Effects of Schools, Teaching Staff and Classes on Achievement and Well-Being in Secondary Education: Similarities and Differences Between School Outcomes
By Marie-Christine J. L. Opdenakker, Jan Van Damme. 2000
271 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/6ed0f6e1608ef7465301ccce497a8c8a5e6c25df
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Bert Creemers
- L. Kyriakides
- J. Teodorović
- Panayiotis Antoniou
- J. Scheerens
- D. Muijs
- Philip Hallinger
- C. Sáenz
Citations in the corpus
- Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model (2006, methodology): “The arguments used by the critiques of EER can be countered by referring to numerous studies that used multiple measures of schooling outcomes (eg, Bosker, 1990 ; Knuver & Brandsma, 1993 ; Kyriakides, 2005 ; Opdenakker & Van Damme, 2000 ).”
- Classroom and school factors related to student achievement: what works for students? (2011, background): “The following school-level variables were positively associated with student achievement: head teacher leadership, teacher involvement, consistency among teachers, record keeping, parental involvement, and positive climate (Mortimore et al, 1988 ), social support and the shared mission of teachers,”