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Does School Climate That Includes Students' Views Deliver Academic Achievement? A Multilevel Meta-Analysis
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Demirtas-Zorbaz, Selen; Akin-Arikan, Cigdem; Terzi, Ragip – School Effectiveness and School Improvement, 2021
School climate is one of the variables that affect academic achievement, but the level of correlation between school climate and academic achievement differs. On the basis of these inconsistent results between school climate and academic achievement, researchers can use meta-analyses to shed light on relevant literature. The present study ran a…
Descriptors: Educational Environment, Student Attitudes, Academic Achievement, Hierarchical Linear Modeling
Do Schools Affect Girls' and Boys' Reading Performance Differently? A Multilevel Study on the Gendered Effects of School Resources and School Practices
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van Hek, Margriet; Kraaykamp, Gerbert; Pelzer, Ben – School Effectiveness and School Improvement, 2018
Few studies on male-female inequalities in education have elaborated on whether school characteristics affect girls' and boys' educational performance differently. This study investigated how school resources, being schools' socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being…
Descriptors: Gender Differences, Reading Achievement, Institutional Characteristics, Educational Resources
National Contexts Influencing Principals' Time Use and Allocation: Economic Development, Societal Culture, and Educational System
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Lee, Moosung; Hallinger, Philip – School Effectiveness and School Improvement, 2012
This study examines the impact of macro-context factors on the behavior of school principals. More specifically, the article illuminates how a nation's level of economic development, societal culture, and educational system influence the amount of time principals devote to their job role and shape their allocation of time to instructional…
Descriptors: Cultural Context, Principals, Instructional Leadership, Economic Development
School Reform and Opportunity throughout the Lifecourse: The Lothian Birth Cohort 1936
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Paterson, Lindsay; Gow, Alan J.; Deary, Ian J. – School Effectiveness and School Improvement, 2014
The long-term effects of secondary-school reforms in the first half of the 20th century are investigated through the long-term follow up of a sample of people born in Scotland in 1936 who were first surveyed in 1947. Members of the sample who were living in the Lothian region of Scotland were re-interviewed in 2004-2007, providing information…
Descriptors: Foreign Countries, Educational Change, Secondary Education, Followup Studies