School-based social capital: The missing link between schools' socioeconomic composition and collective teacher efficacy

Belfi, Barbara; Gielen, Sarah; Fraine, Beatrijs De; Verschueren, Karine; Meredith, Chloé

doi:10.1016/j.tate.2014.09.001

Cited by 34 publications

(39 citation statements)

References 53 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…These beliefs have been expressed and measured using the concept of "collective teacher efficacy" [21] and of "school capital" [22]. As described by Goddard et al [21, p. 480], collective efficacy refers to the perception that individual teachers have about their colleagues being able to exert a positive effect on students as well as to feelings of trust in them, both of which are considered preconditions for working together and learning from each other (Goddard, Hoy, and Woolfok Hoy, 2015).…”

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

“…Taking the school as a community comprising not only teachers but also parents and students, Belfi et al [22] extend the concept of collective efficacy to beliefs in the "social capital" of schools. Social capital beliefs express the extent to which parents and students (as well as teachers) are seen to contribute to the school's mission and educational purposes maintaining a climate of "trust, support, norms, and values."…”

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

“…Social capital beliefs express the extent to which parents and students (as well as teachers) are seen to contribute to the school's mission and educational purposes maintaining a climate of "trust, support, norms, and values." According to Belfi et al [22] social capital beliefs also mediate between teacher perceptions of the effects of socioeconomic composition on student results and their own perceived collective efficacy. Thus, a higher perception of the school's social capital would include more positive beliefs among teachers about the capacity of their colleagues to raise the educational possibilities of disadvantaged students (collective teacher efficacy).…”

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

“…Beliefs about the school community in which teachers had the highest number of contractual hours were elicited on the basis of items forming part of the "teacher collective efficacy" instrument developed by Goddard et al [21], the "school social capital" scales in Belfi et al [22], and "school culture" in Forte and Flores [3]. From the "revised collective teacher efficacy" [21] instrument we used seven items dealing with beliefs about teacher competencies and we used all the items in Belfi et al [22] school's social capital instrument.…”

Section: Data Sourcesmentioning

confidence: 99%

“…From the "revised collective teacher efficacy" [21] instrument we used seven items dealing with beliefs about teacher competencies and we used all the items in Belfi et al [22] school's social capital instrument. In turn for school culture we used items in Flores et al (2014) instrument indicating teachers views on responsibilities, participation, and opportunity to contribute.…”

Section: Data Sourcesmentioning

confidence: 99%

See 4 more Smart Citations

Teacher Informal Collaboration for Professional Improvement: Beliefs, Contexts, and Experience

Avalos-Bevan

Bascopé

2017

Education Research International

View full text Add to dashboard Cite

The article presents results of a study on teachers' views, beliefs, and experience on school-based informal collaboration for professional improvement. It explores the relationship of teacher beliefs in the collective efficacy of their colleagues and school's capital and culture with their beliefs and experience in school-based collaborative learning. The key source of evidence used is a survey of 1025 primary and secondary teachers in three geographical regions of Chile. Main results show that teachers hold positive beliefs about the collective efficacy of their colleagues and students in their schools but more negative ones regarding the contribution of parents. In terms of collaboration, teachers hold positive beliefs in general about its role for professional learning but indeed engage more in the "weaker" types of collaboration such as "sharing ideas" and "talking about teaching problems" and less in the more demanding ones such as "mutual lesson observation" and "team teaching." Differences in teachers' views, beliefs, and experience were examined in terms of level of teaching (primary/secondary), urban/rural location, school type (public and private), and school size.

show abstract

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

Section: Conceptual Framework and Literature Reviewmentioning

confidence: 99%

Section: Data Sourcesmentioning

confidence: 99%

Section: Data Sourcesmentioning

confidence: 99%

See 3 more Smart Citations

Teacher Informal Collaboration for Professional Improvement: Beliefs, Contexts, and Experience

Avalos-Bevan

Bascopé

2017

Education Research International

View full text Add to dashboard Cite

show abstract

Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Topics and Findings

Opdenakker

2020

International Perspectives in Educational Effectiveness Research

View full text Add to dashboard Cite

In their state-of-the-art review on educational effectiveness research (EER), Reynolds et al. (2014) mention that EER addresses two core, foundational questions, namely "What makes a 'good' school? and "How do we make more schools 'good '?" (p. 197). To answer these questions, all the factors within schools and the educational system that might affect learning outcomes of students in both their academic and social-emotional development are foci of EER. The ultimate goal is to understand existing practices, and to establish and test models and theories in order to explain why some schools, learning environments and teachers are more effective than others, and in what way they are more effective (Creemers, 2007).About three decades ago, these questions were picked up by a scholar from the Netherlands, namely Bert Creemers, who summarized around the mid-1980s the literature on educational research and, in particular, school effectiveness research done so far to support the creation of an outline for a new structure of secondary education in the Netherlands as well as to enhance the quality and effectiveness of Dutch education (Creemers, 1983;Creemers & Schaveling, 1985). A few years later, he started to collaborate and write papers with Jaap Scheerens, a Dutch scholar experienced in, among other things, educational evaluation and school organization research. At the end of the 1980s, a scholar from the Flemish-speaking part of Belgium (Flanders), namely Jan Van Damme, got triggered by the same questions too, and

show abstract

Research-Informed Peer Review

Godfrey¹,

Spence-Thomas²

2020

Accountability and Educational Improvement

View full text Add to dashboard Cite

School-based social capital: The missing link between schools' socioeconomic composition and collective teacher efficacy

Cited by 34 publications

References 53 publications

Teacher Informal Collaboration for Professional Improvement: Beliefs, Contexts, and Experience

Teacher Informal Collaboration for Professional Improvement: Beliefs, Contexts, and Experience

Three Decades of Educational Effectiveness Research in Belgium and the Netherlands: Key Studies, Main Research Topics and Findings

Research-Informed Peer Review

Contact Info

Product

Resources

About