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AbstractSchool leaders in the twenty-first century face complexities that frequently make leadership challenging. Many underperforming schools struggle because, among other things, school leaders and their followers lack the necessary skills to guide their institutions to success. Research demonstrates that school leaders today need skills such as self-reflection, collaboration, and eclectic leadership. Furthermore, the ability to deal with ambiguity and paradoxes in leadership are fast becoming pronounced in schools, although there is still inadequate research that examines these concepts. This conceptual study used theory adaptation to examine the propinquity of Janusian leadership and thinking to school leadership. In Roman mythology, Janus is a god with two heads facing in opposite directions. This symbolises the dualities that exist, such as the ability to explore the past and the future simultaneously. The findings show that the skills that school leaders need include complex thinking and the ability to understand the uncertainties in an organisation as they embrace their followers. The major findings demonstrate that school leaders who understand and embrace the ambiguities and paradoxes of leadership are likely to guide successful schools. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this research is to identify the dimensions and components of functional performance evaluation in effective schools using a grounded theory approach. Methodology: This qualitative study utilized the snowball sampling method to gather opinions from 15 experts and specialists in the field of education in Tehran, as well as university professors. Findings: The research results indicated that six central factors, ten main categories, and thirty-eight subcategories play a significant role in the performance evaluation model of effective elementary schools in Tehran. Additionally, the research's paradigmatic model consists of causal factors, including physical and technological factors, environmental health assurance, and individual health assurance for students; the central phenomenon includes active participants and the teaching-learning process; contextual conditions include components and elements of performance evaluation; intervening conditions include the principles and values of effective schools and educational organizations and policymakers; effective strategies for performance evaluation in effective schools include preparation for evaluation implementation; and the outcomes of performance evaluation in effective schools include achieving scientific and practical accomplishments. Conclusion: Overall, this research has identified and analyzed these dimensions and components, providing a comprehensive model for evaluating the performance of effective schools in Tehran, which can help improve educational quality in this city. [ABSTRACT FROM AUTHOR]

Presidential Decree 80/2013 initiated the self-evaluation of schools and the acquisition of awareness by headmasters and teachers of their role in implementing improvement paths and processes. Among the elements that have not yet entered a common language, the added value is essential for thinking about schools and the concept of quality education. It constitutes an interesting point of view to evaluate how effective the school is in breaking down educational inequalities by offering quality education capable of fixing that "broken" social lift described by many international reports. In this article, qualitative research conducted by interviewing some head-masters from institutions that have achieved a positive school effect aims to identify good practices that promote school effectiveness and thus added value. [ABSTRACT FROM AUTHOR]

This study proposes an empirically grounded theory of how school reform implementation relates to effectiveness, useful for developing and studying many approaches to school reform both in the U.S. and abroad, and also for assessing how policymakers and implementers might leverage various aspects of implementation to create effective school improvement models at scale. Guided by a new framework that links Bryk and colleagues' (2010) five essential supports and as reported by Desimone's (2002) adaptation of Porter and colleagues' (1986) policy attributes theory, we use a mixed-methods approach to study the implementation and effectiveness of school turnaround efforts in the School District of Philadelphia. We explore the relationships among key turnaround model components, approaches to model implementation, and academic achievement using a matched comparison design and estimating a series of regressions. Qualitative methods are used to contextualize findings and offer explanatory hypotheses. [ABSTRACT FROM AUTHOR]

This study explored the outcomes of the Continuous Professional Development (CPD) diploma programme in Effective School Leadership on headteachers' professional performance. It follows a qualitative research design. In-depth interviews and direct observation were used to collect data from a sample of 40 respondents, all purposively selected from Nyabihu district, in the Western Province of Rwanda, including 25 primary and secondary school headteachers, 11 sector education inspectors and four teachers. The study revealed that the programme is relevant to the daily practices of headteachers. It indicated that the acquired knowledge influenced headteachers' approach to leadership, improved existing school leadership practices and new initiatives were undertaken by headteachers after benefiting from the programme. The findings, however, revealed some challenges that need to be addressed to make the programme more effective. Based on the study findings, recommendations were made for an integrated and comprehensive approach by all education partners to address the aforementioned challenges. [ABSTRACT FROM AUTHOR]

