Effects of School Renewal on School Academic Achievement: Searching for a Turning Point

Autor/inn/en	Ma, Xin; Shen, Jianping; Reeves, Patricia; Zhou, Hao
Titel	Effects of School Renewal on School Academic Achievement: Searching for a Turning Point
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 4, S.497-515 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ma, Xin) ORCID (Zhou, Hao)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2022.2052114
Schlagwörter	Grade 3; Grade 4; Grade 5; Elementary Education; Reading Achievement; Mathematics Achievement; Age Differences; Educational Improvement; Educational Change; Principals; Leadership Training; Teacher Leadership; Michigan + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Elementarunterricht; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied; Teaching improvement; Unterrichtsentwicklung; Bildungsreform; Principal; Schulleiter; Führungslehre; Lehrerfunktionsstelle
Abstract	In this study, we applied the technique of piecewise linear regression to a total of 144 schools with the third to fifth grades, aimed to search for a turning point at each grade level in terms of the effects of school renewal on school reading and mathematics achievement. We did find a turning point for each school subject at each grade level, with two rather distinguished phenomena of patterns. In the climbing pattern, the effects before the turning point were not statistically significant but the effects after the turning point were statistically significant. In the fading pattern, the effects before the turning point were statistically significant but the effects after the turning point were not statistically significant. For both patterns, the effects before the turning point were statistically significantly different from the effects after the turning point. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01