Practitioners’ views of effectiveness

Sammons, Pam; Thomas, Sally M; Mortimore, Peter; Walker, Adrian R

doi:10.1177/136548029803010117

Cited by 24 publications

(36 citation statements)

References 4 publications

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“…Improving relationships with neighbors and carrying out social activities were expected from school administration for improving student success. Similarly, in many researches, cooperation of school administration with families was seen as a very important factor in improving student success and school effectiveness (Mortimore, Sammons, Stoll, Lewis, & Ecob, 1988; Sammons et al, 1995; Savaş, 2012).…”

Section: Discussionmentioning

confidence: 97%

“…Sammons, Hillman, and Mortimore (1995) and Reynolds et al (1996) also classified 11 factors of effective schools as follows:…”

Section: Introductionmentioning

confidence: 99%

“…There were six questions in the form used as the data collection tool. These questions are constructed based on the parameters addressed by Edmonds (1979), Brighouse and Tomlinson (1991), Sammons et al (1995), and Reynolds et al (1996), which are provided in the “Introduction” section of this article.…”

Section: Introductionmentioning

confidence: 99%

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Elementary School Administrators and Their Roles in the Context of Effective Schools

Döş

Savas

2015

SAGE Open

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As in every organization, leadership plays the most important role in conducting business in school organizations as well. Organizations reach their goals more effectively and more efficiently when they are effective. The aim of this study is to assess data regarding qualities and training of effective school leaders. To achieve this end, a qualitative study was designed and related data were collected. A form consisting of six open-ended questions was developed as a data collection tool. The study was conducted with a group of 26 teachers and four administrators. The data were analyzed through content and descriptive analysis. It was expected that effective school principals have strong interpersonal relationships, have leadership qualities, and are considerate in terms of social and personality traits. Some suggestions regarding the training of principals were also presented.

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Section: Discussionmentioning

confidence: 97%

“…Sammons, Hillman, and Mortimore (1995) and Reynolds et al (1996) also classified 11 factors of effective schools as follows:…”

Section: Introductionmentioning

confidence: 99%

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Elementary School Administrators and Their Roles in the Context of Effective Schools

Döş

Savas

2015

SAGE Open

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“…The school environment has a direct impact on the self-esteem, educational achievement and health of its pupils and staff (Hopkins, 1987;Sammons et al, 1994). However, the traditional, knowledge-based approach alone is insufficient to help make healthy choices and change behaviours (Klepp et al, 1994).…”

Section: Introductionmentioning

confidence: 99%

Evaluating health-promoting schools in Hong Kong: development of a framework

Lee¹,

Cheng²,

Leger³

2005

Health Promotion International

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“…In primary education, racial/ethnic minority groups, especially African Caribbean pupils, score on average much lower and make less progress than their White peers (see also Mortimore, Sammons, Stoll, Lewis & Ecob, 1988; Strand, 1999). However, in secondary education, racial/ethnic minority pupils seem to make more progress than their White peers and eventually catch up so that they obtain levels of attainment that are higher than (Asian pupils) or not significantly different from (African Caribbean pupils) those obtained by White pupils (see also Sammons, Thomas, & Mortimore 1997; Haque & Bell, 2001).…”

Section: Race/ethnicity and Educational Inequality In Englandmentioning

confidence: 99%

Researching Race/Ethnicity and Educational Inequality in English Secondary Schools: A Critical Review of the Research Literature Between 1980 and 2005

Stevens

2007

Review of Educational Research

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This article describes and critically analyzes how sociologists in England have studied racial/ethnic inequalities in secondary education between 1980 and 2005. This study is different from earlier literature reviews conducted in this particular area in that it adopts a more systematic approach and includes the most recent studies in this field. Five major research traditions are identified: those of political arithmetic, racism and racial discrimination in school, school effectiveness and school inclusion, culture and educational outcomes, and educational markets and educational outcomes. These research traditions are critically examined in terms of their research questions, methods, outcomes, and related debates. The development of particular research traditions is explained by pointing to more general developments in terms of social policy and intellectual climate in England. A final section offers a discussion of how sociologists of education could improve future research on race/ethnicity and educational inequality in England.

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Practitioners’ views of effectiveness

Cited by 24 publications

References 4 publications

Elementary School Administrators and Their Roles in the Context of Effective Schools

Elementary School Administrators and Their Roles in the Context of Effective Schools

Evaluating health-promoting schools in Hong Kong: development of a framework

Researching Race/Ethnicity and Educational Inequality in English Secondary Schools: A Critical Review of the Research Literature Between 1980 and 2005

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