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ERIC Number: ED360614
Record Type: Non-Journal
Publication Date: 1992-Nov
Pages: 91
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-92-9121-003-3
ISSN: N/A
Effective Schools in Reading: Implications for Educational Planners. An Exploratory Study.
Postlethwaite, T. Neville; Ross, Kenneth N.
This booklet presents the results of an exploratory study of educational indicators that differentiate more effective from less effective primary schools. The studies examined in the booklet encompassed 26 national systems of education. The booklet considers the community context of the school; school management; school size, type, and staffing levels; school reading resources; school special reading programs and initiatives; classroom libraries and materials; kinds of reading teachers; teacher activities and teaching methods; and out-of-school activities. Chapters in the booklet are: (1) The Concept of More Effective and Less Effective Schools; (2) A Brief Description of the Reading Literacy Study; (3) The Selection of Indicators for Further Study; (4) Indicators Discriminating between More Effective and Less Effective Schools; (5) A Portrait of a More Effective School. Four appendixes comprising almost half the document include: (1) Reliability Coefficients; (2) A List of Constructs Formed, (3) Procedures for the Identification of More Effective and Less Effective Schools; and (4) More Effective and Less Effective Schools within Countries. (RS)
Publication Type: Reports - Research
Education Level: N/A
Audience: Policymakers
Language: English
Sponsor: N/A
Authoring Institution: International Association for the Evaluation of Educational Achievement.
Identifiers - Assessments and Surveys: International Association for the Evaluation of Educational Achievement Tests