Copyright of Aula (0214-3402) is the property of Ediciones Universidad de Salamanca and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In this paper, we present the findings of a qualitative study conducted in 2018 in five schools (three primary and two secondary schools) in a rural community in the south of Durban in KwaZulu-Natal, South Africa (SA). It adopted a case study methodology and explored principals' understandings and practices of servant leadership (SL), which is assumed to be part of principals' leadership approaches. A review of literature suggested a dearth of empirical studies in this area in SA despite its importance. The findings indicate that close to three decades since SA became a democratic country, research suggests that the notion and values of putting people first has not taken root. The findings also suggest that principals have a limited understanding of the concept of accountability as an inextricable component of SL. Consequently, accountability to external bodies is prioritized. [ABSTRACT FROM AUTHOR]

The study results revealed no statistically significant difference in teachers' perceptions of principals' technological leadership and school effectiveness in terms of teachers' gender, seniority, branch, working time at the current school, technological competence, and daily technology use. However, the findings showed a significant difference in the perceptions of technological leadership by age but not in the perceptions of school effectiveness. The analysis results revealed a strong or very strong correlation between the technological leadership and its sub-dimensions and the school effectiveness sub-dimensions. It was found that a positive increase in any sub-dimension of the technological leadership scale improved school effectiveness, and there was a significantly positive and very high relationship between school effectiveness and technological leadership. As technological leadership increased, so did school effectiveness. Accordingly, technological leadership explained 50.8% of the change in school effectiveness. Principals' technological leadership, mediated by teachers' technological literacy, affected teaching and school effectiveness. [ABSTRACT FROM AUTHOR]

Teachers in township schools are vulnerable because of the low socio-economic conditions of the communities in which their schools are located. Such factors coupled with personal challenges can have a negative impact on their health. The aim of this research was to investigate the value of health-promoting leadership (HPL) in township schools. A qualitative approach was followed to gather information about the latter. Data were gathered by means of diary keeping, recording and individual interviews. Sixteen participants participated in the research and were engaged in the research for 4 months. A total of 32 interviews were conducted; each participant was interviewed twice. The findings revealed that HPL was perceived as relevant to the participating schools as it enhanced healthy working conditions, such as a health-promoting culture, health awareness and close working relationships (community). It is recommended that more attention be given to HPL, focusing on physical environments and safety and providing social support and health awareness programs to enhance teachers’ physical and mental health.

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract Objective Building on findings reported in a previous publication, the objective of this study is to explore if teacher-rated indicators of school ethos modify the association between problematic familial alcohol use and heavy episodic drinking among upper secondary students. Data were based on combined information from two separate surveys conducted in 2016 among 4709 students and 1061 teachers in 46 Stockholm upper secondary schools, with linked school-level information from administrative registers. Multilevel binary logistic regression analyses were performed. Results Problematic familial alcohol use was associated with an increased likelihood of heavy episodic drinking among upper secondary students (OR 1.36, 95% CI 1.12–1.65). Cross-level interactions revealed that the association was weaker among students attending schools with higher levels of teacher-rated ethos. This was true for overall school ethos (OR 0.79, 95% CI 0.65–0.97) and for four of five studied sub-dimensions of ethos: staff stability (OR 0.78, 95% CI 0.65–0.95); teacher morale (OR 0.79, 95% CI 0.65–0.97); student focus (OR 0.80, 95% CI 0.65–0.97); and academic atmosphere (OR 0.79, 95% CI 0.65–0.96). The sub-dimension “structure and order for dealing with unwanted behaviour” did however not moderate the association between problematic familial alcohol use and heavy episodic drinking (OR 0.95, 95% CI 0.77–1.18).

