Searching for Differential Teacher and School Effectiveness in Terms of Student Socioeconomic Status and Gender: Implications for Promoting Equity

Autor/inn/en	Kyriakides, Leonidas; Creemers, Bert P. M.; Charalambous, Evi
Titel	Searching for Differential Teacher and School Effectiveness in Terms of Student Socioeconomic Status and Gender: Implications for Promoting Equity
Quelle	In: School Effectiveness and School Improvement, 30 (2019) 3, S.286-308 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2018.1511603
Schlagwörter	Teacher Effectiveness; School Effectiveness; Socioeconomic Status; Sex; Equal Education; Educational Quality; Academic Achievement; Mathematics Achievement; Language Skills; Outcomes of Education; Preschool Children; Foreign Countries; Cyprus + Suchen Sie Ihr Suchwort? Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schuleffizienz; Socio-economic status; Sozioökonomischer Status; Geschlecht; Geschlechtsverkehr; Quality of education; Bildungsqualität; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Lernleistung; Schulerfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Zypern
Abstract	This paper argues that research on differential teacher and school effectiveness can be used to explore the relation between quality and equity in education. The results of secondary analyses of 2 studies concerned with effectiveness in different phases of schooling (pre-primary and primary education) are presented. These secondary analyses reveal that the socioeconomic gap in student achievement in each of the 2 core subjects (mathematics and language) tends to be smaller in classrooms and schools that are more effective than others in promoting student learning outcomes (after controlling for prior achievement, socioeconomic status, and gender). Such a relation was not identified when searching for differential teacher and school effectiveness in terms of gender. Implications for research on promoting quality and equity are drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01