Session Information
Contribution
School effectiveness is a fast-growing subject in educational research. This research trend dates back half a century, starting with Coleman’s (1966) research on school’s impact on the pupils’ effectiveness. Several approaches have been developed for on the effectiveness. According to the very broad concept, a school is effective if it meets its own targets (Madaus, Airasian and Kellaghan 1980). However, requirements are not limited to education, but include social and economic objectives, as well. Therefore there are numerous restricted concepts available. They share the characteristics of the detailed description of school effects; simultaneously researching the effectiveness of the cognitive and non-cognitive areas (Creemers et al, 2010, Maeyers et al, 2010).
Stimulated by this long history, researchers phased this half a century based on research questions, topics, effectiveness focuses and models (Reynolds et al 2011). Today we are in the 5th phase, characterized by synthesizing models and methodology publications, which are increasingly spread both in time and space. Consequently models and descriptions are more and more complex, by connecting previously separated research topics, research groups, disciplines, including research methodology.
We should highlight two of the synthesizing, broad studies, which were born almost at the same time. Based on 20 years of research experience, Teddlie and Reynolds (2000) defined nine parameters which influence school effectiveness:
- Effective leadership
- A focus upon learning
- A positive school culture
- High expectations of students and staff
- Monitoring progress at school, classroom and student level
- Involving parents
- Generating effective teaching
- Professional development of staff
- Involving students in the educational process
A Dutch study attempted to use a bigger sample utilizing US, Dutch and international (OECD, IEA) research results for exploring the dimensions of school effectiveness. According to Scheerens and als (2003, 2007), the most important effectivity factors are the following:
- Achievement, orientation, high expectations
- Educational leadership
- Consensus and cohesion among staff
- Curriculum quality/opportunity to learn
- School climate
- Evaluative potential
- Parental involvement
- Classroom climate
- Effective learning time
- Structured instruction
- Independent learning
- Differentiation
- Reinforcement and feedback
Our research focuses on one particular group: the disadvantaged pupils. The topic was scaled down owing to the close correlation between the students’ effectiveness and the family background in Hungary. Moreover, the topic of disadvantaged students’ education is strongly connected with the education of Romany students, as in this group the proportion of disadvantage is high. While the participation of students with Roma ethnicity in education has improved significantly in the last 25 years, the distance from the non-Romany students did not reduce.
By analyzing the impact of the educational and structural factors behind the disadvantaged and Romany students’ effectiveness, the research seeks for the strongest influencers. What school factors determine the students’ effectiveness?
Method
Expected Outcomes
References
Coleman, J. S., Campbell, E. Q., Hobson, C. F., McPartland, J., Mood, A. M., Weinfeld, F. D. és York, R. L. (1966): Equality of educational opportunity. US Government Printing Office, Washington, DC. Creemers, B.P.M − Kyriakides, L. − Sammons, P. (eds.) (2010): Methodological Advances in Educational Effectiveness Research. Routledge/Taylor & Francis, London, New York. http://rufiismada.files.wordpress.com/2012/02/methodological_advances_in_educational_effectiveness_research__quantitative_methodology_series_.pdf Hopkins, D. (1994): School improvment and cultural change: An interim account of the „Improving the Quality of Education for All” (IQEA) project. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA. Madaus, G. – Airasian, P. – Kelllaghan, T. (1980): School effectiveness: a reassessment of the evidence. McGraw-Hill, New York. Maeyer,S.D., Bergh, H., Rymenans, R., Van Petegem, P.& Rijlaarsdam, G. (2010). Effectiveness criteria in school effectiveness studies: Further research on the choice for a multivariate model. Educational Research Review 5, 81–96. OECD (2011): Against the Odds. DISADVANTAGED STUDENTS WHO SUCCEED IN SCHOOL. OECD Paris Quinn, R. E. – Faerman, S. R. – Thompson, M. P. – McGrath, M.R. (1996): Becoming a Master Manager. New York, John Wiley & Sons, Inc. Reynolds, D., Sammons, P., De Fraine, B., Townsend, T. és Van Damme, J. (2011): Educational effectiveness research (EER): a state of the art review. Paper presented to the annual meeting of the International Congress for School Effectiveness and Improvement, Cyprus. Scheerens, J. – Glas, C. – Thomas, S.M. (2003): Educational Evaluation, Assessment and Monitoring. A Systemic Approach. Lisse, Swets & Zeitlinger Publishers. Scheerens, J., Luyten, H., Steen, R. & Luyten-Thouars, Y. de (2007). Review and meta-analyses of school and teaching effectiveness. Enschede: Universiteit Twente, Afdeling Onderwijsorganisatie en -management. Stoll, L. and Fink D. (1996): Chancing our schools. Buckingham, UK Open University Press Teddlie, C. and Reynolds, D. (2000): The international handbook of school effectivenes research. New York: Falmer Press Townsend, T. (1994): Goals for effective schools: the view from the field. In: School Effectiveness and School Imrovement, 5/2. 127-148.
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