The Role of Collective Efficacy in Closing Student Achievement Gaps: A Mixed Methods Study of School Leadership for Excellence and Equity

Autor/inn/en	Goddard, Roger D.; Skrla, Linda; Salloum, Serena J.
Titel	The Role of Collective Efficacy in Closing Student Achievement Gaps: A Mixed Methods Study of School Leadership for Excellence and Equity
Quelle	In: Journal of Education for Students Placed at Risk, 22 (2017) 4, S.220-236 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2017.1348900
Schlagwörter	Academic Achievement; Achievement Gap; Prediction; Equal Education; Urban Schools; School Districts; Hierarchical Linear Modeling; Disadvantaged; Teacher Collaboration; Mathematics Achievement; White Students; African American Students; Correlation; Principals; Elementary School Students; Middle School Students; Mixed Methods Research; Instructional Leadership; Educational Policy; Institutional Characteristics; Factor Analysis; Instructional Improvement; Focus Groups; Interviews; Teacher Attitudes; Mathematics Tests; Teacher Effectiveness; Teaching Methods; Texas + Suchen Sie Ihr Suchwort? Schulleistung; Vorhersage; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Lehrerkooperation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Korrelation; Principal; Schulleiter; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Instruction; Leadership; Bildung; Erziehung; Führung; Politics of education; Bildungspolitik; Faktorenanalyse; Unterrichtsqualität; Interviewing; Interviewtechnik; Lehrerverhalten; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Previous research demonstrates that collective efficacy positively predicts students' academic achievement (e.g., Bandura, 1993; Goddard et al., 2000). However, unaddressed by the current literature is whether collective efficacy also works to reduce inequity by closing achievement gaps. To learn about the operation of collective efficacy, we designed a mixed-methods study, situated in the elementary and middle schools of one large urban district in Texas. Hierarchal linear modeling was employed to model the degree to which collective efficacy explained differences among schools in student mathematics achievement and the Black-White achievement gap. We also drew upon focus group data collected at 6 schools. We found that collective efficacy was associated with an increase in mathematics achievement as well a 50% reduction in the academic disadvantage experienced by Black students. Focus groups revealed the importance of school principals in supporting teacher collaboration and peer observation as well as a sustained focus on instructional improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01