Idiomatic expressions like hit the road or turn the tables are known to be problematic for L2 learners, but research indicates that learning L2 idiomatic language is important. Relatively few studies, most of them focusing on English idioms, have investigated how L2 idioms are actually acquired and how this process is affected by important idiom properties like transparency (the degree to which the figurative meaning of an idiom can be inferred from its literal analysis) and cross-language overlap (the degree to which L2 idioms correspond to L1 idioms). The present study employed a specially designed CALL system to investigate the effects of intensity of practice and the reading modality on learning Dutch L2 idioms, as well as the impact of idiom transparency and cross-language overlap. The results show that CALL practice with a focus on meaning and form is effective for learning L2 idioms and that the degree of practice needed depends on the properties of the idioms. L2 learners can achieve or even exceed native-like performance. Practicing reading idioms aloud does not lead to significantly higher performance than reading idioms silently.These findings have theoretical implications as they show that differences between native speakers and L2 learners are due to differences in exposure, rather than to different underlying acquisition mechanisms. For teaching practice, this study indicates that a properly designed CALL system is an effective and an ecologically sound environment for learning L2 idioms, a generally unattended area in L2 classes, and that teaching priorities should be based on degree of transparency and cross-language overlap of L2 idioms. [ABSTRACT FROM AUTHOR]

This research explores the impact of effective leadership and targeted interventions in closing the achievement gap of disadvantaged pupils in primary schools. Findings suggest that the case study schools use effective school leaders and a range of targeted interventions including early intervention, small group additional teaching, one-to-one tuition, peer tutoring, parental involvement, booster class, mastery learning, pastoral care, and enrichment programmes. Each of the above success factors and intervention strategies was explored in detail in the paper. The overall conclusions of this study are that the case study schools have closed the achievement gap between disadvantaged pupils and their peers through providing effective school leaders and the use of a range of effective intervention strategies. We would suggest that the case study schools' stories of how they have closed the achievement gap through providing strong school leaders and the use of targeted interventions are of local and national significance. Our research also suggests the possibilities for further research. The recommendations from the study are that there is a need to replicate and expand this research with a larger sample of the study, in order to explore in detail what works in schools. [ABSTRACT FROM AUTHOR]

This article examines how effective education institutions improve educational achievement, regardless of students' socioeconomic backgrounds. The paper utilizes a multilevel model using data from the Third Regional Comparative and Explanatory Study (TERCE) for Ecuadorian students in reading and mathematics. Findings show that between 31 and 52% of the variation in test results is due to differences between schools, thus underlining the importance of the compensatory effect of schools in promoting equality of opportunity. [ABSTRACT FROM AUTHOR]

This study examined whether there are significant differences between effective, average, and ineffective urban schools with regard to (a) students' classroom behavior and (b) students' perceptions of their classroom learning environment. Students from four effective, average, and ineffective urban elementary schools that served predominantly Hispanic students were systematically observed during the school year and completed a learning environment survey about 6 weeks before the end of the school year. The classroom learning environment results revealed that students from the effective schools reported significantly higher involvement, teacher support, task orientation, and order and organization than students from the average and ineffective schools. Students from the effective schools also reported significantly higher affiliation than students from the ineffective schools. The classroom observation findings revealed that students from the effective schools were observed significantly more: (a) interacting with their teachers, (b) working or written assignments, and (c) on task than students from average and ineffective schools. [ABSTRACT FROM AUTHOR]

Objective: Building on findings reported in a previous publication, the objective of this study is to explore if teacher-rated indicators of school ethos modify the association between problematic familial alcohol use and heavy episodic drinking among upper secondary students. Data were based on combined information from two separate surveys conducted in 2016 among 4709 students and 1061 teachers in 46 Stockholm upper secondary schools, with linked school-level information from administrative registers. Multilevel binary logistic regression analyses were performed. Results: Problematic familial alcohol use was associated with an increased likelihood of heavy episodic drinking among upper secondary students (OR 1.36, 95% CI 1.12–1.65). Cross-level interactions revealed that the association was weaker among students attending schools with higher levels of teacher-rated ethos. This was true for overall school ethos (OR 0.79, 95% CI 0.65–0.97) and for four of five studied sub-dimensions of ethos: staff stability (OR 0.78, 95% CI 0.65–0.95); teacher morale (OR 0.79, 95% CI 0.65–0.97); student focus (OR 0.80, 95% CI 0.65–0.97); and academic atmosphere (OR 0.79, 95% CI 0.65–0.96). The sub-dimension "structure and order for dealing with unwanted behaviour" did however not moderate the association between problematic familial alcohol use and heavy episodic drinking (OR 0.95, 95% CI 0.77–1.18). [ABSTRACT FROM AUTHOR]

