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| Autor/inn/en | Stringfield, Sam; Teddlie, Charles |
|---|---|
| Titel | A Time to Summarize: Six Years and Three Phases of the Louisiana School Effectiveness Study. |
| Quelle | (1987), (23 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Environment; Elementary Education; Instructional Leadership; Models; Outcomes of Education; Public Schools; Research Needs; School Effectiveness; Socioeconomic Status; Louisiana |
| Abstract | Despite the proliferation of school improvement projects and school effectiveness research during the 1980s, there have been very few methodologically rigorous, large-scale, widely published school effectiveness studies. As a result, the research base is thin and needs to be updated. This paper presents a brief history of the Louisiana School Effectiveness Study (LSES), summarizes major findings, describes models for the long-term development of effective and ineffective schools, and delineates possible new research directions. Begun in response to a 1977 legislative mandate, the LSES study involved three phases: a pilot study, a data-gathering phase involving a stratified sample of 76 elementary schools, and a more detailed analysis of eight matched pairs of schools. The study disclosed (1) significant between-student variance; (2) results generalizable to various parts of the United States; (3) the stability of outcome, process, and relational measures; (4) the importance of "readily alterable" school climate variables; (5) the significance of certain contextual variables like teacher behavior; (6) strong connections between teacher effectiveness and school effectiveness variables; (7) the significance of instructionally focused leaders; and (8) positive effects of internally initiated school improvement. Various steps that lead toward becoming either a highly effective or an ineffective school are also outlined. Four types of large-scale studies are needed: (1) correlational; (2) self-directed school improvement efforts; (3) well-controlled change studies; and (4) long-term studies on the relationship of school effectiveness and socioeconomic status. Included are 1 figure, 2 tables, and 39 references. (MLH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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