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Lokálnost a globálnost – nové požadavky na efektivitu a zdokonalování práce školy

100%
Townsend T.
Studia paedagogica
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2010
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issue 2
9-26
EN
The school effectiveness and school improvement movement has had a great impact on educational reform over the past thirty years. It has been both influential because it has demonstrated that schools can make a difference to student achievement, beyond that which is associated with family background, but also controversial, because some governments in the late 1980s and early 1990s interpreted this as schools being the only thing that made a difference. However, if the history of school effectiveness is placed in the longer history of education in general, then we can start to see the role that it has played in reshaping how we perceive education. Over the course of history, education has had four major shifts in focus, with each shift bringing new understandings of what education means. This commenced by very localised education characterised as thinking and acting individually, where only those that could afford it were given any kind of education and this has progressed through thinking locally, nationally and internationally, but still acting locally. The evidence suggests that these changes have brought as much improvement in terms of student achievement as is likely to occur and that it is time for a new way of approaching education, which is identified as thinking and acting both locally and globally. The paper considers what this means for school effectiveness and school improvement research and makes some suggestions as to where the research might move in the future to maintain its important place in educational change.
2
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The relationship between school ethical climate and school effectiveness in Israel 2020

100%
Shua K.
Academicus. International Scientific Journal
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2023
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vol. 14
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issue 27
67-91
EN
The current research discusses the ethical aspects that were currently not studied yet in the context of the teacher attrition phenomenon and its impact on school effectiveness, which is measured in this research by promoting achievements basing the assumption that teacher perception of ethical climate might explain teacher attrition behaviors, including leaving teaching (Rosenblatt & Shapira-Lishchinsky, 2017). This research has examined teacher perceptions of school ethical climate through three dimensions found to be relevant in the 21st-century era in the aspects of organizational climate in general and school climate in particular, caring ethical climate, law and code ethical climate, and instrumental ethical climate. For this purpose, quantitative research is based on the pioneer researchers Victor & Cullen’s (1987, 1988) questionnaire and self-report of teachers regarding teacher tendency to leave the teaching profession, and their perception of learner achievement promotion in the context of ethical climate in their school was used. To deepen and expand the understanding of teacher perceptions, qualitative research including in-depth interviews was also performed. The research population consisted of 223 teachers from elementary and junior high schools in Israel. The current research indicates a principal finding that expresses the influence and importance of a caring ethical climate in reducing attrition behaviors and teacher attrition intentions and promoting learner achievements. Moreover, it was found that law and code ethical climate is correlated with promoting student achievements, and therefore integrating these two ethical climate dimensions will be the foundation for a program for new and senior teacher preservation in the education system. The research findings are currently relevant since the education system in Israel faces a severe shortage of teachers due to increased teacher attrition of teaching.
3

Varying effectiveness of teaching versus class size

100%
Ejsmont W.
Mathematical Economics
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2011
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issue 7 (14)
51-64
EN
In the article, the author attempts to measure the changing effectiveness of learning in different-sized classes in Poland. For this purpose, he uses models for panel data. The application of panel models for measuring effectiveness was launched by M. Aitkins and N. Longford in 1986. The author also introduces the concept of unevenness of teaching effectiveness. In the second part of the article he applies the data to the proper models and draws conclusions from the obtained results.
4

Changes in educational inequalities in Poland. Comments on Zbigniew Sawiński’s article “Education reform and inequality: fifteen years of new lower secondary schools in Poland”

75%
Sitek M.
Edukacja
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2017
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issue 2(2017)
164–181
EN
In his text published in Edukacja, 141(2), 2017 („Education reform and inequality: fifteen years of new lower secondary schools in Poland”), Zbigniew Sawiński analyses data from the 2000 to 2012 editions of the OECD PISA study and argues that lower secondary school reform has not reduced educational inequalities in Poland. The importance of students’ social origin remained at the same level as before the reform, the impact of social origin on the choice of type of secondary school remained the same, and an increasing differentiation of lower secondary schools did not lead to an increase in educational inequalities. I present methodological arguments and the results of a re-analysis of PISA data, indicating changes in wider educational inequalities. Between 2000 and 2012: (a) the strength of association in the performance of 15-year-olds with the socio-economic status of students’ families did not change, but (b) the variation of results decreased, which was mainly due to the improved performance of the lowest performing students; (c) the differences between students of high and low socio-economic status decreased; (d) the influence of social origin on the choice of the type of upper secondary school decreased. The effects of socio-economic status on upper secondary school choice is largely direct: it is not mediated by the educational achievements of students. The commentary also highlights the complexity of lower secondary school reform, which was not limited to the introduction of such schools. I indicate the role of factors that make it difficult to interpret the results of the reform in causal terms – particularly the role of unobserved variables related to the changes in the learning environments of subsequent cohorts of students.
5
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Model kultury szkoły La Tefy Schoen i Charlesa Teddliego: holistyczne i analityczne podejście do badania środowiska szkolnego

63%
Tłuściak-Deliowska A., Dernowska U.
Seminare. Poszukiwania naukowe
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2018
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vol. 39
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issue 1
105-117
PL
Na podstawie przeglądu różnych opracowań teoretycznych i badawczych dotyczących kultury szkoły można stwierdzić, że naukowe podejścia do tego zagadnienia cechuje swego rodzaju heterogeniczność. Intencją autorek jest zwrócenie uwagi na trudności związane z badaniem kultury szkoły. Autorki zaprezentowały opracowaną przez siebie procedurę badawczą jako egzemplifikację sposobu poradzenia sobie z tymi trudnościami w kontekście całościowego badania kultury szkoły. Podstawą do opracowania procedury był model kultury szkoły La Tefy Schoen i Charlesa Teddliego, który zapewnił w miarę jednolite ujęcie tego, co w odniesieniu do kultury organizacji pojawia się w różnych tradycjach badawczych.
EN
Based on literature presenting the findings of the theoretical and research studies on the school culture, it can be concluded that the scientific approach to this issue bears a heterogenous character. The authors of the present paper analyze the difficulties associated with studying this phenomenon and then present an example of a research procedure enabling them to overcome those difficulties. This procedure was developed and later implemented by the authors on the basis of the cultural model of the school culture worked out by La Tefy Schoen and Charles Teddli. Thus, this model has provided grounds for integrating manifold theories regarding the school culture which have been rooted in various research traditions.
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