The main purpose of this paper is to examine perspectives of successful and effective leadership as well as successful and effective schools in an effort to uncover the governance interventions which produce one or the other characterization. This examination is undertaken through the utilization of two guiding frameworks: the Pashiardis-Brauckmann Holistic Leadership Framework and the Bredeson and Johansson framework for principals' functions. Additionally, views on success and effectiveness from around the world are utilized. Following this, in this theoretically focused paper we make the argument that successful schools institutionalize the right processes in order to achieve and sustain the desired results and thus become effective. Then, in an effort to bring context into the equation, we discuss what the context is for each education system and student and if schools can make up for the deficiencies of a student's individual context. We end our discussion by stressing the fact that researchers, through their work, can inspire teachers and principals with their (often) simple descriptions of complex school improvement processes. These descriptions have a profound effect on the applied pedagogical work in schools, which is sometimes more influential than national policy decisions and educational reforms. [ABSTRACT FROM AUTHOR]

Why do some schools bring forth high achievement levels, whereas others do not? To understand the mechanisms behind school success, one must examine schools as organizations and the social relations and interactions among their members. By integrating the literature on educational effectiveness and sociological institutionalism, this article presents a study of four successful and four failing schools in Sweden regarding the impact of schools' internal organization on student achievement. The results demonstrate that the two types of schools have distinct organizational characteristics, which show significant stability over time. Linking organizational characteristics and student outcomes, we argue that (a) the varying social reality of teachers and principals among the two types of schools fosters different types of actions and beliefs among teachers and principals, which (b) causes different learning environments for students that subsequently lead to variations in their learning trajectories. [ABSTRACT FROM AUTHOR]

The aim of the present study is to assess the association between problematic alcohol consumption in the family and youth alcohol consumption and to explore the extent to which this association is moderated by conditions in school in terms of schools’ degree of student focus. We use data from the Stockholm School Survey performed among 10,757 ninth grade students and the Stockholm Teacher Survey performed among 2,304 teachers in the same schools. Multilevel logistic regressions were performed. The results showed that problematic alcohol consumption in the family was associated with a higher likelihood of heavy drinking among adolescents. The association was weaker in schools with a strong student focus, indicating a compensatory effect of conditions in school.

This study set out to develop a model for effective junior high schools in accordance with the norms of the Iranian society and based on Fundamental Reform Document of Education, the National Curriculum and the objectives of secondary education. To this end, a thorough examination of the theoretical foundations as well literature review was conducted and 16 components were derived. These components were organized in the form of a questionnaire whose face and content validity was approved by 15 educational experts from Northwest of Iran. To assess the reliability of the questionnaire, internal consistency (Cronbach's alpha test) and test-retest (intra-class correlation coefficient) were used and the revised questionnaire was piloted among 60 individuals (α= 0.982 and ICC = 0.931). After confirming the validity and reliability of the measure, it was administered to a sample of 217 individuals. The collected data were analyzed using descriptive (mean, standard deviation) and inferential statistics (one-sample t test). The results of confirmatory factor analysis (performed with Amos) also indicated a good fit between the 16-component model of effective schools and the observed data. In the ranking of the components of the effective school model, “achieving the objectives” with standardized estimate of 0.88 was the most effective one, whereas the component of “having high expectations of students” with standardized estimate of 0.55 was the least effective one.

The present research aimed to identify the elements of corporate culture in Farzanegan schools (schools for gifted and talented students) of Bandar Abbas in Iran. National Organization for Development of Exceptional Talents ( NODET ) are national selective schools in Iran developed specifically for the development of exceptionally talented students. In this study we employ a grounded theory approach and a systematic plan. The population of this study consists of all principals, teachers, and students of high schools for gifted students in the city of Bandar Abbas in Iran. Fifty-two principals, teachers, and students were selected through purposeful and theoretical sampling and were interviewed by a main question and a number of open questions. The reliability of research for data collection tools was determined by using generator questions. The data were analyzed using grounded theory. In the conceptualization stage, 33 concepts were extracted from the responses of the interviewees. The concepts were categorized in three dimensions of corporate culture and then the known dimensions were free coded with titles of organized organization, role model, and strategic initiatives. Then, code of strategic initiatives (actions) was selected as the key code and explained the other codes by paradigm pattern.

