School Effectiveness: A Conceptual Framework

Murphy, Joseph; Weil, Marsha; Hallinger, Philip; Mitman, Alexis L.

doi:10.1080/00131728509335856

Cited by 39 publications

(27 citation statements)

References 3 publications

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“…152 See Clune (1988) for a synthesis of the research on school effectiveness, school improvement, and staff development in terms of models for school communication. 153 See, for example, Eisenhart and Borko (1991); Murphy, Weil, Hallinger, and Mitman (1985); and Seyfarth and Bost (1986). For a multilevel treatment of teacher collaboration, see Rowan, Raudenbush, and Kang (1991).…”

Section: Notesmentioning

confidence: 97%

Chapter 5: The Organization of Effective Secondary Schools

Lee

Bryk

Smith

1993

Review of Research in Education

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From its inception in the 1960s, the major focus of large-scale quantitative investigations of school effects has been on the issue of equal opportunities in education for disadvantaged and minority students. For two decades, school effects research attempted to identify the best way to deploy new federal resources for advancing educational equity. Beginning with the publication of the Equality of Educational Opportunity Report by James Coleman and others in 1966, this type of research was based on two different (but not inconsistent) conceptual frameworks. One, with an economic orientation, focused on school effectiveness as a series of input-output analyses (i.e., production functions) that were meant to estimate the impact of such fiscal resources as average teachers' salaries, books in the library, and class size on the average achievement of students in particular schools. Another strand, involving mainly sociologists, pursued issues of social stratification. Work using this second framework examined the role of education in status attainment. With years of schooling as the key independent variable, the primary focus was on the consequences of schooling for occupational and social mobility. 1 Both strands of school effects research in its early manifestation were conceptualized with a functionalist orientation based on human capital theory. Although seeking answers to ostensibly different questions, these two streams of work shared a common viewpoint: They conceived the organizational structure of a school as a "black box." As such, the in-

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Section: Notesmentioning

confidence: 97%

Chapter 5: The Organization of Effective Secondary Schools

Lee

Bryk

Smith

1993

Review of Research in Education

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“…[12]; [13]; [14] considered that teacher collective efficacy can motivate students' learning outcomes.…”

Section: Literature Reviewmentioning

confidence: 99%

The Study on the Influence Model of Professional Teachers Collective Efficacy and Student Learning Outcome in Vocational Senior High School

Tai

Huang

2009

2009 Fourth International Conference on Computer Sciences and Convergence Information Technology

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This research purpose of this study was to explore the teachers' collective efficacy influence to the student learning outcomes, and the results will provide to teaching reference. This research applies the survey research method (valid retrieved questionnaires including 372 teachers and 1116 students) and through Structural Equation Modeling (SEM) undertakes data analysis and mode verification in view of analyzed questionnaires. The conclusions are summarized as follows: Teacher collective efficacy has positive influence to learning efficacy; teacher collective efficacy has positive influence to students' learning outcomes and teacher collective efficacy has positive influence to students' learning outcomes.

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“…one that successfully achieves it's goals, especially with regard to learning and academic achievement. The instructional and organizational leadership of the principal is cited time and again on the variety of lists of factors distinguishing effective schools from uneffective ones (Edmonds, 1979;Bossert et al, 1982;Purkey & Smith, 1983;Murphy et al, 1985;Hallinger & Murphy, 1986). Moreover, the leadership qualities of the school principal have been linked to other factors of school effectiveness: articulated school mission, emphasis on learning and the acquisition of basic skills, high expectations for achievement from all students, an orderly school environment, the monitoring of students' progress etc.…”

Section: Introductionmentioning

confidence: 98%

Learning Segregation in Junior High‐Schools in Israel: Causes and Consequences

Resh¹,

Dar²

1992

School Effectiveness and School Improvement

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Implementation of educational integration policy in Israel creates heterogeneous student compositions in the schools. Principals and teachers who, as a result, confront instructional difficulties, and who are ambiguous about this policy and its expected efficacy, press to counter-balance this heterogeneity by resegregating students within the school in ability-based classes. In this paper we deal with three inter-related topics:(1) the degree of learning segregation within integrated junior high schools in Israel;(2) several factors which may explain the degree of learning segregation; (3) the effect of learning segregation on academic outcomes: achievement (in reading and science) and subsequent school career (student placement in high school track).In doing so, we clarify an aspect of the school principal's role and his or her indirect effect on students learning. Principals have a decisive power in the organization of learning frameworks (class structure, ability grouping etc.) within the school. Their ideas and convictions about the efficacy of integration affect the actual practices of class organization in the school. This, in turn, has an effect on learning processes within the class and evetually on students' academic outcomes, especially on those from the weaker group.

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School Effectiveness: A Conceptual Framework

Cited by 39 publications

References 3 publications

Chapter 5: The Organization of Effective Secondary Schools

Chapter 5: The Organization of Effective Secondary Schools

The Study on the Influence Model of Professional Teachers Collective Efficacy and Student Learning Outcome in Vocational Senior High School

Learning Segregation in Junior High‐Schools in Israel: Causes and Consequences

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