008). A longitudinal study in which 50 primary schools, 108 classes, and 2369 students participated generated evidence supporting the validity of the dynamic model. This article reports the results of a re-analysis of the data of this study in order to search for direct and indirect effects of school factors included in the model. Using multilevel structural equation modelling techniques, indirect effects of school policy on teaching and SLE upon achievement in mathematics and Greek language are demonstrated. Implications of findings are drawn. Comparing the results of the multilevel direct and indirect effect model with those from using a multilevel regression model, we demonstrate the importance of choosing appropriate conceptual models and using relevant methodological approaches to understand the dynamic nature of educational effectiveness. (Contains 6 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10