By Bert Creemers, Leonidas Kyriakides
This booklet brings jointly the present pondering and study of 2 significant investigators within the box of academic effectiveness. After defining academic effectiveness, the authors examine some of the theories and strands of analysis inside of academic effectiveness, particularly with appreciate to the excellent version constructed through Creemers. Written by way of one of many worlds best specialists within the box, this publication will either elucidate our present realizing of academic effectiveness and hold the self-discipline ahead by means of presenting profound alterations to approved perspectives.
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Additional info for The Dynamics of Educational Effectiveness: A contribution to Policy, Practice and Theory in Contemporary Schools (Contexts of Learning)
1 shows that school-level factors are expected to directly influence the quality of instruction, time for learning, and opportunity to learn at the classroom level. Their influence on student achievement is mediated by time on task and by opportunities used at the student level. Therefore, school-level factors are categorised within the same conceptual notions of quality, time, and opportunity as the classroom-level factors.
In this context, Creemers (1994) made a distinction between time on task on the one hand and opportunity to learn on the other. Thus, Creemers (1994) developed Carroll’s model of learning by adding to the general concept of opportunity the more specific notion of opportunity to learn. Moreover, in Creemers’ model time and opportunity are discerned both at the classroom level and at the school level. In this way Creemers made a distinction between available, and actually used, time and opportunity.
It was popular because it related individual student characteristics important for learning to characteristics of education important for instruction. In addition, Carroll indicated the factors of time and the quantity and quality of instruction to be important concepts for learning in schools. These were also important characteristics for school effectiveness, as found in earlier effectiveness studies (Creemers, 1994). The concepts of time/opportunity and quality are rather vague, but can be made more concrete by looking at other characteristics of effective instruction related to learning outcomes.
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