The Relations among School Environment Variables and Student Achievement: A Structural Equation Modeling Approach to Effective Schools Research. Technical Report.

Autor/inn/en	Wilson, Bev; Abbott, Martin L.; Joireman, Jeff; Stroh, Heather R.
Institution	Seattle Pacific Univ., Lynnwood, WA. Washington School Research Center.
Titel	The Relations among School Environment Variables and Student Achievement: A Structural Equation Modeling Approach to Effective Schools Research. Technical Report.
Quelle	(2002), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Constructivism (Learning); Educational Environment; Elementary School Students; Elementary Secondary Education; Institutional Characteristics; Parent Participation; Secondary School Students; State Programs; Structural Equation Models; Testing Programs; Washington; Washington Assessment of Student Learning + Suchen Sie Ihr Suchwort? Schulleistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elternmitwirkung; Sekundarschüler; Regierungsprogramm
Abstract	This study examined how constructivist teaching and the organization of the learning environment relate to student achievement. The researchers used structural equation modeling (SEM) to examine the relationships among school and teaching attributes and student achievement in reading, writing, and mathematics as measured by the Washington Assessment of Student Learning (WASL). Data came from the average school-level scale scores of 79,494 students and from questionnaires completed by 4,307 teachers from 239 elementary, middle/juniors, and high schools in Washington state. The analyses show a strong positive relationship between school attributes and constructivist teaching. Schools that emphasize parental and community involvement and that have teaching staff who model and expect responsible behavior and mutual respect are more likely to have staff who use constructivist teaching methods. Constructivist teaching appears to have a meaningful influence on student achievement as measured by the WASL. Findings also show structural relationships among many school and classroom factors and student achievement. Maximizing achievement appears to be the result of an environmental shift in the school, a reinvention of education. (Contains 4 figures and 19 references.) (SLD)
Anmerkungen	For full text: http://www.spu.edu/wsrc.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC