ERIC Number: ED395380
Record Type: RIE
Publication Date: 1996
The International School Effectiveness Research Project Quantitative and Class Study Data, 1992-1994.
Creemers, Bert P. M.; And Others
This paper presents findings of a study, conducted by the International School Effectiveness Research Programme (ISERP), that examined school effectiveness in Australia, Canada, Hong Kong, Ireland, The Netherlands, Norway, Taiwan, the United Kingdom, and the United States. Data were analyzed at several levels: (1) at the individual level (student background, ability, and achievement); (2) at the classroom level (teacher behavior, curriculum, and class organization); (3) at the school level (organization, curriculum, and resources); and (4) at the contextual level. The study compared mathematics achievement as an outcome measure and, rather than looking at the differences among countries, looked at the differences among schools within countries. First-year results of the study indicate that students from Taiwan and Hong Kong mathematically outperformed students from other countries for which comparisons could be made (with the exception of Norway, where formal schooling starts 1 year later). Students' background variables, such as socioeconomic status, intelligence, and student ethnicity explained important proportions of student outcomes. In Taiwan and The Netherlands no significant differences existed after correction for intake; in other countries there were still substantial differences. In all the countries there was a relationship between observers' ratings of teachers and the classification of schools as effective or ineffective. Seven tables are included. (Contains 36 references.) (LMI)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: For related paper see ED 376 206.