Literaturnachweis - Detailanzeige
| Autor/inn/en | Hofman, Roelande H.; Dijkstra, Nynke J.; Hofman, W. H. Adriaan |
|---|---|
| Titel | School Self-Evaluation and Student Achievement |
| Quelle | In: School Effectiveness and School Improvement, 20 (2009) 1, S.47-68 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0924-3453 |
| Schlagwörter | Academic Achievement; Educational Quality; Statistical Analysis; Accountability; Institutional Evaluation; Educational Policy; Quality Control; Institutional Autonomy; Educational Improvement; Databases; Elementary Schools; Cognitive Ability |
| Abstract | In the last 2 decades, educational systems have developed accountability policies in which schools maintain autonomy for their pedagogical, instructional, and organizational practices (internal control). At the same time, they are held accountable to public authorities (external control) for the quality of their education. It is not clear whether these contrasting types of accountability policies contribute to the improvement of schools' educational quality. In this study, the general research question is whether there is a relationship between school self-evaluation (SSE) and student achievement. Using a database of 81 primary schools and 2,099 students, an analysis of variance and a multilevel analysis show which factors characterize the type of SSE that contributes to students' cognitive achievement. Some SSE perspectives seem positively related to student achievement. (Contains 5 tables and 1 figure.) (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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