Download or read book Organizational and SES Predictors of Student Achievement and School Effectiveness written by Lori A. Antonelli and published by . This book was released on 2005 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Academic Optimism and Organizational Climate as Predictors of Academic Achievement and School Effectiveness written by Nicole Danielle Vaux and published by . This book was released on 2015 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: An investigation into the relationship of organizational climate and academic optimism as predictors of student achievement and school effectiveness was conducted. De-identified secondary data from 67 elementary schools in the Northern portion of Alabama were used. The instrumentation for this study included School Academic Optimism Survey (SAOS), Organizational Climate Index (OCI), the Index of Perceived Organizational Effectiveness (IPOE) which is now known as the SE Index (School Effectiveness Index), a composite score for Academic Achievement (AA), and socioeconomic status (SES). Ordinary Least Squares Block Regression method was used to test the effects of the independent variables separately and together on school effectiveness and academic achievement. The results suggested that all variables had a moderate correlation with each other. Also, when controlling for SES both optimism and climate served as independent predictors for achievement and effectiveness. When entered into a regression model together while controlling for SES, climate predicted achievement while optimism did not. This was likely due to the small sample size as compared to the number of predictors in the model. Both climate and optimism served as predictors for effectiveness when in the regression model. The results of this study lend further support to the importance of School Academic Optimism and Organizational Climate as predictors of academic achievement and organizational effectiveness.
Download or read book Alternate Route to School Effectiveness and Student Achievement written by Patrick Chudi Okafor and published by iUniverse. This book was released on 2012-07 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: While socioeconomic status does affects students' success, both in academics and in future status in adult life, it does not have to be the only deciding factor. In his study, Alternate Route to School Effectiveness and Student Achievement, Dr. Patrick Chudi Okafor discusses the need to enhance school climate as an alternate to socioeconomic status in promoting students' success. He also investigates the climate in New York City public schools as the means of schools' survival, development, and growth, as it affects both school effectiveness and student academic achievement. He further considers schools, teachers, parents, communities, and governments with respect to their roles in students' academic development and growth.These considerations, among others, led Dr. Okafor to offer solutions to the issue of failure associated with low socioeconomic status at a time when more children are falling within this bracket and the gap between the rich and the poor continues to widen. A quality learning environment presents a strong stimulus for societal change, development, and growth. By basing the overarching framework of his study on openness of the school and family systems, Dr. Okafor builds on the idea behind the saying, "It takes a village to raise a child". The academic relationship between the home and the school must be improved to guarantee sustainable student academic performance and "the home climate" is a major contributor to what children bring to school, just as "the school climate" is a major determinant to how it is transformed.
Download or read book The Factors Effecting Student Achievement written by Engin Karadağ and published by Springer. This book was released on 2017-05-14 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on the effect of psychological, social and demographic variables on student achievement and summarizes the current research findings in the field. It addresses the need for inclusive and interpretive studies in the field in order to interpret student achievement literature and suggests new pathways for further studies. Appropriately, a meta-analysis approach is used by the contributors to show the big picture to the researchers by analyzing and combining the findings from different independent studies. In particular, the authors compile various studies examining the relationship between student achievement and 21 psychological, social and demographic variables separately. The philosophy behind this book is to direct future research and practices rather than addressing the limits of current studies.
Download or read book Leading Research in Educational Administration written by Michael DiPaola and published by IAP. This book was released on 2011-06-01 with total page 275 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading Research in Educational Administration: A Festschrift for Wayne K. Hoy is the tenth in a series on research and theory dedicated to advancing our understanding of schools through empirical study and theoretical analysis that was initiated by Wayne and Cecil G. Miskel. This tenth anniversary edition honors and celebrates the research leadership Wayne has provided in the field of educational administration through his distinguished career. The festschrift is organized around the analysis of school contexts and includes constructs Wayne and his protégés have studied and researched: climate, trust, efficacy, academic optimism, organizational citizenship, and mindfulness. It concludes with the work of colleagues on the salient contemporary issues of innovation, power, leadership succession, and several others focused on improving schools. Chapter authors all have close connections to Wayne - former students and their students, as well as colleagues and friends.
