International Perspectives in Educational Effectiveness Research 9783030448097, 9783030448103

Table of contents :
Foreword
Abbreviations
Contents
Editors and Contributors
1: Introduction
References
Part I: Setting the Scene for International Perspectives in Educational Effectiveness Research: Historical Context, Theory, an...
Introduction
Chapter 2: International Perspectives in Educational Effectiveness Research: A Historical Overview
2.1 Introduction
2.2 Early EER: The Beginning of an International Dialogue
2.3 The Contribution of the International Congress for School Effectiveness and School Improvement: An International Community...
2.4 The Contribution of Single-Setting Studies: A Growing Body of Evidence
2.5 The Contribution of Literature Reviews and Meta-Analyses as Syntheses of Evidence
2.6 The Contribution of International Studies Within and Beyond EER: Evidence on Cross-Country Comparisons
2.7 Reflections and Suggestions for Future Directions
References
Chapter 3: Developing and Testing Theories of Educational Effectiveness Addressing the Dynamic Nature of Education
3.1 Introduction
3.1.1 Educational Effectiveness Theories: Moving from Single Approaches to Integrated Models
3.1.2 Concluding Comments
3.2 Theories of Educational Effectiveness Addressing the Dynamic Nature of Education
3.2.1 Student-Level Factors Included in the Dynamic Model of Educational Effectiveness
3.2.1.1 Socio-Cultural and Economic Background Variables Emerging from the Sociological Perspective of EER
3.2.1.2 Background Variables that Emerged from the Psychological Perspective of EER
3.2.1.3 Variables Related to Specific Learning Tasks Emerging from the Psychological Perspective of EER
3.2.2 Teacher Factors: An Integrated Approach to Effective Teaching Is Promoted
3.2.3 School Factors: Promoting Quality and Equity by Taking Actions to Improve School Policy on Teaching and the Learning Env...
3.2.3.1 School Policy on Teaching and Actions Taken to Improve Teaching
3.2.3.2 School Policy on Creating the SLE and Actions Taken to Improve the SLE
3.2.3.3 Evaluation of School Policy on Teaching and the SLE
3.2.4 System-Level Factors Included in the Dynamic Model of Educational Effectiveness
3.3 Developing and Testing Theories of Educational Effectiveness: From a Synthesis of Effectiveness Studies to Improving the D...
3.4 Conclusions and Suggestions for Further Research
References
Chapter 4: The Fifth Phase of Educational Effectiveness Research: The Philosophy and Measurement of Equity
4.1 Introduction
4.2 How the Phases of EER Have Developed
4.3 The Philosophy of Equity
4.3.1 EER and a Creeping Utilitarianism
4.3.2 EER and John Rawls´s Theory of Justice
4.3.3 Rawls´s Veil of Ignorance and the Original Position
4.3.4 Rawls´s Principles of Justice
4.3.5 A Response to Critiques of Rawls´s Theory
4.4 The Measurement of Equity
4.4.1 The Range Ratio and Its Variations
4.4.2 The Coefficient of Variation
4.4.3 The McLoone Index
4.4.4 Theil´s T
4.4.5 The Attainment Equity Index
4.4.6 The Palma Index
4.5 Technical Properties of Equity Metrics
4.6 Conclusions
References
Chapter 5: Extending Educational Effectiveness: The Middle Tier and Network Effectiveness
5.1 Introduction
5.2 Methodology
5.2.1 Federations of Schools
5.2.2 Evaluation of a School-to-School Support Programme
5.2.3 Impact Evaluation of Teaching School Alliances
5.2.4 Evaluation of a System Leadership Intervention
5.3 Results
5.3.1 Federations
5.3.2 School-to-School Collaboration
5.3.3 Impact Evaluation of Teaching School Alliances
5.3.4 Evaluation of a System Leadership Intervention
5.4 Discussion
References
Chapter 6: Extending Educational Effectiveness: A Critical Review of Research Approaches in International Effectiveness Resear...
