School Effectiveness and School Improvement in the United Kingdom

Reynolds, David; Sammons, Pam; Stoll, Louise; Barber, Michael; Hillman, Josh

doi:10.1080/0924345960070203

Cited by 107 publications

(80 citation statements)

References 42 publications

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“…Pupils that teachers expect to do well tend to achieve better, while pupils who are expected to do badly tend to fulfil their teachers' expectations as well. School effectiveness research has paid a lot of attention to this factor, which has been found to be consistently significant, though again with generally modest to moderate effect sizes (Mortimore et al, 1988;Reynolds, Sammons, Stoll, Barber, & Hillman, 1996;Rutter, Maughan, Mortimore, & Ouston, 1979).…”

Section: Teacher Expectationsmentioning

confidence: 99%

State of the art – teacher effectiveness and professional learning

Muijs

Kyriakidēs

Werf³

et al. 2014

School Effectiveness and School Improvement

352

214

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One of the key findings from decades of educational effectiveness research is the importance of the classroom level as a predictor of pupil outcomes. In this review, we therefore look at synthesising our best evidence from research on effective teaching, and its corollary, teacher development. In the 1st section, we will look at key findings from 35 years of research on effective teaching using a process-product research that has led to the identification of a range of behaviours which are positively related to student achievement. A key limitation of this research, however, is its focus on basic skills in English and maths. Therefore, in the 2nd section we review research on "new learning" and teaching for metacognitive and thinking skills. While in these 2 sections we have discussed key findings from research on teaching, including emerging knowledge on metacognition, it is important to continue to take into account ongoing developments in theories of learning. In the 3rd section of this paper, we develop the argument that a major contributing factor to this situation is that "state-of-the-art" understandings about processes and conditions that promote student learning are typically not used to construct appropriate learning environments for their teachers.

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Section: Teacher Expectationsmentioning

confidence: 99%

State of the art – teacher effectiveness and professional learning

Muijs

Kyriakidēs

Werf³

et al. 2014

School Effectiveness and School Improvement

352

214

View full text Add to dashboard Cite

show abstract

“…Van der Velden mainly based his research on literature on school effectiveness and effective instruction research (cf. Reynolds, Sammons, Stoll, Barber and Hillman, 1996). To his surprise there appeared to be no effects.…”

Section: Recent Research Findingsmentioning

confidence: 91%

Pre‐reading and Pre‐arithmetic Instruction in Infant Education in the Netherlands: A Multilevel Analysis Approach

Driessen

1997

Early Child Development and Care

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“…There have been a wealth of studies which have explicitly investigated the hierarchical nature of education (for a review, see Connelly, Sullivan, & Jerrim, 2014). Studies that have examined the influence that school-level and individual-level factors have on educational attainment have demonstrated that the majority of variation in attainment is at the pupil-level (OECD, 2007;Reynolds, Sammons, Stoll, Barber, & Hillman, 1996;Sammons, 1999). For example, Rasbash, Leckie, Pillinger, and Jenkins (2010) estimated that up to 80% of variance in school educational attainment can be attributed to the pupil level.…”

Section: Datamentioning

confidence: 99%

Parental socioeconomic influences on filial educational outcomes in Scotland: patterns of school-level educational performance using administrative data

Playford¹,

Gayle

Connelly

et al. 2016

Contemporary Social Science

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In Britain there have been manifest changes in the management and organisation of education, but despite these developments there are still persistent inequalities in pupils’ educational outcomes. These inequalities are consequential because school qualifications are known to influence both pupils’ immediate continuation in education, and their later educational and occupational outcomes. The Scottish school system is similar to the system in England and Wales but there are a distinctive set of qualifications. From the mid-1980s until 2013 the final years of compulsory schooling led up to Standard Grade qualifications. Standard Grades were similar to the General Certificates of Secondary Education (GCSEs) and are worthy of detailed sociological examination because they were the first major branching point in the Scottish education system. A specialist dataset using administrative records was constructed for this project. The dataset comprises young people who undertook Standard Grades in Scottish schools between 2007 and 2011, who were members of the Scottish Longitudinal Study (SLS). We analyse pupils’ subject-area outcomes using a latent variable modelling approach, and explore characteristics associated with the membership of latent educational groups. The analyses uncovered four main latent educational groups. One group had very positive outcomes and pupils were generally more socially advantaged; another group had very poor outcomes and were generally more socially disadvantaged. There were two ‘middle’ groups, which both had similar moderate overall Standard Grade outcomes, but notably different subject-area-level outcomes. We conclude that during school hours these pupils are unlikely to be found drinking Iron Brew WKD in their local parks or at home playing on their Xbox; however, they are also unlikely to be filling out university application forms in the next couple of years

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School Effectiveness and School Improvement in the United Kingdom

Cited by 107 publications

References 42 publications

State of the art – teacher effectiveness and professional learning

State of the art – teacher effectiveness and professional learning

Pre‐reading and Pre‐arithmetic Instruction in Infant Education in the Netherlands: A Multilevel Analysis Approach

Parental socioeconomic influences on filial educational outcomes in Scotland: patterns of school-level educational performance using administrative data

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