The Impact of National Educational Policies on Student Achievement: A European Study

Autor/inn/en	Kyriakides, Leonidas; Georgiou, Maria P.; Creemers, Bert P. M.; Panayiotou, Anastasia; Reynolds, David
Titel	The Impact of National Educational Policies on Student Achievement: A European Study
Quelle	In: School Effectiveness and School Improvement, 29 (2018) 2, S.171-203 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2017.1398761
Schlagwörter	Foreign Countries; Public Policy; Educational Policy; Academic Achievement; Mathematics Tests; Science Tests; Grade 4; Content Analysis; Questionnaires; Teacher Effectiveness; Educational Environment; Elementary School Students; Policy Analysis; Principals; Semi Structured Interviews; Qualitative Research; Statistical Analysis; Belgium; Cyprus; Germany; Greece; Ireland; Slovenia + Suchen Sie Ihr Suchwort? Ausland; Öffentliche Ordnung; Politics of education; Bildungspolitik; Schulleistung; School year 04; 4. Schuljahr; Schuljahr 04; Inhaltsanalyse; Fragebogen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politikfeldanalyse; Principal; Schulleiter; Qualitative Forschung; Statistische Analyse; Belgien; Zypern; Deutschland; Griechenland; Irland; Slowenien
Abstract	This paper investigates the impact of national policies for improving teaching and the school learning environment (SLE) on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 schools was drawn and tests in mathematics and science were administered to all Grade 4 students (N = 10,742) at the beginning and end of school year 2010-2011. National policies were measured through (a) content analysis of policy documents, (b) interviews with policymakers, and (c) head-teacher questionnaires. Multilevel analyses revealed that most aspects of national policies for teaching and SLE were associated with student achievement in each subject irrespective of the source of data used to measure them. Implications are, finally, drawn. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01