School effectiveness: Literature review

dc.creator	Teodorović Jelena
dc.date	2009-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:12:32Z
dc.date.available	2015-07-20T22:12:32Z
dc.identifier	10.2298/ZIPI0901007T
dc.identifier	0579-6431
dc.identifier	1820-9270
dc.identifier	https://doaj.org/article/da67e534cbe3469fa39becf2a060e8f7
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15296
dc.description	In this paper, the reader embarks on the first part of the review of school effectiveness research. The aim of the review is to offer a clearer picture on whether, which, and how much teacher and school variables impact student achievement, as there is currently no wider and accepted consensus on this matter, in spite of the wealth of various school effectiveness studies. An introduction is followed by a section on fragmented research paradigms. Four subsequent sections describe and critique findings from these paradigms, namely from student background, input-output, effective-schools, and instructional effectiveness studies. The paper concludes with the section on synthesis of findings, which implicate student background variables as the most important for student achievement, followed by instruction and teacher-related variables (in very poor developing countries, input-output factors are also relevant for student success). Subsequent paper will showcase more recent school effectiveness studies that use appropriate methodology and conceptual framework for identification of the most important school effectiveness factors.
dc.language	Serbian
dc.publisher	Institut za pedagoška istraživanja
dc.relation	http://www.doiserbia.nb.rs/img/doi/0579-6431/2009/0579-64310901007T.pdf
dc.relation	https://doaj.org/toc/0579-6431
dc.relation	https://doaj.org/toc/1820-9270
dc.source	Zbornik Instituta za Pedagoška Istraživanja, Vol 41, Iss 1, Pp 7-24 (2009)
dc.subject	school effectiveness
dc.subject	fragmented research paradigms
dc.subject	student background
dc.subject	input-output
dc.subject	effective schools
dc.subject	instructional effectiveness
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	School effectiveness: Literature review
dc.type	article