Effective and inclusive schools? Attention to diversity in highly effective schools in the Autonomous Region of the Basque Country

What is Published in Impact Journals on School Effectiveness? A Systematic Review of Research Results and Methods

“…Although contextual and personal factors associated with the pupils influenced performance, there are school characteristics that influenced academic outcomes (Azpillaga et al, 2014;Intxausti et al, 2016Intxausti et al, , 2017Joaristi et al, 2014;Lizasoain et al, 2016). In addition, learning opportunities would explain 37% of the inequalities associated with ESCS (Schmidt et al, 2015) so those schools that are more effective will be able to reduce the inequality gap in the students (Valenzuela et al, 2016).…”

“…The school influences the performance of its students from the first years of schooling (Ferrão, 2014). There are centres that have a high added value, regardless of the socioeconomic context in which they are inserted (Azpillaga et al, 2014;Cohodes, 2014;Ferrão, 2014;Gamazo et al, 2017;Intxausti et al, 2016Intxausti et al, , 2017Jennings et al, 2015;Joaristi et al, 2014;Lizasoain et al, 2016;Martínez et al, 2017;Rutledge et al, 2015). Therefore, educational research should focus its efforts on studying the school variables that affect educational performance (Ferrão, 2014;Joaristi et al, 2014) which cannot always be done in a quantitative way (Fuller & Hollingworth, 2014).…”

“…Teachers externalised it as high expectations for students and greater involvement in extracurricular activities (Rutledge et al, 2015). Teachers optimised the use of resources, whether external or internal and systematically help students through extracurricular support or volunteer systems to improve education (Intxausti et al, 2017). There was also greater involvement with student assessments (Ranjan, 2014).…”

“…Schools can be optimised by knowing the variables at the school level that differentiate effective schools (Martínez-Abad et al, 2017;Rutledge, Cohen-Vogel, Osborne-Lampkin & Roberts, 2015). To detect the educational patterns that characterise high and low efficiency schools, some authors start from diagnostic evaluations to identify high or low residue centres (Azpillaga et al, 2014;Intxausti, Etxeberria & Bartau, 2017;Intxausti, Joaristi & Lizasoain, 2016;Joaristi, Lizasoain & Azpillaga;Lizasoain, Bereziartua & Bartau;. In a first phase, by means of multilevel hierarchical models and taking as a reference the residual gain or the growth of scores, a classification of the centres according to the level of school efficiency achieved over the years is carried out.…”

The Journey towards Inclusion: Exploring the Response of Teachers to the Challenge of Diversity in Schools

“…The question of how schools can be more effective and inclusive has been widely discussed in recent years (Ainscow, 2012;Echeita et al, 2014;Hehir & Katzman, 2012;Intxausti, Etxeberria, & Bartau, 2017;Miles & Ainscow, 2011;Save the children, 2008). There is a growing number of tools, guides and resources being published that support inclusive education (unesco, 2015; unesco, 2016a; unesco, 2017).…”