Copyright of Anadolu Journal of Educational Sciences International (AJESI) is the property of Anadolu Journal of Educational Sciences International and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Implementation of strategies informing effective schools is a follow-up to the process of formulating strategies (planning) by various parties responsible for the process of effective school development. The implementation of the strategy is an action to achieve the educational objectives (effective schools) through the stages that have been set in the form of program structure, budget, operational standards, supervision, and evaluation. This research explore in-depth the implementation of strategies in Junior High School (SMP) Islam al-Azhaar Tulungagung and Junior High School (SMP) Negeri 1 Tulungagung. This research uses qualitative research methods, using phenomenological field studies. Meanwhile, data collection techniques are conducted through in-depth interviews, observations, and passive participants in the field as well as using other literature relevant to the concept of implementing strategies informing effective schools. The results showed that the implementation of strategies in shaping schools was effectively carried out through internal processes and external processes. This process will result in effective learning, effective teaching, and a conducive environment.

Board games are enjoying increased popularity with thousands of new games introduced annually. The most popular mechanical element of board games is rolling dice and economic topics rank in the top three most common board game themes. The dice game Left, Center, Right employs dice and is easy to learn. This essay presents a variety of social topics illustrated while playing the game. The game is not intended to teach specific disciplinary concepts or topics, but a teacher can employ the game to introduce topics and to encourage discussion that contributes to schema formation needed for effective learning. [ABSTRACT FROM AUTHOR]

Se presenta un editorial a la revista que discute las opiniones de los autores sobre la interacción académica, la Investigación Educativa sobre la efectividad escolar y las contribuciones de Carlos Muñoz Izquierdo en las transformaciones de las escuelas en la región de Aguascalientes, México. El artículo también se centra en la eficacia escolar y las políticas educativas en México.

Copyright of Scientific Papers of Electrical & Control Engineering Faculty Technical University of Gdansk / Zeszyty Naukowe Wydzialu Elektrotechniki & Automatyki Politechniki Gdanskiej is the property of Gdansk University of Technology, Faculty of Electrical & Control Engineering and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

We observed eight beginning secondary mathematics teachers' classrooms to investigate ways in which they organized students for learning, uses of instructional methods, and how these may differ based on the level of course being taught. We found that beginning teachers frequently organize their students to learn, coupled with an abundance of teacher directed instruction. Differences in organizations, teaching methods, and associated learning opportunities between course levels also exist. Implications for supporting practicing teachers and preparing prospective teachers to establish collaborative learning environments and utilize student centered teaching methods are discussed. [ABSTRACT FROM AUTHOR]

Teachers who lack professional maturity will never be able to be responsible teacher leaders; hence, school leaders who strive for school improvement constantly try to introduce various alternative practices, and teacher leadership may be among these. Teacher leadership is defined in numerous ways: Some understand it as teachers who have taken on leadership roles and additional professional responsibilities. The major argument in this paper is that teachers need to be professionally matured if they are to be able to be effective teacher leaders. Effective schools are likely to be those where leadership permeates throughout the entire organisation. This qualitative study was conducted in two Gauteng and two Eastern Cape historically black schools, and data were collected through interviews and observations. The results demonstrate that there are several reasons as to why some teachers may fail or be reluctant to be teacher leaders. Furthermore, the study reveals that teacher leadership needs visionary school leaders who will employ the critical practices of teacher leadership to attain school improvement. [ABSTRACT FROM AUTHOR]

A research study was designed and conducted to identify effective school characteristics of four highperforming, high-poverty schools in South Texas. An eleven effective school characteristics model, including school processes, was developed based on a synthesis of effective school research and served as the theoretical framework for the study. The characteristics include Culture, Leadership, Instruction, Improvement, Home and Community Relations, Curriculum, Environment, Professional Development, Vision/Mission, Resources, and Staff. The mixed-research study collected and analyzed data from professional school staff, principals, and parents related to the schools' eleven effective characteristics and their processes. Results of the study supported the essentiality of the eleven school characteristics and identified Culture as an area of improvement. School staff perceived Culture's essentiality for school effectiveness and its application in the schools relatively low. The schools ' cultural processes perceived by school staff and parents were very positive and consistent with past studies of effective schools. Caution is provided that high-performing schools may lose focus on Culture due to academic success. [ABSTRACT FROM AUTHOR]