Download or read book The Oxford Handbook of Positive Organizational Scholarship written by Kim S. Cameron and published by OUP USA. This book was released on 2012 with total page 1105 pages. Available in PDF, EPUB and Kindle. Book excerpt: Positive organizational scholarship (POS) is a concept used to emphasize what elevates and what is inspiring to individuals and organizations by defining the possibilities for positive deviance. This book reviews basic principles, empirical evidence and ideas for future research relating to POS.
Download or read book Educational Leadership for Organisational Learning and Improved Student Outcomes written by William Mulford and published by Springer Science & Business Media. This book was released on 2006-04-11 with total page 273 pages. Available in PDF, EPUB and Kindle. Book excerpt: The change in paradigm in our field is away from the great man or woman theory of leadership and the teacher in his or her own classroom to the development of learning communities which value differences and support critical reflection and encourage members to question, challenge, and debate teaching and learning issues. How to achieve such learning communities is far from clear, but we believe the areas of problem-based learning (PBL) and organizational learning (OL) offer valuable clues. The indications are that the successful educational restructuring agenda depends on teams of leaders, whole staffs and school personnel, working together (i.e., OL) linking evidence and practice in genuine collaboration (i.e., PBL). The book is unique in that it is both about and uses these two concepts.
Download or read book Theory and Research in Educational Administration Vol 1 written by Cecil Miskel and published by IAP. This book was released on 2002-03-01 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: This series is dedicated to advancing our understanding of schools through empirical study and theoretical analysis. Scholars, both young and established, are invited to publish original analyses, but we especially encourage young scholars to contribute to Theory and Research in Educational Administration. This first issue provides a mix of beginning and established scholars and a range of theoretical perspectives. Eight separate but related studies were selected for this first issue. Three of the research pieces deal with the intended and unintended consequences of policy and political initiatives in schools. Do high-stakes accountability environments threaten the potential of learning organizations? Marks and Printy grapple with that question. Not surprisingly, they anticipate the latent dysfunctional consequences of high-stakes accountability as they provide a careful analysis of urban school district responses to state policies. Well-intended initiatives produced unintended consequences that threatened the capacity for organizational learning in these schools. In a similar fashion, Jones and Malen’s findings suggest that political strategies that use insider dynamics can foster successful enactment of reforms but often at a cost of undermining efforts to implement the policy. Song and Miskel focus their analysis on national reading policy. An examination of national interests groups and policymakers suggests that an assessment of various groups’ influence is necessary if policy actors are to make sensible judgments in choosing allies and building coalitions for effective actions. Two of the papers are informed by contingency theory. Ogawa and Studer are concerned with the relationship between the school and its community. They propose that both buffering and bridging strategies enable schools to deal with parents effectively. Because schools depend on parents for resources, they bridge to parents in cooperative fashion, but because parents often pose uncertainty, schools also buffer parent influence by limiting their access. Yet, there is divergence from contingency theory because schools depend primarily on parents to provide socio-cultural rather than material resources; hence, schools often use strategies that shape rather than diminish dependence on parents. Rowan, also draws ideas from contingency theory to examine the extent to which the nature of teachers’ instructional work affects patterns of instructional management in schools. His data support the explanation that teachers who face increased task variety actively work to construct "organic" patterns of instructional management to reduce task uncertainty and to increase workplace motivation and commitment. Three papers examine teachers in schools. Rowan is intrigued by the variation in the nature of teachers’ work both in terms of task variety and task uncertainty. He finds that teachers do not see their work as many organizational theorists do, that is, as a non-routine form of work; in fact, teachers view teaching as either as a routine task or "expert task." In spite of the fact that many teachers endorsed a constructivist view of teaching, few concluded it was a non-routine task. Moreover, teachers in different disciplines have different views about both the nature of academic knowledge and desirable teaching practices. Both Goddard and Hoy and his colleagues use social cognitive theory to develop an argument of the importance of collective efficacy in positively influencing student achievement. Hoy, Smith, and Sweetland build on their earlier work to demonstrate that collective efficacy of schools is pivotal in explaining student achievement in a sample of rural schools. Goddard shows that that collective efficacy is also an important predictor of the practice of involving teachers in important school decisions. He concludes that the more we learn how school practices are related to collective efficacy, the more we will know about what school leaders
