Singapore's School Excellence Model and Student Learning: Evidence from PISA 2012 and TALIS 2013

Autor/inn/en	Huang, Jiali; Tang, Yipeng; He, Wenjie; Li, Qiong
Titel	Singapore's School Excellence Model and Student Learning: Evidence from PISA 2012 and TALIS 2013
Quelle	In: Asia Pacific Journal of Education, 39 (2019) 1, S.96-112 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2019.1575185
Schlagwörter	Foreign Countries; Models; Academic Achievement; Evidence; Achievement Tests; International Assessment; Secondary School Students; Teacher Surveys; Administrator Surveys; Accountability; Capacity Building; School Based Management; Educational Quality; Educational Change; Hierarchical Linear Modeling; Teacher Participation; School Responsibility; Principals; Extracurricular Activities; Reading Achievement; Science Achievement; Mathematics Achievement; Singapore; Program for International Student Assessment; Teaching and Learning International Survey (NCES) + Suchen Sie Ihr Suchwort? Ausland; Analogiemodell; Schulleistung; Evidenz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Verantwortung; Quality of education; Bildungsqualität; Bildungsreform; Principal; Schulleiter; Außerunterrichtliche Aktivität; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Singapur
Abstract	This study examines the relationship between key elements of the School Excellence Model (SEM) and student achievement in reading, mathematics and science as measured by the Programme for International Student Assessment (PISA) 2012 and the Teaching and Learning International Survey (TALIS) 2013, using a sample of 166 schools in Singapore. Strategies, quality and resources are identified as school-level dimensions commonly involved in the SEM to select variables in PISA 2012 and TALIS 2013. A multilevel data analysis was conducted using hierarchical linear modelling. The results indicate that a triangulated school strategy focused on strengthening teacher participation, principal commitment and school responsibility has significant relationships with student performance. In particular, teachers' instructional improvement contributed to student achievement, while teacher ratio to support teaching staff accounts for the largest variance in student achievement. Finally, school extra-curricular activities promote well-rounded student development that enhances learning achievement. Findings highlight the importance of school-based accountability that empowers teachers, in building school capacity for student achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01