Multilevel Design of School Effectiveness Studies in Sub-Saharan Africa

Autor/inn/en	Kelcey, Ben; Shen, Zuchao
Titel	Multilevel Design of School Effectiveness Studies in Sub-Saharan Africa
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 4, S.492-510 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2016.1168855
Schlagwörter	Foreign Countries; School Effectiveness; Design; Educational Improvement; Program Implementation; Statistical Analysis; Outcomes of Education; Grade 6; Standardized Tests; Mathematics Achievement; Reading Achievement; Educational Quality; Improvement Programs; Multivariate Analysis; Student Surveys; Mathematics Instruction; Reading Instruction; Randomized Controlled Trials; Africa; Botswana; Kenya; Lesotho; Malawi; Mauritius; Mozambique; Namibia; Seychelles; South Africa; Swaziland; Tanzania; Uganda; Zambia; Zimbabwe + Suchen Sie Ihr Suchwort? Ausland; Schuleffizienz; Teaching improvement; Unterrichtsentwicklung; Statistische Analyse; Lernleistung; Schulerfolg; School year 06; 6. Schuljahr; Schuljahr 06; Standadised tests; Standardisierter Test; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Quality of education; Bildungsqualität; Effizienzsteigerung; Multivariate Analyse; Schülerbefragung; Mathematics lessons; Mathematikunterricht; Leseunterricht; Afrika; Kenia; Mosambik; Seychellen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Tansania; Sambia; Simbabwe
Abstract	School-based improvement programs represent a core strategy in improving education because they can leverage pre-existing social and organizational structures to promote coordinated and comprehensive change across multiple facets of schooling. School-based programs are generally designed to be implemented by intact schools/districts, frequently making it infeasible or atheoretical to assign students within the same school to different conditions while ensuring study validity. Rather, studies frequently assign intact schools/districts to treatment conditions to accommodate the multilevel structure of schooling and the theory of action underlying many school-based programs. In planning such studies, effective and efficient design requires plausible values of the variance partition coefficients and the variance explained by covariates during the design stage. Using representative samples of each country, we develop empirical estimates of design parameters within and across 15 countries that are intended to inform and facilitate the efficient design of multisite cluster-randomized studies of school improvement in sub-Saharan Africa. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01