08-ECRP-012 Establishing a knowledge-base for quality in education: Testing a dynamic theory of educational effectiveness
The main aim of the project was to investigate and explain differences between European countries and schools within countries in the average and differential added value of primary education for different outcomes of schooling. For this purpose, a theory that gives emphasis to the dynamic nature of educational effectiveness and refers to factors operating at different levels (student, teacher, school and system) was developed. Empirical data were gathered to test this theory. In each country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia) a sample of at least 50 primary schools was drawn and tests in mathematics and science were administered to all grade 4 students at the beginning and at the end of the school year 2010-2011. Regarding, the student level factors, student background factors (i.e., Socio-Economic Status, ethnicity and gender) were measured through a student questionnaire. Student questionnaires were also used to measure quantity and quality of teaching as it is observed in the behavior of teachers in the classroom. At school level, we administered a questionnaire to all teachers of participating schools to measure school policy on teaching and school learning environment. The educational policy at system level and its impact on the functioning of teacher and school factors was also measured through: a) content analysis of policy documents, b) semi-structured interviews with policy makers, c) questionnaires to school leaders on the perceived impact of the policy.
Analysis of data provided support to the model and supports the main assumptions of the proposed dynamic theory of educational effectiveness. It also shows that the included factors are associated with student achievement in mathematics and science. These findings emerged through conducting across- and within-country analyses. The project draws attention to the importance of maximizing the use of teaching time since this factor was found to explain differences in learning outcomes in each country. In addition, the factor concerned with quality of teaching which refers to structured teaching and active participation of students in learning was also found to be important for student learning outcomes. Although there is variation in the performance of teachers from country to country, the mean scores of teacher factors in each country were relatively low and this implies that there is a lot of space for improving the teaching skills of teachers in each country. In addition, the project shows the importance of factors operating at the school level which are concerned not only with the development of the school policy but also with the actions taken to improve the school learning environment. In this project, it was found that the following aspects of the school learning environment need to be considered in promoting quality in education: a) teacher collaboration, b) partnership policy (relations with parents and the school community), and c) effective use of resources. Furthermore, school evaluation of the policy for teaching and the policy for the school learning environment was found to explain variation on student achievement. Specifically, the formative role of evaluation is stressed especially since evaluation data can help schools identify priorities of improvement. This project also shows that the performance of most schools on each of these factors was smaller than the mid-point of the scale. This reveals an urgent need to support schools to improve not only their teaching practice but also their teaching policy and their learning environment. As a consequence, a dynamic approach to school improvement has been proposed and country-specific projects demonstrated the impact that this approach can have on improving the teacher and school factors and through that student learning. Thus, the project advocates the use of an evidence-based and theory-driven approach to improve quality in education and draws implications for the development of national policy on supporting schools to improve their learning environment and the quality of the teaching practice.
Project Leader
- BertCreemersE-Mail
- University of CyprusDepartment of EducationNicosiaCyprus
Principal Investigators
- JanVan DammeE-Mail
- K.U. LeuvenFaculty of Psychology and Educational SciencesDepartment of Educational SciencesCentre for Educational Effectiveness and EvaluationLeuvenBelgium
- WilfriedBosE-Mail
- Technical University of DortmundFaculty of Educational Science and TechnologyInstitute for School Development ResearchDortmundGermany
- EmerSmythE-Mail
- Economic and Social Research Institute (ESRI)DublinIreland
Associate Partners
- GaliniRekalidouE-Mail
- University of ThraceFaculty of Educational SciencesDepartment of Educational Sciences in Preschool AgeAlexandroupoliGreece
- LoukiaBezeE-Mail
- University of ThraceDepartment of Educational Sciences in Preschool AgeAlexandroupolisGreece
- DarkoZupancE-Mail
- National Examinations CentreLjubljanaSlovenia
- GasperCankarE-Mail
- National Examinations CentreResearch and DevelopmentLjubljanaSlovenia
