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Does the Duration of School Interventions Matter? The Effectiveness and Sustainability of Using the Dynamic Approach to Promote Quality and Equity

Authors :
Kyriakides, Leonidas
Antoniou, Panayiotis
Dimosthenous, Andria
Source :
School Effectiveness and School Improvement. 2021 32(4):607-630.
Publication Year :
2021

Abstract

This paper investigates the sustainability and the impact of offering the dynamic approach (DA) to schools for more than 1 year in improving student achievement in mathematics (quality) and reducing the impact of socioeconomic status (SES) on achievement (equity). A sample of 56 schools in socially disadvantaged areas in three countries (i.e., Cyprus, Greece, and Ireland) and their Grade 4 and 5 students (n = 2,844) participated in this study. Two experimental groups used DA to develop school improvement strategies and action plans. The first experimental group, which employed DA for only 1 school year, was more effective than the control group in promoting student achievement in mathematics and reducing the impact of SES on achievement both at the end of the 1st and 2nd implementation year. Schools which made use of DA for 2 years were found to be the most effective at the end of the 2nd year.

Details

Language :
English
ISSN :
0924-3453
Volume :
32
Issue :
4
Database :
ERIC
Journal :
School Effectiveness and School Improvement
Publication Type :
Academic Journal
Accession number :
EJ1323957
Document Type :
Journal Articles<br />Reports - Research
Full Text :
https://doi.org/10.1080/09243453.2021.1923534