Educational Leadership and Pupil Achievement: The Choice of a Valid Conceptual Model to Test Effects in School Effectiveness Research

Autor/inn/en	De Maeyer, Sven; Rymenans, Rita; Van Petegem, Peter; van den Bergh, Huub; Rijlaarsdam, Gert
Titel	Educational Leadership and Pupil Achievement: The Choice of a Valid Conceptual Model to Test Effects in School Effectiveness Research
Quelle	In: School Effectiveness and School Improvement, 18 (2007) 2, S.125-145 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Grade 4; Grade 6; Instructional Leadership; School Effectiveness; Mathematics Achievement; Effective Schools Research; Outcomes of Education; Structural Equation Models; Academic Achievement; Foreign Countries; Belgium + Suchen Sie Ihr Suchwort? School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; Instruction; Leadership; Bildung; Erziehung; Führung; Schuleffizienz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schulforschung; Lernleistung; Schulerfolg; Schulleistung; Ausland; Belgien
Abstract	School effectiveness research often uses multilevel models in which only direct effects of characteristics of schools on pupil achievement are modelled. Recently, more attention is given to conceptual models that assume indirect and antecedent effects. In this paper, we elaborate on these models and show that the findings from school effectiveness research are influenced by the conceptual model underlying the analyses. We do this by focusing on the effect of "integrated leadership" on 2 outcome measures: mathematics achievement and mother tongue achievement. Four different conceptual models will be tested by means of multilevel structural equation modelling. Therefore we use data from a school effectiveness research in Flanders (850 fourth graders and 847 sixth graders within 47 schools). The results of these analyses show that the conclusion whether integrated leadership has an effect or not on pupil achievement, is dependent on the choice of the conceptual model. (Contains 3 tables, 5 figures and 3 notes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10