La Formación Permanente Del Profesorado en Centros Educativos De Alta Eficacia

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).…”

“…The permanent training of teachers was optimal in high efficiency schools (Lizasoain et al, 2016). On the other hand, low efficiency centres justified low results by pointing to external factors and ineffective processes of training and innovation (Lizasoain et al, 2016).…”

“…The permanent training of teachers was optimal in high efficiency schools (Lizasoain et al, 2016). On the other hand, low efficiency centres justified low results by pointing to external factors and ineffective processes of training and innovation (Lizasoain et al, 2016). Permanent training in high efficiency schools was characterised by (Lizasoain et al, 2016) systematic implementation, a high degree of involvement located in the school itself (e.g.…”

“…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.…”