6.1 Introduction: The Rise of International Effectiveness Research
6.2 The First International Studies, 1960-2000
6.2.1 Methodological Deficiencies
6.2.2 Sampling Issues
6.2.3 Limited Data and Limited Analyses
6.3 The PISA International Achievement Studies, 2001 Onwards
6.4 PISA: A Perspective from Educational Effectiveness and Improvement Research (EEIR)
6.4.1 The Absence of Teaching/Pedagogical Focus
6.4.2 The Limited Use of a `Value Added´ Approach
6.4.3 The Absence of a Longitudinal Research Design
6.4.4 The Use of Educational Policy/Educational Process Factors of Limited Explanatory Power
6.4.5 The Absence of an Efficiency Perspective
6.4.6 The Absence of National Cultures and Context in the Analysis of Effectiveness
6.5 Conclusions: The Potential Value of Improved International Effectiveness Research
References
Chapter 7: Policies and Practices of Assessment: A Showcase for the Use (and Misuse) of International Large Scale Assessments ...
7.1 International Large Scale Assessment (ILSA) and Educational Effectiveness Research (EER)
7.2 Policies and Practices of Assessment as a Topic in Educational Effectiveness Research
7.2.1 School Evaluation
7.2.2 Assessment Embedded in Classroom Teaching and Learning
7.2.3 Using ILSAs to Inform Research on Assessment and Evaluation
7.3 A Comparative Analysis of Assessment Policies and Practices, Implemented in PISA 2015
7.3.1 Developing Measures for PISA 2015
7.3.2 Data and Methods
7.3.3 Formative Assessment and Feedback: Studying Teaching Practice from a Comparative Point of View
7.3.3.1 Excursus on Cross-Cultural Measurement
7.3.3.2 Restricting Comparison of Scale Means to a Smaller Sample of Countries
7.3.4 The Purpose of Student Testing: Assessment as a School Policy
7.3.5 National Contexts for School Evaluation and Accountability
7.3.6 Integrating the Picture: How Formative Assessment Practice Relates to Student Composition, Evaluation and Accountability...
7.3.6.1 Excursus on the Methodology of ILSA
7.3.6.2 Relating Perceived Feedback to Other School-Level Variables: In Search of the Proper Explanandum
7.3.7 Long-Term Changes in Assessment Strategies
7.4 Summary and Discussion: Connecting ILSA and EER
References
Part II: Examples of Educational Effective Research from Around the Globe
Chapter 8: Educational Effectiveness Research in Africa: The Case of the Democratic Republic of the Congo (DRC)
8.1 Introduction
8.2 Research Context
8.3 Research Motivation
8.4 Analytical Modelling Approaches
8.5 Methodological Choices
8.6 Research Questions
8.7 The Sample of Schools and Classes
8.8 Variables and Research Instruments
8.8.1 Variables and Instruments Relevant to Pupils
8.8.2 Variables and Instruments Relevant to the Class Level
8.8.3 Variables and Instruments Relevant to the School Level
8.9 School and Class Effects
8.10 Future Prospects
8.11 Reflections on Educational Effectiveness Research in Central Africa
References
Chapter 9: School and Teacher Value Added Performance and the Relationship with Teacher Professional Development in Mainland C...
9.1 Introduction
9.2 Systems for Supervision, Evaluation and Inspection
9.3 School Effectiveness Research in China
9.4 ITDEQC and IEEQC Project Methodology
9.5 Findings
9.5.1 Significant Differences in School Effectiveness
9.5.2 Time Trends in School Performance
9.5.3 School and Teacher Effects
9.5.4 Differential School Effects
9.5.5 The Impact of Teacher Professional Development on Student Value Added Performance
9.6 Discussion
References
Chapter 10: Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Top...
10.1 Introduction
10.2 Educational Effectiveness Research in the Netherlands and Belgium: An Historical Overview of Developments
10.2.1 Origins and First Developments of Educational Effectiveness Research in the Netherlands
10.2.2 Origins and First Developments of Educational Effectiveness Research in Belgium
10.3 An Overview and Comparison of (Trends in) Dominant Research Topics and Research Issues
10.3.1 School Level
10.3.2 Outcome Criteria
10.3.3 Short-Term Versus Long-Term Effects
10.3.4 Explaining Factors: Level, Type and Attention to Differential Effects Versus Genericity
10.4 The Knowledge Base
10.4.1 The Importance of Schools, Teachers and Classes
10.4.1.1 Short-Term Effects on Status and Growth of Cognitive, Non-cognitive and School Career Indicators
10.4.1.2 Long-Term Effects on Cognitive, Non-cognitive and School Career Indicators
10.4.2 The Importance of Schools Versus Learning Environments at Class Level (Teachers/Classes)
10.4.3 Effects of School Factors on Students´ Cognitive and Non-cognitive Outcomes
10.4.3.1 Context Factors
10.4.3.2 School Management and Organization
10.4.3.3 School Processes
10.4.3.4 School Composition
School Composition in the Netherlands
School Composition in the Flemish and French-Speaking Part of Belgium
10.4.3.5 Relationships Between School Composition and School Processes
10.4.4 Effects of Learning Environment Factors at Class Level: Teacher Behaviour and Students´ Class Experiences on Students´ ...
