Educational leadership and pupil achievement. The choice of a valid conceptual model to test effects in school effectiveness research.

Autor/inn/en	Maeyer, Sven de; Rymenans, Rita; Van Petegem, Peter
Titel	Educational leadership and pupil achievement. The choice of a valid conceptual model to test effects in school effectiveness research.
Quelle	In: School effectiveness and school improvement, 18 (2007) 2, S. 125-145Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0924-3453; 1744-5124
DOI	10.1080/09243450600853415
Schlagwörter	Fallstudie; Forschung; Mehrebenenanalyse; Vergleich; Schule; Schulleitung; Schülerleistung; Sprachkompetenz; Datenanalyse; Mathematische Kompetenz; Muttersprache; Analyse; Effektivität; Einflussfaktor; Modell; Belgien; Flandern
Abstract	School effectiveness research often uses multilevel models in which only direct effects of characteristics of schools on pupil achievement are modelled. Recently, more attention is given to conceptual models that assume indirect and antecedent effects. In this paper, we elaborate on these models and show that the findings from school effectiveness research are influenced by the conceptual model underlying the analyses. [The authors] do this by focusing on the effect of "integrated leadership" on two outcome measures: mathematics achievement and mother tongue achievement. Four different conceptual models will be tested by means of multilevel structural equation modelling. Therefore [the authors] use data from a school effectiveness research in Flanders (850 fourth graders and 847 sixth graders within 47 schools). The results of these analyses show that the conclusion whether integrated leadership has an effect or not on pupil achievement, is dependent on the choice of the conceptual model. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/4