ERIC Number: ED203496
Record Type: RIE
Publication Date: 1981-Apr-14
The Dynamics of Effective and Ineffective Schooling: Preliminary Report of a System Dynamics Policy Study.
Clauset, Karl H., Jr.; Gaynor, Alan K.
Two computer simulation models, arrived at by using System Dynamics (a systems analysis method for developing models of dynamic causal structures), have emerged from work on the dynamic differences between schools that are effective and ineffective for initially low-achieving children. One model focuses upon the differences between effective and ineffective schools and the other provides a basis for examining alternative policies for transforming ineffective schools into effective ones. Effective schools provide instruction that is appropriate and increasingly intense for low-achieving students in order to improve academic achievement. In ineffective schools, instruction is most appropriate and intense for students already achieving at or above their grade level. The first-stage model, which supports the notion that as a school improves achievement through improved instruction, it can also, over time, improve student motivation, provides a basis for developing a second-stage model intended to examine the interactions and feedback patterns affecting the expectations that in turn affect instructional responses to low achievement. Schools that are moving toward effectiveness are characterized by rising expectations for low achievers, strong leadership, an orderly, disciplined environment, and the ability to attract new staff committed to an effective school philosophy. (WD)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Los Angeles, CA, April 13-17, 1981).