School Effectiveness Findings 1979–2002

By Michael Rutter, B. Maughan. 2002

416 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/6f3830f9bd0fd666f83a5077c322ff19769f8ba0

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Citations in the corpus

The Family-School Partnership: An Opportunity to Promote the Learning Competence of All Students. (2003, background): “• Determining under what circumstances a family‐school connection may not be beneficial or worth the time expended. ( Rutter & Maughan, 2002 )”
How Do Classroom Conditions and Children's Risk for School Problems Contribute to Children's Behavioral Engagement in Learning? (2007, background): “Typically, this work emphasizes academic performance, not behavioral engagement, as an outcome (Connor, Morrison, & Petrella, 2004; Hamre & Pianta, 2005; Morrison & Connor, 2002 ).”
Using School Mission Statements for Reflection and Research (2011, background): “…to a shared mission statement is one of the leading factors differentiating more effective schools from less effective schools (Claus & Chamaine, 1985; Druian & Butler, 1987; Perkins, 1992; Renchler, 1991; Renihan, Renihan, & Waldron, 1986; Rutter & Maughan, 2002; Teddlie & Reynolds, 2000).”
Can instructional and emotional support in the first-grade classroom make a difference for children at risk of school failure? (2005, background): “Among their methodological recommendations for studying environmental effects on children’s outcomes, Rutter and Maughan (2002) suggest directly testing competing hypotheses.”
An Analysis of Instruments that Measure the Quality of Mathematics Teaching in Early Childhood (2009, background): “Research suggests that teacher–child interactions are a primary mediator of educational practice, significantly influencing child outcomes (Greenberg et al. 2001; Hamre and Pianta 2007; Pianta 2006; Rutter and Maughan 2002 ).”
Academic and educational outcomes of children with ADHD. (2007, background): “A study based in London schools of regular education students found that variations in average class size in the 25- to 35-student range are of little consequence in affecting student progress, probably because of a lack of opportunity for differences in classroom management techniques.(61) However,”
A Day in Third Grade: A Large‐Scale Study of Classroom Quality and Teacher and Student Behavior (2005, background): “…between classroom behavior and structural regulatory factors, it is not surprising that the school effectiveness literature yields little in the way of understanding the mechanisms underlying the gains in child achievement that do accrue as a function of school attendance (Rutter & Maughan, 2002).”
Promoting Competence and Resilience in the School Context (2008, background): “Effective schools and positive school experiences have been implicated for decades as strengths or protective influences in studies of resilience (Condly, 2006; Luthar, 2006; Masten et al., 1990; Rutter & Maughan, 2002; Wang & Gordon, 1994).”
Does the Ethnic Composition of Upper Secondary Schools Influence Educational Achievement and Attainment? A Multilevel Analysis of the Norwegian Case (2007, result): “Lack of control for selection effects has been a major problem in many previous studies on school effects on individual outcome (Crain and Mahard, 1978; Rutter and Maughan, 2002).”
Improving Classroom Quality: Teacher Influences and Experimental Impacts of the 4Rs Program. (2010, neutral): “…are the primary mechanisms promoting positive student development and learning (Cameron, Connor, & Morrison, 2005; Emmer & Stough, 2001; Greenberg, Domitrovich, & Bumbarger, 2001; Hamre & Pianta, 2001; Howes et al., 2008; Morrison & Connor, 2002; NICHD ECCRN, 2003; Rutter & Maughan, 2002).”
Bilingualism and socioemotional well-being (2010, methodology): “Building upon previous research on bilingualism (Portes & Hao, 1998, 2002, 2004) as well as on effective-school literature (Rutter & Maughan, 2002), this study controls for a large set of child, family, and school characteristics in order to assess the net effects of language proficiency on…”
Social Relationships and School Readiness (2006, background): “…instructional interactions and emotional relationships formed between teachers and children that determines the impacts of these classroom environments on children’s developmental processes (Greenberg, Domitrovich, & Bumbarger, 2001; Morrison & Connor, 2002; Rutter & Maughan, 2002; Pianta, 2003).”