We investigate the effect of attending selective secondary schools belonging to the Bicentenario schools program in Chile, a free education option that is intended to give vulnerable students everywhere in Chile a unique educational opportunity, in the period from 2011 to 2014. By using propensity score methods, we find that attending a Bicentenario school improves students' performance by a range of 0.35 to 0.23 SD in language and 0.5 to 0.35 SD in math. Also, we show that a proportion of this effect is due to the outstanding performance of the new Bicentenario schools as opposed to the restructured version of the program. We prove the robustness of the previous results through falsification, changes-in-changes, and a more demanding control group. This paper adds new evidence to analyze the effect of selective schools in developing countries like Chile, where the quality of public education is low. [ABSTRACT FROM AUTHOR]

Schools in poor working class communities in South Africa face a myriad of equity challenges that impact negatively on their ability to achieve basic school functionality. Yet, within such communities, there exists a wealth of valuable local knowledge and support that can be mobilised to assist school leaders, not only to bring about school improvement but also to reimagine effective schooling. However, the process of integrating such support into a school requires a reconsidering and repositioning of traditional views of school leadership. As a school leader, I embarked on a research journey, with 15 community volunteers, to understand how to integrate their work into the daily functioning of our school. I share my learning from the process of action learning with the community volunteers. I use the seven guiding principles of participatory action learning and action research (PALAR) to validate my claims to knowledge. The key findings indicate the value that PALAR holds for the development of a reflexive school leadership praxis that supports community agency towards school and community development. The conclusions drawn contribute to educational leadership theory by providing an evidence-based example of how an action learning process can facilitate collaboration between school leadership and community members. [ABSTRACT FROM AUTHOR]

Copyright of Dirassat in Humanities & Social Sciences is the property of Research & Development of Human Recourses Center (REMAH) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The movement for effective schools and school improvement has enjoyed a long history, at both the theoretical and practical level. The contextual variables focused on the educational process of the classrooms have been identified in numerous investigations, concluding that the improvement of academic performance is a key element of the movement. The main objective of this research is focused on verifying the effectiveness of the treatment based on collaborative/cooperative learning methodologies and projects to improve the linguistic and mathematical competence as an enhancing element of academic performance. The sample consists of 228 students belonging to two public schools located in the city of Murcia (Spain), selected through judgmental or discretionary sampling. A quasi-experimental design with pretest and post-test and control group was employed, verifying the effectiveness of the treatment, and how it influences the improvement of the academic performance of the students in the experimental group. It concludes by pointing out the importance of learning strategies and applied teaching methodologies, understanding both within the conglomerate of process factors in the improvement of academic performance.

The movement for effective schools and school improvement has enjoyed a long history, at both the theoretical and practical level. The contextual variables focused on the educational process of the classrooms have been identified in numerous investigations, concluding that the improvement of academic performance is a key element of the movement. The main objective of this research is focused on verifying the effectiveness of the treatment based on collaborative/cooperative learning methodologies and projects to improve the linguistic and mathematical competence as an enhancing element of academic performance. The sample consists of 228 students belonging to two public schools located in the city of Murcia (Spain), selected through judgmental or discretionary sampling. A quasi-experimental design with pretest and post-test and control group was employed, verifying the effectiveness of the treatment, and how it influences the improvement of the academic performance of the students in the experimental group. It concludes by pointing out the importance of learning strategies and applied teaching methodologies, understanding both within the conglomerate of process factors in the improvement of academic performance. [ABSTRACT FROM AUTHOR]

Welche Lösungen bieten sich an, wenn der klassisch durchgeführte Unterricht für viele Schülerinnen und Schüler nicht mehr passend ist und deren Leistungsergebnisse zunehmend zu denken geben? Was tun, um den Unterricht so zu verändern, dass er für die Kinder passender wird und alle von dieser Veränderung profitieren? [ABSTRACT FROM AUTHOR]