Download or read book School Effectiveness and School Improvement written by Louise Stoll and published by Institute of Education. This book was released on 1995 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: The last decade has seen a burgeoning of interest in the twin fields of school effectiveness and school improvement by politicians, policy makers and practitioners. For some, the drive has been to raise standards and increase accountability through inspection and assessment measures, believing that the incentive of accountability and market competition will lead to improvement. Alternatively, reform and restructuring have led many people in schools to create their own agenda and ask, ‘How do we know that what we are doing makes a positive difference to our pupils?’ and, ‘What can we do to provide pupils with the best possible education?’ This paper explores the two paradigms that underpin notions of school effectiveness and school improvement. We start with their definitions and aims. Key factors of effectiveness and improvement are examined and fundamental issues discussed. We conclude with a description of attempts to link the two areas of work.
Download or read book Advances in School Effectiveness Research and Practice written by D. Reynolds and published by Pergamon. This book was released on 1994-11-18 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt: Presents the current state-of-the-art research in the rapidly expanding field of school effectiveness, viewed from an international perspective; reviews, analyzes, and integrates knowledge in the field from different countries; and outlines some new directions in which the field should move if it is to fulfill its promise. These last include the development of international studies, generating and testing school effectiveness theory, and closer links with the practical needs of school improvement. Annotation copyright by Book News, Inc., Portland, OR
Download or read book International Handbook of School Effectiveness and Improvement written by Tony Townsend and published by Springer Science & Business Media. This book was released on 2007-09-21 with total page 976 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book reviews of the development, implementation and practice of the disciplines of school effectiveness and school improvement. Seven main topics are addressed: History of the school effectiveness movement over the last 25 years; Changes in accountability and standards; Leadership in school effectiveness; Changes in teacher education; Impact of Diverse Populations; Education Funding and its Impact; and Best Practice Case Studies. The contributors are active in school effectiveness research worldwide.
Download or read book Collective Efficacy written by Jenni Donohoo and published by Corwin Press. This book was released on 2016-10-21 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Improve student outcomes with collective teacher efficacy. If educators’ realities are filtered through the belief that they can do very little to influence student achievement, then it is likely these beliefs will manifest in their practice. The solution? Collective efficacy (CE)—the belief that, through collective actions, educators can influence student outcomes and increase achievement. Educators with high efficacy show greater effort and persistence, willingness to try new teaching approaches, and attend more closely to struggling students’ needs. This book presents practical strategies and tools for increasing student achievement by sharing: Rationale and sources for establishing CE Conditions and leadership practices for CE to flourish Professional learning structures/protocols
Download or read book Alternate Route to School Effectiveness and Student Achievement written by Patrick Chudi Okafor and published by iUniverse. This book was released on 2012-07-23 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: While socioeconomic status does affects students success, both in academics and in future status in adult life, it does not have to be the only deciding factor. In his study, Alternate Route to School Effectiveness and Student Achievement, Dr. Patrick Chudi Okafor discusses the need to enhance school climate as an alternate to socioeconomic status in promoting students success. He also investigates the climate in New York City public schools as the means of schools survival, development, and growth, as it affects both school effectiveness and student academic achievement. He further considers schools, teachers, parents, communities, and governments with respect to their roles in students academic development and growth.These considerations, among others, led Dr. Okafor to offer solutions to the issue of failure associated with low socioeconomic status at a time when more children are falling within this bracket and the gap between the rich and the poor continues to widen. A quality learning environment presents a strong stimulus for societal change, development, and growth. By basing the overarching framework of his study on openness of the school and family systems, Dr. Okafor builds on the idea behind the saying, It takes a village to raise a child. The academic relationship between the home and the school must be improved to guarantee sustainable student academic performance and the home climate is a major contributor to what children bring to school, just as the school climate is a major determinant to how it is transformed.
