1,721,356 research outputs found
Summary and Conclusion: Instructional Leadership in Schools as Loosely Coupled Organizations
Full text linkIn this final chapter a summary of the main outcomes is given. The study has looked at the definition and concept formation of school leadership, analyzed modeling and theory foundation and presented results of meta-analyses of leadership effects. In the last section some implications for educational practice and policy are drawn
Meta-Analyses and Descriptions of Illustrative Studies
No full textIn the third chapter an inventory of meta-analyses of OTL effects (association between measures of OTL and instructional alignment with cognitive achievement outcomes) is presented. This leads to a first impression of the average magnitude of OTL effects. The evidence from meta-studies that reviewed OTL effects appeared to be less solid than was expected. Leaving out a strongly outlying result, the OTL effect-size (in terms of the d-coefficient) compares to other relatively strong effectiveness enhancing conditions at school level, at about 0.30. One of the meta-studies was more specifically oriented to implications of high stakes tests for content selection in teaching. Next, seven case-study descriptions of illustrative OTL research studies are given, spanning four decades of research. The illustrative studies provide an impression of the diversity in emphasis, with exposure of content taught, and alignment between different curriculum elements (like standards, textbooks, taught content and tested content) as two different kinds of independent variables
Professional Development of Teachers - A Snapshot from TALIS of Lower Secondary Education
No full textConceptualizing Teacher Professional Development as a Means to Enhancing Educational Effectiveness
No full textRecapitalization, Implications for Educational Policy and Practice and Future Research
No full textIn this concluding chapter conclusions are drawn, and the relevance of the results for educational science and policy and practice are discussed. Illustrations are provided that were drawn from the exploration of policy and practices in the Netherlands. Synthetic answers to the three research questions that guided the study are as follows: The OTL concept is better understood when it is placed in a larger framework of curricular alignment in educational systems. The average effect of OTL, estimated from the various parts of this study, amounts to a modest effect (d coefficient of 0.30, percentage of significant positive associations with achievement results of 44). Implications for educational policy are the recommendations to monitor the quality and curricular validity of high stakes tests, and to actively manage alignment between curricular components. Implications for educational practice in teaching are to consider optimizing OTL in the form of legitimate test preparation practices, and aligning formative and summative tests. Legitimate test preparation procedures are also highlighted as a relevant area for further research
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