Copyright of Journal of Contemporary Educational Studies / Sodobna Pedagogika is the property of Association of Slovenian Educationalists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of the present study is to assess the association between problematic alcohol consumption in the family and youth alcohol consumption and to explore the extent to which this association is moderated by conditions in school in terms of schools' degree of student focus. We use data from the Stockholm School Survey performed among 10,757 ninth grade students and the Stockholm Teacher Survey performed among 2,304 teachers in the same schools. Multilevel logistic regressions were performed. The results showed that problematic alcohol consumption in the family was associated with a higher likelihood of heavy drinking among adolescents. The association was weaker in schools with a strong student focus, indicating a compensatory effect of conditions in school. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Successful schools are led and managed by effective leaders. This research sought to explore the stakeholder's perspectives of leadership practices in a challenging climate and the best practices successfully employed to overcome the challenges in an inner city school. The research utilized a qualitative case study that purposively selected 10 participants. The challenges faced by leaders and managers were: (a) the socio-economic background of students, (b) overcrowding in the school, (c) limited parental involvement on the part of some parents, (d) disciplinary problems, and (e) staff support. The school overcame its challenges by: (a) embracing different leadership and management approaches, (b) empowering staff and parents, (c) improving teaching material and infrastructure, (d) supporting positive student behaviour, (e) employing committed and qualified staff, and (f) celebrating success. Effective schools, notwithstanding their leadership and management styles, require the involvement and collaboration of staff, parents, and community in achieving student success. [ABSTRACT FROM AUTHOR]

School effectiveness research (SER) and bi/multilingual education research have been largely developed as separate research paradigms. Hence, SER research does not facilitate clear conclusions on bi/multilingual (the term ‘multilingual’ is used henceforth) education and its effectiveness. Despite the intensification of multilingual education research over the last four decades, only a few authors and studies have focused on offering a compact overview of what factors need to be in place for the programs to be effective. These works are neither recent nor systematic. In this article, we aim to contribute to this research gap by systematically reviewing the research evidence on specific factors explaining multilingual student success in multilingual education programs. The findings of this systematic literature review integrate the current evidence regarding the critical factors conducive to student success in multilingual education. The results reveal that the reviewed studies mostly discussed school level factors and only occasionally talked about state/regional or individual level factors. We also underscore the critical role of leadership in making multilingual education successful. The implications of this review are twofold: by using a conceptual framework to discuss the success factors, the interdependence of the variables shaping multilingual education is highlighted, while the results collect the latest evidence for decision makers in multilingual education.

Abstract: In order to study of the effectiveness of Allameh high and middle schools in Tehran, the descriptive methodology has been utilized among of students, teachers and managers. In this study correlates of effective schools has been utilized. Edmonds and Lezotte identified the correlates of effective schools and stated that all effective schools had: (a) safe and orderly environment, (b) clear and focused mission, (c) instructional leadership, (d) climate of high expectations for success, (e) opportunity to learn and student time on task, (f) frequent monitoring of student progress, and (g) home school relations. In order to gather required data, questionnaires distributed among students. The questionnaires have prepared by Gonzaga University for a research in the Nine Mile Falls School District in the spring of 1994. Furthermore for this purpose, teachers and managers have interviewed. Consequences indicated that: 1) from view of students, teachers and managers Allameh high and middle schools are effective schools and 2) from view of teachers, human resource management of Allameh high and middle Schools were weak. Article Type: Case study Keywords: Clear mission , Climate of high expectations , Effective schools, Frequent monitoring,Home school relations, Instructional leadership, , Opportunity to learn , Orderly environment.

The article is an opinion piece which examines the extent to which rhetoric about a North–South divide in performance between schools in England is justified. Starting with the catalyst, Sir Michael Wilshaw's final annual Ofsted reports in 2015 and 2016, it traces how the divide rhetoric has been assimilated into popular discourse by the media and subsequent policy reports, notably in connection with the Northern Powerhouse agenda. The article uses regional school performance data to examine whether claims about the divide are convincing, focusing on the North East, which has been recognized as an outlier in both primary and secondary performance. It concludes that the case for a North–South divide is not proven, and with an appeal for more contextually sensitive and flexible approaches to assessing local, regional and national school performance to counter the negative effects of this divisive rhetoric. [ABSTRACT FROM AUTHOR]

