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Bell, Courtney A.; Dobbelaer, Marjoleine J.; Klette, Kirsti; Visscher, Adrie – School Effectiveness and School Improvement, 2019
Observation systems are increasingly used around the world for a variety of purposes; 2 critical purposes are to understand and to improve teaching. As observation systems differ considerably, individuals must decide what observation system to use. But the field does not have a common specification of an observation system, nor does it have…
Descriptors: Classroom Observation Techniques, Instructional Improvement, Evaluation Methods, Systems Approach
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van der Scheer, Emmelien A.; Bijlsma, Hannah J. E.; Glas, Cees A. W. – School Effectiveness and School Improvement, 2019
A Bayesian IRT-model approach was used to investigate the validity and reliability of student perceptions of teaching quality. Furthermore, the student perceptions were compared with ratings of teaching quality by external observers. Grade 4 students (n = 675) filled out a questionnaire that was used to measure their opinions about the lessons of…
Descriptors: Student Attitudes, Validity, Interrater Reliability, Correlation
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Gitomer, Drew H. – School Effectiveness and School Improvement, 2019
Building on the papers in this special issue, this article uses modern conceptions of validity theory to provide a framework for considering the evaluation of teaching quality. The 3 facets of teaching quality focused on are domain conceptualization, evidence and inferences, and their evaluation. Domain definitions vary in their specificity with…
Descriptors: Validity, Evidence, Inferences, Teacher Effectiveness
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van Geel, Marieke; Keuning, Trynke; Frèrejean, Jimmy; Dolmans, Diana; van Merriënboer, Jeroen; Visscher, Adrie J. – School Effectiveness and School Improvement, 2019
Providing differentiated instruction (DI) is considered an important but complex teaching skill which many teachers have not mastered and feel unprepared for. In order to design professional development activities, a thorough description of DI is required. The international literature on assessing teachers' differentiation qualities describes the…
Descriptors: Difficulty Level, Individualized Instruction, Instructional Effectiveness, Expertise
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Shaari, Imran; Lim, Victor; Hung, David; Kwan, Yew Meng – School Effectiveness and School Improvement, 2018
This study investigates how sustained professional learning for teachers within a centralised system was cultivated. Specifically, the sustained professional learning was initiated by officers from the headquarters (HQ) and involved interested teachers across schools in Singapore. Qualitative instruments were used to collect and analyse the data…
Descriptors: Qualitative Research, Foreign Countries, Partnerships in Education, Faculty Development
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Faber, Janke M.; Glas, Cees A. W.; Visscher, Adrie J. – School Effectiveness and School Improvement, 2018
In this study, the relationship between differentiated instruction, as an element of data-based decision making, and student achievement was examined. Classroom observations (n = 144) were used to measure teachers' differentiated instruction practices and to predict the mathematical achievement of 2nd- and 5th-grade students (n = 953). The…
Descriptors: Individualized Instruction, Data, Decision Making, Academic Achievement
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van Hek, Margriet; Kraaykamp, Gerbert; Pelzer, Ben – School Effectiveness and School Improvement, 2018
Few studies on male-female inequalities in education have elaborated on whether school characteristics affect girls' and boys' educational performance differently. This study investigated how school resources, being schools' socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being…
Descriptors: Gender Differences, Reading Achievement, Institutional Characteristics, Educational Resources
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Dogan, Selçuk; Yurtseven, Nihal – School Effectiveness and School Improvement, 2018
The purpose of this study is to examine the effect of teachers' professional learning opportunities on instructional quality, which represents a combined approach of behaviorist, cognitivist, and constructivist principles in teaching. We incorporated professional learning communities (PLCs), professional development (PD) days, as well as 3 PD…
Descriptors: Professional Education, Educational Quality, Predictor Variables, Instructional Effectiveness
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Hajisoteriou, Christina; Karousiou, Christiana; Angelides, Panayiotis – School Effectiveness and School Improvement, 2018
Contemporary phenomena, including modernization, globalization, and migration, have altered the sociopolitical and cultural conditions of schooling. Schools are called upon to respond to such change through improvement efforts fostering intercultural education. To this end, this research examines school actors' perceptions of the successful…
Descriptors: Student Diversity, Foreign Countries, Attitude Measures, Educational Improvement
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Price, Heather E.; Weatherby, Kristen – School Effectiveness and School Improvement, 2018
To better understand the status of the teaching profession, we present a conceptual framework outlining the 4 domains of knowledge-worker professionals: professional benchmarks, professional discretion, room for promotion, and workplace conditions and use the TALIS 2013 survey data to show that these domains exist globally and vary within…
Descriptors: Teaching (Occupation), Employees, Professional Services, Knowledge Management
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Kapa, Ryan; Gimbert, Belinda – School Effectiveness and School Improvement, 2018
Job satisfaction is an essential component of teacher motivation, performance, and retention. Teacher job satisfaction is primarily affected by workplace conditions. This paper analyzes data from over 37,000 public school teachers from the 2011--2012 Schools and Staffing Survey. Hierarchical ordinal logistic regression was utilized to analyze…
Descriptors: Job Satisfaction, School Policy, Victims, Student Behavior
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DeAngelis, Corey A.; Shakeel, M. Danish – School Effectiveness and School Improvement, 2018
Specialised learning environments provided through private schooling may increase educational quality, which may increase the likelihood that citizens will pursue human rights through civic engagement. We employed 2-stage least squares year and country-level fixed effects and examined how private schooling could affect political rights, civil…
Descriptors: Private Education, Educational Environment, Educational Quality, Citizen Participation
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Tymms, Peter; Merrell, Christine; Bailey, Katharine – School Effectiveness and School Improvement, 2018
This paper investigates the impact of effective schooling in the 1st year of elementary school on later academic outcomes and equal educational opportunity. A large longitudinal dataset from England was used to estimate the importance of the 1st year of elementary school for academic outcomes up to age 16. Multilevel models, controlling for…
Descriptors: Instructional Effectiveness, Elementary Education, Academic Achievement, Secondary Education
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Buske, Ramona – School Effectiveness and School Improvement, 2018
The study examines the correlation between collective innovativeness of the teaching staff and the principal's leadership style as well as additional school structure characteristics. The construct of collective innovativeness is examined as a precondition of successful school improvement processes driven by the teaching staff. Based on…
Descriptors: Least Squares Statistics, Instructional Innovation, Correlation, Leadership Styles
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van Rijk, Yvonne; de Mey, Langha; de Haan, Dorian; van Oers, Bert; Volman, Monique – School Effectiveness and School Improvement, 2018
The appropriateness of innovative educational concepts for students from a low socioeconomic status (SES) or ethnic minority background is sometimes called into question. Disadvantaged students are supposed to benefit more from traditional approaches with Programmatic Instruction (PI). We examined Developmental Education (DE), an innovative…
Descriptors: Reading Comprehension, Reading Instruction, Reading Achievement, Elementary School Students
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