10.4.4.1 Effects of Instruction and Instructional Support
10.4.4.2 Effects of Class Climate
10.4.4.3 Effects of Group Composition (Also in Relation to What Students Experience in the Classroom)
10.4.4.4 Effects of Configurations of Learning Environments as a Holistic Way to Look at Effects of Learning Environments
10.4.4.5 The Connection Between School-Level Factors and Learning Environment (i.e. Teacher/Classroom) Characteristics
10.4.4.6 Generic Versus Differentiated Educational Effectiveness
10.5 Conclusion, Discussion and Future Directions
References
Chapter 11: The Impact of Socioeconomic Segregation in U.S. High Schools on Achievement, Behavior, and Attainment and the Medi...
11.1 Introduction
11.1.1 Historical Background on School Segregation in the United States
11.1.1.1 Shift in School Integration Efforts from Race to SES
11.1.1.2 Towards the Use of Multiple and Alternative Outcomes and Not Just Achievement
11.1.1.3 Linking Research Trends to Policy and Practice
11.1.1.4 The Importance of Diversity in Research Outcomes
11.1.1.5 Brown vs. Board of Education Revisited
11.2 Empirical Study
11.2.1 The Effect of SEC on Achievement and Other Outcomes
11.2.2 Mediating Mechanisms: Peer Influences vs. School Practices
11.2.3 Implications of Theory to Policy Interventions
11.2.4 Research Questions
11.3 Methods
11.3.1 Data
11.3.1.1 Outcome Variables
11.3.1.2 Independent Variables
11.3.2 Statistical Models
11.3.2.1 Mediation
11.3.2.2 Model Building
11.3.2.3 Statistical Equations
11.4 Results
11.4.1 Academic Performance
11.4.2 Behavioral Engagement
11.4.3 High School Graduation
11.4.4 College Choice
11.4.5 College Enrollment
11.5 Discussion
11.5.1 Multiple Outcomes - Multiple Effects
11.5.1.1 SEC Effect Larger for Academic Outcomes
11.5.1.2 Peer Influence Mediation Strongest for College Choice, but School Practices are for Academic Performance
11.5.1.3 SEC vs. SES
11.5.2 Implications for Policy and Practice
11.5.3 Limitations
11.5.4 Future Work
11.6 Summary and Conclusions
Appendix
References
Chapter 12: Leadership for Learning in Diverse Settings: School Leaders Setting the Agenda in Australia and New Zealand
12.1 Introduction
12.2 Leadership for Learning
12.3 Successful School Leadership in Australasia
12.3.1 Principal Contribution
12.3.2 Values
12.3.3 Qualities and Skills
12.3.4 Interventions/Practices
12.3.5 A Model of Successful School Leadership
12.4 Australia: Principals as Literacy Leaders (PALL)
12.4.1 PALL Research
12.4.2 Results from the Data
12.5 New Zealand: Improving Contexts for Learning for Maori Students
12.5.1 The New Zealand Policy Response: Ka Hikitia
12.5.2 Critical Leadership Leading Transformative Reform
12.6 Discussion
12.7 Conclusion
References
Chapter 13: A National Evaluation of Kindergarten Outcomes: Findings from Uruguay
13.1 Introduction
13.2 Literature Review
13.2.1 The Skills That Matter
13.2.2 The Enduring Effects of Attending Pre-schools Programs and Kindergarten
13.3 Research Questions
13.4 Method
13.4.1 Data Sources and Measures
13.4.2 Sample
13.4.3 Analysis
13.5 Results
13.5.1 Pre-literacy Skills upon Entry into Kinder-4
13.5.2 Annual Growth During Kinder-4
13.6 Discussion and Policy Implications
References
Chapter 14: Continuing Towards International Perspectives in Educational Effectiveness Research
14.1 Introduction
14.2 Common Themes Within This Volume
14.3 Future Directions
14.3.1 For Educational Effectiveness Research
14.3.2 For International Perspectives in Educational Effectiveness Research (EER)
14.4 Concluding Thoughts
References
Introduction
Index