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We assessed the impacts of a teacher professional development program for public and private kindergartens in the Greater Accra Region of Ghana. We examined impacts on teacher professional well-being, classroom quality, and children's readiness during one school year. This cluster-randomized trial included 240 schools (teachers N = 444; children N = 3,345, Mage = 5.2) randomly assigned to one of three conditions: teacher training (TT), teacher training plus parental-awareness meetings (TTPA), and controls. The programs incorporated workshops and in-classroom coaching for teachers and video-based discussion groups for parents. Moderate impacts were found on some dimensions of professional well-being (reduced burnout in the TT and TTPA conditions, reduced turnover in the TT condition), classroom quality (increased emotional support/behavior management in the TT and TTPA conditions, support for student expression in the TT condition), and small impacts on multiple domains of children's school readiness (in the TT condition). The parental-awareness meetings had counteracting effects on child school readiness outcomes. Implications for policy and practice are discussed for Ghana and for early childhood education in low- and middle-income countries. [ABSTRACT FROM AUTHOR]

There is a profound for more effective schools, especially within resource-poor communities in low- and middle-income countries. A wide range of literature identifies teachers as the most critical component of schools in regards to student learning. Despite this, there is a dearth of literature on how teachers' experiences influence their ability to attend school, remain in the teaching profession, and provide high quality teaching within the classroom. This study presents a theoretical framework for understanding the role of teachers' lives in context (skills, knowledge, and attitudes; poverty and health; contextual supports/barriers to teaching) in influencing teacher effectiveness. This framework builds upon Tseng and Seidman's (2007) systems framework for understanding youth social settings in order to incorporate teachers' lives into a larger model of educational effectiveness. This synthesis reveals significant gaps in our understanding of teachers' experiences and how they affect teaching. At the teacher attendance, attrition, and pedagogical quality and a key moderator of educational interventions. Implications for research, practice, and policy are discussed. [ABSTRACT FROM AUTHOR]

The article presents the discussion on Effective schools showing the learning and development of all of the students regardless of background. Topics include developing strategies incorporating for evidence based practice as part of the school improvement efforts; and developing a range of surveys forming the basis of a school self-review seeking feedback from the school's key stakeholder groups such as parents, students, and teachers.

This study examines whether 3 teacher-rated aspects of school effectiveness differ across school segregation profiles in Stockholm, and to what extent these indicators are associated with the academic achievement of 9th-grade students. Analyses were based on 2 cross-sectional data collections performed in 2014 and 2016, respectively (147 school units), one among teachers (n = 2,024) and the other among 9th-grade students (n = 9,151). Multilevel analysis was applied, estimating 2-level random intercept linear regression models. Results show that teachers’ ratings of school leadership, teacher cooperation, and school ethos, as well as student-reported marks differ across school segregation profiles. Findings further reveal significant associations between these school effectiveness indicators and student performance, even when taking student family background and the school’s student body composition into consideration. In part, these associations are also identified within segregation profiles. Moreover, results show that school ethos acts as a mediator between school segregation profile and student achievement. [ABSTRACT FROM AUTHOR]

Abstract: School professionals may provide behavioral support for students using a tiered framework of intervention. Students who display problem behaviors and sustained resistance to interventions within these tiers may require special education services under the category of emotional and behavioral disorders. By the time students receive special education services, they will have experienced changes in intervention intensity, such as increased behavioral reinforcement or modification of functional assessment‐informed individualized behavior plans. Yet, simply intensifying interventions quantitatively (more frequent reinforcement or progress monitoring) may not increase sufficiently students’ abilities to function successfully in school, because their needs may require behavioral and social‐emotional skills instruction. Evidence highlights the importance of skill‐based instruction that is sequenced, active, focused, and explicit. Therefore, after discussing current educational practices, we describe an intensive intervention that is responsive to student behavioral excesses and deficits through explicit skill instruction delivered through special education services, and consider research and practice implications. [ABSTRACT FROM AUTHOR]

Abstract: In Endrew F. v Douglas County School District RE‐1, the U.S. Supreme Court affirmed the requirement that schools provide special education services designed to confer educational benefit that is more than de minimis. Endrew offers an opportunity for the special education community to consider whether students with learning disabilities have access to a full continuum of services, including individualized, data‐driven, and intensive interventions. We examine predominant models of service delivery, highlight concerns that these are insufficient, and envision an improved continuum of services better aligned with the raised expectations of Endrew. We also highlight important barriers that need to be addressed before an improved continuum can be implemented in many schools in the United States. [ABSTRACT FROM AUTHOR]