Improving Schools in Socioeconomically Disadvantaged Areas – A Review of Research Evidence

By D. Muijs, Alma Harris, C. Chapman, L. Stoll, J. Russ. 2004

481 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/cc2b95c39905bbe44884395c3678055017442609

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In Education

Citations in the corpus

Leadership in improving schools: a qualitative perspective (2008, background): “Rather, leaders in FSM 3 and 4 schools have to and do use a greater range of intensively applied strategies in order to overcome particular issues they face, such as parental disengagement (Muijs et al., 2004) and the recruitment of high-quality staff (Gray, 2000).”
How Graduate-Level Preparation Influences the Effectiveness of School Leaders: A Comparison of the Outcomes of Exemplary and Conventional Leadership Preparation Programs for Principals (2011, background): “This relationship is consistent with prior research (Leithwood & Jantzi, 2008; Muijs et al., 2004; Robinson et al., 2008).”
Teacher quality and school improvement: what is the role of research? (2015, background): “On the other hand, a wide range of public and private actors can provide external support, as showed also by a major review dealing with schools in socioeconomically disadvantaged areas (Muijs, Harris, Chapman, Stoll & Russ, 2004).”
The Effects of School-wide Positive Behavior Support on Middle School Climate and Student Outcomes (2011, background): “A healthy school climate has been shown to be critical to school effectiveness (Muijs et al., 2004) and successful school reform (Sterbinsky et al.”
Improving schools in challenging contexts: Exploring the possible (2006, background): “The literature review highlighted that there are a number of strategies that are consistently identified with raising attainment (Muijs et al., 2003).”
Using data to support educational improvement (2009, background): “…(Thrupp 1999) which includes consideration not only of individual student data but the concentrations and distributions of demographic characteristics across schools— particularly for schools with high proportions of students living in poverty or other difficult circumstances (Muijs et al. 2004).”
Do some schools narrow the gap? Differential school effectiveness by ethnicity, gender, poverty, and prior achievement (2010, background): “A recent review has discussed the influence of factors such as a focus on teaching and learning, effective distributed leadership, an information-rich environment, development of a positive school culture, and a strong emphasis on continuous professional development (Muijs, Harris, Chapman, Stoll, &”