School Effectiveness at Primary Level of Education in Relation to Classroom Teaching

Autor/in	Panigrahi, Manas Ranjan
Titel	School Effectiveness at Primary Level of Education in Relation to Classroom Teaching
Quelle	In: International Journal of Instruction, 7 (2014) 2, S.51-64 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; School Effectiveness; Elementary Schools; Elementary Education; Educational Facilities; Correlation; Principals; Elementary School Teachers; Teacher Effectiveness; Elementary School Students; Academic Achievement; Teaching Methods; School Activities; Teacher Participation; Educational Quality; School Community Relationship; Interviews; India + Suchen Sie Ihr Suchwort? Ausland; Schuleffizienz; Elementary school; Grundschule; Volksschule; Elementarunterricht; Bildungsstätte; Korrelation; Principal; Schulleiter; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Interviewing; Interviewtechnik; Indien
Abstract	The study aims to investigate the relationship of School Effectiveness with regard to classroom teaching at primary level of education. The objectives of the study were to identify the more-effective and less-effective schools; to find out the differences between more-effective and less-effective schools in relation to physical facilities, Head Master and Teachers' performance and Students' performance; to find out the relationship between the school effectiveness and classroom teaching. The descriptive survey method was used to carry out this study. A Total number of 27 more-effective and 35 less-effective primary schools were included in the sample of the present study. And also all principals of selected schools and from each school 2 teachers were selected to know their classroom teaching in the classroom situation. The selection of teachers was based on their teaching the classes (III, IV and V), to investigate their participation in school activities. The findings of the present study on school effectiveness and classroom teaching find adequate support from similar or related studies. Thus, the above discussion reflects that there is no simple combination of factors, which can produce effective school. The study has, however, revealed that school effectiveness has emerged as related to classroom teaching. (As Provided).
Anmerkungen	International Journal of Instruction. Usak University, College of Education, Ankara Izmir Yolu, 1 Eylul Kampusu, Usak, 64200, Turkey. Tel: +90-5357355455; e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01