Does the Difference Schools Make, Make a Difference?

Murphy, Judith

doi:10.2307/590408

Cited by 6 publications

(3 citation statements)

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“…In the last two decades there has been an explosion of studies on "school effectiveness" (Rutter, Maughan, Mortimore & Ouston, 1979;Mortimore, Sammons, Stoll, Lewis & Ecob, 1988a;Gray, McPherson & Raffe, 1983;Ainley & Sheret, 1992;Creemers & Lugthart, 1989;Creemers & Scheerens, 1989) and these have yielded remarkably similar findings. Although their designs have been criticised in terms of scope and methodology (Clark, Lotto & Astuto, 1984;Murphy, 1985;Good & Brophy, 1986a;Bosker & Scheerens, 1989;Raudenbusch, 1989;Rutter, 1983) the fact that the studies have taken place in several different countries, with children in primary as well as secondary education, and on children from a wide range of social backgrounds all give support to the claim that school exerts a strong influence on development.…”

Section: The Effects Of Primary School On Children's Attainment Attimentioning

confidence: 99%

School Influences on Children’s Development

Sylva¹

Psychology of Education

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Section: The Effects Of Primary School On Children's Attainment Attimentioning

confidence: 99%

School Influences on Children’s Development

Sylva¹

Psychology of Education

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“…Numerous studies (Andries, et.al. 2013, Lawler II, 1985Murphy, 1985) have suggested that education may cause people to have different expectations and preferences with respect to work. Commenting on the effect of an individual's formal training on productivity, Murphy (1985:108) posits that the nature and diversity of the school an individual attend can cause a difference in productivity of scholars.…”

Section: Formal Training Of Faculty Membersmentioning

confidence: 99%

Effect of Linguistic Differences and Formal Training on Scholarly Productivity

2020

EJBM

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The objective of this study was to find out the effect of linguistic differences and formal training on scholarly productivity among lecturers in Administrative Sciences. Data were obtained from 176 faculty members in Administrative Sciences drawn from 11 universities in Quebec Canada. Also, personal interviews were held with the deans and directors of research in seven of the eleven universities. The result of our findings showed statistically significant difference in total book production between those with working knowledge in both French and English. And those with working ability in only French or English. There was no significant difference in total article production between those with working ability in both French and English and those with working knowledge in only French or English. There was no significant relationship between the extent to which research is encouraged in the faculty in which the faculty members had their graduate training and scholarly productivity. Based on these findings, it was concluded that linguistic ability affects scholarly productivity. Also, commitment to scholarly activity cannot be enforced. It must come as a product of the enthusiasm that a faculty member feels toward his or her job. The implications for this study along with some directions for further study are addressed.

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“…Algunos críticos consideran, sin embargo, que el fundamento de esa confianza es más bien endeble (Acton, 1980;Murphy, 1986) y que este movimiento no es más que una nueva versión del reformismo educativo que está destinada al fracaso.…”

Section: Implicaciones Socialesunclassified

El movimiento de escuelas eficaces: implicaciones para la innovación educativa

Fé

1994

RIEOEI

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¿En qué medida determina la escuela el rendimiento académico del alumno? ¿Es posible diferenciar entre centros escolares más eficaces y menos eficaces?, ¿con qué criterios? ¿Pueden utilizarse esos criterios para mejorar los resultados de otros centros?... Estos y otros interrogantes similares agrupan un amplio conjunto de investigaciones evaluativas que utilizan el centro escolar como unidad de estudio y que se conocen bajo la denominación de «movimiento de escuelas eficaces». Sus primeros trabajos se localizan en la década de los años 70 en los países anglosajones, si bien es a partir de los años 80 cuando puede hablarse con propiedad de un área diferenciada de estudio, dado que sólo entonces los datos empíricos disponibles comienzan a ser integrados en modelos explicativos elaborados.

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Does the Difference Schools Make, Make a Difference?

Cited by 6 publications

References 0 publications

School Influences on Children’s Development

School Influences on Children’s Development

Effect of Linguistic Differences and Formal Training on Scholarly Productivity

El movimiento de escuelas eficaces: implicaciones para la innovación educativa

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