5 Education effectiveness Flashcards
School effectiveness research attempts to disentangle the links between what the student _______ to the school and the educational ____________ that the student has at the school and to see how the two strands influence the student’s _________, progress and development.
school effectiveness research does seek to increase our understanding of school and classroom processes and the way in which these can influence students’ educational outcomes.
effectiveness research focuses on a narrower concept of effectiveness which concerns the achievement of educational goals using specific measures of progress or outcomes. One of the main outcomes of research into school effectiveness has been the identification of processes and characteristics of schools seen to be effective.
School effectiveness research attempts to disentangle the links between what the student brings to the school and the educational experiences that the student has at the school and to see how the two strands influence the student’s attainment, progress and development.
school effectiveness research does seek to increase our understanding of school and classroom processes and the way in which these can influence students’ educational outcomes.
effectiveness research focuses on a narrower concept of effectiveness which concerns the achievement of educational goals using specific measures of progress or outcomes. One of the main outcomes of research into school effectiveness has been the identification of processes and characteristics of schools seen to be effective.
school effectiveness is criticised as concentrating too much on ________ measures and on _____/____ relationships, neglecting processes and ______.
school effectiveness is criticised as concentrating too much on narrow measures and on means/ends relationships, neglecting processes and values.
The key definition of an effective school is that it is one in which students progress _______ than might be expected from consideration of its intake.
An effective school is therefore one which ‘adds _____’ to its students’ achievements in comparison with schools serving similar intakes.
The concept of value added by the school is key to the separation of the two strands: what the student brings to the school and what the school contributes to the student. In measuring the value that the school has added it is therefore important that factors such as ______, socio-economic status, mobility and fluency in the majority ___________ at school are all taken into account when progress is measured.
The key definition of an effective school is that it is one in which students progress further than might be expected from consideration of its intake.
An effective school is therefore one which ‘adds value’ to its students’ achievements in comparison with schools serving similar intakes.
The concept of value added by the school is key to the separation of the two strands: what the student brings to the school and what the school contributes to the student. In measuring the value that the school has added it is therefore important that factors such as gender, socio-economic status, mobility and fluency in the majority language at school are all taken into account when progress is measured.
3 performance indicators of effectiveness (????, ????)
3 performance indicators of effectiveness (Gray, 1995):
1. Academic progress – quantitative:
What proportion of pupils have made above average levels of progress over the relevant time-period?
2. Pupil satisfaction – qualitative:
What proportion of pupils in the school are satisfied with the education they are receiving?
3. Pupil–teacher relationships – qualitative:
What proportion of pupils in the school have a good or ‘vital’ relationship with one or more teachers?
the key features of effectiveness methodology are that it:
the key features of effectiveness methodology are that it:
-is mainly quantitative, although case studies may also be used
-values reliability and replicability
-seeks to make generalisations.
but it also:
-works in partnership with practitioners
-values views and perceptions of teachers, students and parents.
The key definition of an effective school is that it is one in which students progress _______ than might be expected from consideration of its intake.
The key definition of an effective school is that it is one in which students progress further than might be expected from consideration of its intake.
a list of characteristics of effectiveness which relates to schools in less developed countries as well as those in the West, has been identified by ???? (????) who selected the factors that she considers are ‘specifically controllable by management’:
a list of characteristics of effectiveness which relates to schools in less developed countries as well as those in the West, has been identified by Davies (1997) who selected the factors that she considers are ‘specifically controllable by management’:
- combination of firm leadership and a decision-making process where teachers feel their views are represented
- ample use of rewards, praise and appreciation for both students and staff
- opportunity for students to take responsibility in the running of the school
- low rates of punishment
- care of the school environment, buildings and working conditions
- clear goals (possibly written) and incorporation (not coercion) of students and parents into acceptance of these goals
- high expectations and feedback
- teachers as good role models (time-keeping, willingness to deal with pupil problems, lesson preparation and maximum communication with the pupils)
- clearly delegated duties to teachers and students
- consistent record-keeping and monitoring (not necessarily testing)
- vigorous selection and replacement of staff
- maverick orientation, ingenuity in acquiring resources and risk taking by heads
- heads ‘buffering’ schools from negative external influences
- convincing teachers they do make a difference to children’s lives
- good external relations to aid financial and moral support for the school
- avoidance of nepotism and favouritism. Davies, 1997, pp. 29-30
Aspects of Ineffective schools (Stoll and Fink, 1996):
- lack of vision where teachers have little attachment ‘to anything or anybody’ (Rosenholtz, 1989)
- unfocused leadership
- dysfunctional staff relationships.
In addition there are a range of ineffective classroom practices, including (Stoll and Fink, 1996):
- inconsistent approaches to teaching
- lack of challenge
- low levels of teacher–pupil interaction
- high classroom noise levels
- frequent use of criticism and negative feedback.
