članak: 1 od 1  
Zbornik Instituta za pedagoška istraživanja
2009, vol. 41, br. 2, str. 297-314
jezik rada: engleski
pregledni članak
doi:10.2298/ZIPI0902297T

Školska efikasnost - ključni nalazi
Institut za pedagoška istraživanja, Beograd

e-adresa: jelenat@gwu.edu

Projekat Ministarstva nauke Republike Srbije, br. 149001: Education for knowledge based society

Sažetak

U radu se razmatraju novija i napredna istraživanja obrazovne efikasnosti. Deo o integrisanim istraživanjima školske efikasnosti praćen je delom koji se bavi konceptualno integrisanim modelima. Dva dela koja slede fokusiraju se na još neka metodološka ograničenja prethodnih istraživanja: neuspeh da se obuhvati hijerarhijska priroda školovanja i nemogućnost da se obuhvate efekti na nastavnike. Na kraju, završni deo sumira sve relevantne činjenice i pravce u istraživanju.

Ključne reči

školska efikasnost; integrisano proučavanje; konceptualno integrisana istraživanja; hijerarhijsko linearno modelovanje; efekti na nastavnike

Reference

Bryk, A.S., Raudenbush, S.W. (2002) Hierarchical linear models: Applications and data analysis methods. Thousand Oaks, CA-London, itd: SAGE Publications
Creemers, B.P.M. (1994) The effective classroom. London: Cassell
D'agostino, J.V. (2000) Instructional and school effects on students' longitudinal reading and mathematics achievements. School Effectiveness and School Improvement, 11(2): 197
Dowd, A.J. (2001) Learning requires qualified teachers, good teaching and community support in Malawi. u: Dissertation Abstracts International, 62(08). (UMI No. 3012916
Driessen, G., Sleegers, P. (2000) Consistency of teaching approach and student achievement: An empirical test. School Effectiveness and School Improvement, 11(1): 57
Glewwe, P., Grosh, M., Jacoby, H., Lockheed, M. (1995) An eclectic approach to estimating the determinants of achievement in Jamaican primary education. World Bank Economic Review, 9(2): 231
Heneveld, W., Craig, H. (1996) Schools count: World Bank project designs and the quality of primary education in Sub-Saharan Africa. u: World Bank Technical Paper No. 303, Washington, DC: The World Bank
Hill, P., Rowe, K.J. (1998) Modeling student progress in studies of educational effectiveness. School Effectiveness and School Improvement, 9(3): 310
Kyriakides, L., Campbell, R.J., Christofidou, F. (2002) Generating criteria for measuring teacher effectiveness through a self-evaluation approach: A complementary way of measuring teacher effectiveness. School Effectiveness and School Improvement, 13(3): 291
Lanahan, L., Mcgrath, D.J., Mclaughlin, M., Burian-Fitzgerald, M., Salganik, L. (2005) Fundamental problems in the measurement of instructional processes: Estimating reasonable effect sizes and conceptualizing what is important to measure. Washington: American Institutes of Research
Lockheed, M.E., Longford, N.T. (1989) A multi-level model of school effectiveness in a developing country. Washington: The World Bank, Policy Research Working Paper br. 242
Luyten, H. (2003) The Size of School Effects Compared to Teacher Effects: An Overview of the Research Literature. School Effectiveness and School Improvement, 14(1): 31
Mortimore, P. P., Sammons, L., Stoll, D., Lewis, &. R., Ecob (1988) School matters: The junior years. Somerset: Open Books
Muijs, D., Reynolds, D. (2000) School Effectiveness and Teacher Effectiveness in Mathematics: Some Preliminary Findings from the Evaluation of the Mathematics Enhancement Programme (Primary). School Effectiveness and School Improvement, 11(3): 273
Nyagura, L.M., Riddell, A. (1993) Primary school achievement in English and mathematics in Zimbabwe: A multi-level analysis (Policy Research Working Paper No. WPS 1208). Washington, DC: The World Bank
OECD (2001) Knowledge and skills for life: First results from PISA 2000. Paris: OECD
Opdenakker, M., van Damme, J. (2000) Effects of schools, teaching staff and classes on achievement and well-being in secondary education: Similarities and differences between school outcomes. School Effectiveness and School Improvement, 11(2): 165
Opdenakker, M., van Damme, J. (2000) The Importance of Identifying Levels in Multilevel Analysis: An Illustration of the Effects of Ignoring the Top or Intermediate Levels in School Effectiveness Research. School Effectiveness and School Improvement, 11(1): 103
Opdenakker, M., van Damme, J., de Fraine, B., van Langedhem, G., Onghena, P. (2002) The effect of schools and classes on mathematics achievement. School Effectiveness and School Improvement, 13(4): 399
Organization for Economic Co-operation Development (2004) Learning for Tomorrow's World-First Results from PISA 2003. Paris: OECD
Reezigt, G.J., Guldemond, H., Creemers, B.P.M. (1999) Empirical validity for a comprehensive model on educational effectiveness. School Effectiveness and School Improvement, 10(2): 193
Reynolds, D., Creemers, B., Stringfield, S., Teddlie, C., Schaffer, E. (2002) World class schools: International perspectives on school effectiveness. London: Routledge Falmer
Rivkin, S.G., Hanushek, E.A., Kain, J.F. (2000) Teachers, schools and academic achievement. Cambridge: National Bureau of Economic Research, Working Paper No. 6691
Rowan, B., Correnti, R., Miller, R.J. (2002) What Large-Scale, Survey Research Tells Us About Teacher Effects on Student Achievement: Insights From the Prospects Study of Elementary Schools. Teachers College Record, 104(8): 1525
Sanders, W.L., Rivers, J.C. (1996) Cumulative and residual effects of teachers on future student academic achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Centers
Scheerens, J. (1999) School effectiveness in developed and developing countries: a review of the research evidence. Washington: World Bank, Human Development Network Report
Scheerens, J. (2000) Improving school effectiveness. u: Fundamentals of Educational Planning No. 68, Paris: UNESCO/International Institute for Educational Planning
Scheerens, J., Bosker, R. (1997) The foundations of educational effectiveness. London: Pegramon
Scheerens, J. (1990) School Effectiveness Research and the Development of Process Indicators of School Functioning. School Effectiveness and School Improvement, 1(1): 61
van der Werf, G., Creemers, B., Guldemond, H. (2001) Improving parental involvement in primary education in Indonesia: Implementation, effects and costs. School Effectiveness and School Improvement, 12(4): 447
Walberg, H.J., Paik, S.J. (2000) Effective educational practices. Geneva: International Bureau of Education
Wang, M.C., Haertel, G.D., Walberg, H.J. (1993) Toward a knowledge base for school learning. Review of Educational Research, 63(3): 249
Webster, B.J., Fisher, D.L. (2000) Accounting for variation in science and mathematics achievement: A multilevel analysis of Australian data: Third International Mathematics and Science Study (TIMSS). School Effectiveness and School Improvement, 11(3): 339
Willms, J.D., Somers, M. (2001) Family, classroom and school effects on children's educational outcomes in Latin America. School Effectiveness and School Improvement, 12(4): 409
Wright, S.P., Horn, S.P., Sanders, W.L. (1997) Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11(1): 57