Accountability of schools and teachers: what should be taken into account?

Autor/inn/en	DeFraine, Bieke; VanDamme, Jan; Onghena, Patrick
Titel	Accountability of schools and teachers: what should be taken into account?
Quelle	In: European educational research journal, 1 (2002) 3, S. 403-428Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 28; Tabellen 5; Grafiken 3; Abbildungen 1
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1474-9041
DOI	10.2304/eerj.2002.1.3.2
Schlagwörter	Empirische Untersuchung; Fragebogenerhebung; Vergleich; Vergleichsuntersuchung; Intelligenz (Soz); Gruppenbeziehung; Wohlbefinden; Soziale Herkunft; Schule; Schulklasse; Sekundarbereich; Schüler; Schulleistung; Schülerleistung; Leistungsmotivation; Effektivität; Leistung; Qualität; Gruppe (Soz); Belgien
Abstract	The domain of school effectiveness relates to the question of accountability of schools. It is commonly agreed that a correction should be made for student background in order to achieve fair comparisons between schools. But even then, a fair estimation of the schools' value added is not achieved. The composition of the group of students has arguably an effect over and above individual student characteristics. This study addresses the effects of group composition in secondary schools and classes on achievement and well-being. Compositional effects are discussed with reference to type A and type B effects. Type A effects are school effectiveness indices, controlling for student background. Type B school effects are controlled for both student background and school context. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2004_(CD)