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Bastepe, I. Normal ve tasimali egitim yapan resmi ilkogretim okul yonetici, ogretmen ve sekizinci sinif ogrencilerinin okul orgutsel etkililik algilari. Unpublished doctoral dissertation. Ankara University, Ankara, Turkey. Bener, O.
World Class Schools: International Perspectives on School Effectiveness
Fatih University, Istanbul. Birks, M. Grounded Theory: A practical guide. London: Sage Publications. Bruggencate, G. Modeling the influence of school leaders on student achievement: how can school leaders make a difference? Educational Administration Quarterly, 48, Bruinsma, M. Educational productivity in higher education: An examination of part of the Walberg educational productivity model. School Effectiveness and School Improvement, 18 1 , 45— Caldas, S. Effect of school population socioeconomic status on individual academic achievement. The Journal of Educational Research , 90 5 , — Cheng, Y.
What effective classroom? Cheng, R. The interaction between social goals and self-construal on achievement motivation.
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- World Class Schools.
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Contemporary Educational Psychology, 38 2 , — Creemers, B. Cresswell, J. Schooling Issues Digest: School Effectiveness. School Effectiveness and School Improvement , 11 , — Darling-Hammond, L. Teacher quality and student achievement: A review of state policy evidence. Education Policy Analysis Archives , 8 1 , 1— Darnon, C. Achievement goals in educational contexts: a social psychology perspective.
Social and Personality Psychology Compass 6 10 , — Dettmers, S. The relationship between homework time and achievement is not universal: evidence from multilevel analyses in 40 countries. Dey, I. Qualitative data analysis. A user-friendly guide for social scientists. Driessen, G. Consistency of teaching approach and student achievement: an empirical test.
Dronkers J. Differences in scholastic achievement of public, private government-dependent, and private independent schools: a cross-national analysis. Educational Policy 22 4 , Dweck, C. Motivational processes affecting learning. American Psychologist, 41 10 , A social- cognitive approach to motivation and personality. Psychological Review, 95 2 , Edson, C.
In Sherman, Robert R. Elliott, E. Goals: An approach to motivation and achievement. Journal of Personality and Social Psychology , 54 1 , Gaziel, H. International Review of Education, 42 5 , Goregenli, M. Individualist-collectivist tendencies in a Turkish sample. Journal of Cross-Cultural Psychology, 28 6 , — Gray, J. School effectiveness and the 'other outcomes' of secondary schooling: a reassessment of three decades of British research.
Improving Schools, 7 , doi: Griffin, G. In Biashi, J.
World Class Schools | International Perspectives on School Effectiveness | Taylor & Francis Group
School Effectiveness and Improvement. Griffith, J. School Psychology of Education, 2, — School climate as group evaluation and group consensus: Student and parent perceptions of the elementary school environment. Elementary School Journal, , 35— Grissom, J. Using student test scores to measure principal performance. Educational Evaluation and Policy Analysis, 37 1 , 3— Gustafsson, J-E.
Causal inference in educational effectiveness research: a comparison of three methods to investigate effects of homework on student achievement. Hailikari, T. Academic self-beliefs and prior knowledge as predictors of student achievement in mathematics: a structural model. Educational Psychology, 28 1 , Hanushek, E. The impact of differential expenditures on school performance. Educational Researcher, 18 4 , Hernandez, L.
Oubrayrie-Roussel, N. Educational goals and motives as possible mediators in the relationship between social support and academic achievement. European Journal of Psychology of Education, 31 , — Hill, P. Modeling student progress in studies of educational effectiveness. School Effectiveness and School Improvement, 9 , — Interpreting adjusted residuals in Crosstabs cell statistics IBM. Kim, S. Journal of Educational Psychology, 4 , — Lee, V. Dropping out of high school: the role of school organization and structure. American Educational Research Journal, 40 , Levacic, R.
The relationship between student attainment and school resources. In Townsend, T. International Handbook of School Effectiveness and Improvement , pp. Dordrecht, Netherlands: Springer. Lomos, C. Hofman, R.
Human Resource Managers in Education. Their Roles in School Effectiveness
Professional communities and student achievement — a meta-analysis. Nationwide, rhetoric in favor of parent involvement is high, but the quality of most programs is still low. Programs are uncoordinated, involving few families after the early grades, or conducted only by the rare teacher, principal, or district leader who has had some training or experience in reaching out to families. Part of the problem is that most teacher education, administrative training, and other education of school professionals omit topics of school, family, and community partnerships.
Instead, educators are prepared in limited ways to "deal with parents" when problems occur.
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The growing field of school, family, and community partnerships offers an alternative approach—theoretical perspectives and results from research and development that should be shared with educators. Land Eds. Researchers from three national centers focus on development to improve educational opportunities for students who, through no fault of their own, are at risk of failure. While research has not eradicated poverty and discrimination, it has brought insight into school failure, and produced interventions that improve the chances of at-risk students.
The collection examines the conditions of risk, details promising strategies for improving schools, looks beyond traditional practices for educating at-risk students, and suggests ways districts and states can take advantage of research.
- INTRODUCTION Human Resource Managers in Education.
- World class schools : international perspectives on school effectiveness.
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Your Handbook for Action second edition J. Epstein, M. Sanders, B. Simon, K. Salinas, N. Van Voorhis. The first edition of this Handbook has been a best-seller for years. This new second edition offers even more tools and strategies that are being used by leaders in schools, districts, and state departments of education across the country to create partnership programs that support school improvement goals. You'll find new examples of successful partnership activities linked to school goals for students, new planning and evaluation tools, and new guidelines and materials for conducting effective training workshops on partnerships.
A Talent Development Approach N. Legters, R. Balfanz, W. This book tells the story of what happened in failing, urban schools when the Talent Development Model of school reform was implemented—what worked and what didn't. The text details organizational, curricular and instructional strategies for changing large, non-selective high schools into personalized, relevant and effective places of learning. The book also reviews the research on programs that have been, or are being, used to increase academic achievement after regular school hours, as well as others that focus on enrichment and recreational activities.
The book concludes with evidence and suggestions for making programs successful. From One School to Many A. Datnow, L.
Reform programs that have proved to be a success in one school, when adopted by other schools, are often unsuccessful. This book looks at why it is that change does not occur on a large-scale basis. The authors show how the theory can be applied in practice to get around issues that are preventing change and improvement. This book presents the current state of the art with respect to research on effective instructional programs for Latino students in elementary and secondary grades.
So far, none of the many books on the situation of Latino students in U. The chapters represent a broad range of methodologies, from experimental to correlational to descriptive, and the solutions they propose are extremely diverse. Each examines, in its own way, programs and practices that are showing success. Together, they present a rich array of research-based effective programs that are practical, widely available, and likely to make a profound difference.
This is a book filled with statistics, description, and reviews of research—but even more, it is filled with optimism about what schools for Latino students can be and what these students will achieve. It is a highly relevant and useful resource for educators, policy makers, and researchers who want to use research to inform the decisions they make about how to help Latino students succeed in elementary and secondary schools, and beyond. Research and Reform in Elementary Education R. Madden Eds. This is the first edited volume presenting research on Success for All in the U.
This book presents a description of Success for All, an overall summary of all achievement studies, reviews of research, original presentations of new research, and discussions of the impacts and the implications of this research and dissemination for educational policy and practice in many arenas.
International Perspectives on School Effectiveness D. Reynolds, B. Creemers, C.