Aspects of Ineffective schools (Stoll and Fink, 1996):
- lack of vision where teachers have little attachment ‘to anything or anybody’ (Rosenholtz, 1989)
- unfocused leadership
- dysfunctional staff relationships.
In addition there are a range of ineffective classroom practices, including (Stoll and Fink, 1996):
- inconsistent approaches to teaching
- lack of challenge
- low levels of teacher–pupil interaction
- high classroom noise levels
- frequent use of criticism and negative feedback.
It would appear that effectiveness in schools operates at _____ levels at least, the whole ______, the __________ and the ________. Although the more sophisticated effectiveness research does use a multi-level approach, it remains difficult to ___________ the impact of whole school, department and classroom effects.
It would appear that effectiveness in schools operates at three levels at least, the whole school, the department and the classroom. Although the more sophisticated effectiveness research does use a multi-level approach, it remains difficult to disentangle the impact of whole school, department and classroom effects.
???? (???) supports the relationship between leadership and effective schools _________ (by affecting culture of school as a whole and processes in classrooms that affect students).
Hallinger and Heck (1999) supports the relationship between leadership and effective schools INDIRECTLY (by affecting culture of school as a whole and processes in classrooms that affect students).
A study of the way in which leadership can enhance effectiveness in a multi-ethnic context in the UK (????,?????) showed the need for a particular style of leadership where the headteacher was ___________ and _______ in involving the staff, but ____ and strong in terms of implementing their vision of a multi-racial school in order to ensure good outcomes for all pupils regardless of ethnicity: Strong might not necessarily imply a dictatorial or authoritarian approach, but the strength to hold on to ‘the vision’ and the courage to examine and implement this vision in practice, sometimes in the face of strong resistance or hostility.
A study of the way in which leadership can enhance effectiveness in a multi-ethnic context in the UK showed the need for a particular style of leadership where the headteacher was transformational and collegial in involving the staff, but firm and strong in terms of implementing their vision of a multi-racial school in order to ensure good outcomes for all pupils regardless of ethnicity: Strong might not necessarily imply a dictatorial or authoritarian approach, but the strength to hold on to ‘the vision’ and the courage to examine and implement this vision in practice, sometimes in the face of strong resistance or hostility. Blair, 2002,
‘At the ________ level, the powerful elements of expectation, management, clarity and instructional quality transcend culture’ (????,????)
The authors felt able to claim that the basics of teacher effectiveness such as their classroom management and high expectations can be regarded as ‘universals’ in their impact on effectiveness.
‘At the classroom level, the powerful elements of expectation, management, clarity and instructional quality transcend culture’ (Reynolds et al., 2002)
The authors felt able to claim that the basics of teacher effectiveness such as their classroom management and high expectations can be regarded as ‘universals’ in their impact on effectiveness.
The issues in Pakistan and in South Africa relating to effective schools indicate some very basic needs for effectiveness including the _______ of teachers and resources like water, feeding schemes and possession of a telephone. Harber and Muthukrishna (2000) report that in the South African province of KwaZulu-Natal, two thirds of schools do not have a _________, and less than one half have __________. In Pakistan the major issue is simply _______ to schools.
In both Pakistan and South Africa, effectiveness is seen as less concerned with ________ outcomes per se and more concerned with establishing conditions that promote better ________. In the case of South Africa, the goals for the schools are articulated in terms of governance, democracy and equity.
The issues in Pakistan and in South Africa relating to effective schools indicate some very basic needs for effectiveness including the numbers of teachers and resources like water, feeding schemes and possession of a telephone. Harber and Muthukrishna (2000) report that in the South African province of KwaZulu-Natal, two thirds of schools do not have a telephone, and less than one half have electricity. In Pakistan the major issue is simply access to schools.
In both Pakistan and South Africa, effectiveness is seen as less concerned with academic outcomes per se and more concerned with establishing conditions that promote better learning. In the case of South Africa, the goals for the schools are articulated in terms of governance, democracy and equity.
In the West, and in the UK in particular, school effectiveness research has been seen to support new ___________ ideas of target setting and ______________. It has been identified with ‘taxonomies, checklists, performance indicators, league tables and target setting exercises’ at the expense of values (????, ????).
However, as ???? (????) point out, in the UK, school effectiveness researchers have been strong critics of market policies and have countered the ‘raw’ league table approach with the concept of value added, which has been welcomed by many practitioners.
In the West, and in the UK in particular, school effectiveness research has been seen to support new managerialist ideas of target setting and accountability. It has been identified with ‘taxonomies, checklists, performance indicators, league tables and target setting exercises’ at the expense of values (Morley and Rassool, 2000).
However, as Teddlie and Reynolds (2001) point out, in the UK, school effectiveness researchers have been strong critics of market policies and have countered the ‘raw’ league table approach with the concept of value added, which has been welcomed by many practitioners.
