Examining Relationships among Elementary Schools' Contexts, Leadership, Instructional Practices, and Added-Year Outcomes: A Regression Discontinuity Approach

Autor/inn/en	Heck, Ronald H.; Moriyama, Karen
Titel	Examining Relationships among Elementary Schools' Contexts, Leadership, Instructional Practices, and Added-Year Outcomes: A Regression Discontinuity Approach
Quelle	In: School Effectiveness and School Improvement, 21 (2010) 4, S.377-408 (32 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Elementary Schools; Educational Environment; School Demography; Instructional Leadership; Teaching Methods; Institutional Characteristics; Outcomes of Education; School Effectiveness; Mathematics Achievement; Reading Achievement; Elementary School Students; Models; Effective Schools Research + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulbesuchsrate; Instruction; Leadership; Bildung; Erziehung; Führung; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Schuleffizienz; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Analogiemodell; Schulforschung
Abstract	This study proposes and tests a multilevel structural model of school context, composition, and school leadership on school instructional practices and outcomes in elementary schools in a western state in the United States. We focus on direct and indirect relationships implied in our proposed model using an "added year of schooling" in reading and math as our primary school-level outcomes. Added-year effects, which result from a regression discontinuity design, represent a relatively new approach for describing how school factors influence outcomes. Our results suggest that, net of context and composition factors, improvement-focused school leadership directly affected subsequent school instructional practices and, in turn, instructional practices affected added-year outcomes. We discuss the findings in terms of their theoretical and practical implications for conducting further educational effectiveness research. (Contains 2 figures, 3 tables and 4 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10