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ERIC Number: ED367067
Record Type: Non-Journal
Publication Date: 1993-Nov
Pages: 69
Abstractor: N/A
Reference Count: N/A
School and Teacher Effectiveness in Victoria. Key Findings from Phase 1 of the Victorian Quality Schools Project.
Hill, Peter W.; And Others
This document presents findings from phase 1 of the Victorian Quality Schools Project. This phase, the first of a 3-year longitudinal study, sought to identify characteristics of effective schools and develop a model of teacher and school effectiveness. Data were derived from four instruments--parent questionnaires, teacher questionnaires, student records, and teacher records. The sample of 13,900 primary and secondary students and 930 teachers was drawn from a total of 90 out of 96 Catholic and independent schools in Victoria, Australia. Key findings are as follows: (1) The school profiles provide an effective framework for monitoring and reporting achievement; (2) schools have considerable influence on overcoming inequalities stemming from family socioeconomic status; (3) early childhood education is important for later achievement; (4) student attentiveness has a large effect on achievement; (5) the frequency with which students do homework varies among students, and the emphasis placed on it changes from primary to secondary school; (6) parental monitoring of homework is important for primary students; (7) teachers are generally positive about their work environments, but receive little feedback on their performances; (8) leadership plays a critical role in developing a positive teacher work environment; and (9) the key to improved educational outcomes is teacher effectiveness. Sixteen figures are included. Appendices contain 23 statistical tables. (LMI)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Melbourne Univ. (Australia). Centre for Applied Educational Research.
Identifiers - Location: Australia