Download or read book Journal of Research on Organization in Education written by Curt M. Adams and published by IAP. This book was released on 2017-08-01 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: The JROE represents a new forum for advancing, integrating, and challenging the theory and body of evidence surrounding the organization of education. Committed to scientific empiricism, this journal's editors and editorial board seek to coalesce and vitalize decades of theoretical work and research that holds promise for our understanding and improvement of organizations, especially, but not only, schools. The development and testing of a body of middle?range theory is facilitated by the availability of longitudinal and hierarchical analytical techniques, model?building, and experimental simulation research approaches, all potentially signaling a new era of theoretical possibility. Increasingly, a new generation of researchers studying education organization is prepared to exploit the power of these tools. JROE can serve as scaffold for holding more precise empirical evidence and orienting it toward theorybuilding.
Download or read book Academic Optimism of Schools and Student Achievement written by Pamela J. Mckinnon and published by . This book was released on 2012 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The pressure to perform well on high stakes testing may have caused many educational leaders to shift their focus away from developing a healthy organization that may enhance and possibly even predict student achievement to simply focusing on test scores. Hoy, Tarter and Hoy (2006) suggested that high levels of Academic OptimismAO (including collective teacher efficacy-CTE, faculty trust in parents and students-FT, and academic emphasis-AE), when controlling for SES, is a strong force in predicting academic achievement. This study attempted to support previous research findings and to provide educational administrators with a framework for improving school organizational health for the purpose of enhancing student achievement. This study examined the relationships between AO, its sub-constructs, and student achievement in reading and math, when controlling for SES, for four participating middle schools located in two school districts in southeast Georgia. The data was collected from the School Academic Optimism Survey (SAOS) which is designed to measure the overall level of academic optimism within the school and each of the sub-constructs. The SAOS provides 30 Likert-type items with 1-12 measuring CTE, 13-22 measuring FT and 23-30 measuring AE. Overall, the analysis of the relationship of AO of schools and achievement in reading and math, when controlling for SES, is not statistically significant in this study. The variance in reading and math achievement showed 0% change in the relationship when adding AO as a predictor. Although some improvement in relationships, particularly in reading, was noted when adding the predictor variables of CTE, FT, and AE, the results suggested these variables did not predict student achievement over SES. All schools in this study reported at least average levels of AO, all four schools were achieving in reading above the state percentage, and 3 of the 4 were achieving above the state percentage in math. Additionally, 3 of the 4 schools had populations of economically disadvantaged students above the state average. Although further research with a larger sample size is recommended, this may suggest that schools with low SES students are not necessarily at a disadvantage when variables associated with school organizational health are considered.
Download or read book School Effectiveness written by Pamela Sammons and published by CRC Press. This book was released on 1999-01-01 with total page 428 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume explores the influence of students' background on educational outcomes, ways of contextualising school performance, and current issues and developments in school effectiveness research. Also investigated is how the research contributes to understanding of school and classroom processes.
Download or read book School Effectiveness and School Improvement written by Bert.P.M. Creemers and published by Routledge. This book was released on 2022-02-27 with total page 396 pages. Available in PDF, EPUB and Kindle. Book excerpt: School effectiveness and school improvement have different origins: School effectiveness is more directed to finding out "what works" in education and "why"; school improvement is practice and policy oriented and intended to change education in the desired direction. However, in their orientation to outcomes, input, processes, and context in education, they also have much in common. In the theoretical part, different orientations have been analysed and combined in a model for effective school improvement. Based on this analysis, an evaluation framework was developed for the analysis of the case studies of school improvement projects in the participating countries. The theoretical model and the results of the analyses of the case studies were combined in a framework of effective school improvement.
