The Processes of School Effectiveness

By D. Reynolds, C. Teddlie. 2002

111 citations recorded by the source corpus.

Subfields: Education, Information Systems and Management

View Paper: https://www.semanticscholar.org/paper/cd70fa29b53dc57f66856b5f23f1a9c1f8c0721b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. C. Teddlie
2. H. Timperley
3. Deborah L. Schussler
4. Hans Luyten
5. A. Alton-Lee
6. Alma Harris
7. A. J. Visscher
8. D. Muijs

In Information Systems and Management

1. H. Timperley
2. Deborah L. Schussler
3. Alma Harris
4. A. J. Visscher
5. D. Muijs

Citations in the corpus

• Mixed Methods Sampling A Typology With Examples (2016, background): “Many educational research studies focus on the school and teacher levels because those are the levels that most directly impact students’ learning (e.g., Reynolds & Teddlie, 2000; at UCLA on January 8, 2009 http://mmr.sagepub.comDownloaded from Rosenshine & Stevens, 1986).”
• Schools as Learning Communities: Unpacking the Concept (2003, background): “Some explanation for how these processes can be achieved is provided, which is a shortcoming in many of the original effective schools studies (Reynolds & Teddlie, 2000).”
• School Effectiveness Research: From a review of the criticism to recommendations for further development (2005, background): “…of consensus concerning the correlates of effective schools (e.g., Edmonds’, 1979, five-factor model, or the nine-factor model presented by Reynolds & Teddlie, 2000), is partly the product of the vague formulation and sloppy measurement (e.g., through selfreports and/or unstandardised…”
• Improving Schools in Socioeconomically Disadvantaged Areas – A Review of Research Evidence (2004, background): “This hypothesis is built on findings that after controlling for pupil background factors, schools in low-SES areas still do worse than those in middle- and high-SES contexts (Reynolds & Teddlie, 2000).”
• Reframing Teacher Professional Learning: An Alternative Policy Approach to Strengthening Valued Outcomes for Diverse Learners (2008, background): “…of students affected student learning, because there is a developing acknowledgement of the impact of such expectations on outcomes for students, particularly for those with backgrounds and experiences different from their teachers’ (Reyes, Scribner, & Scribner, 1999; Reynolds & Teddlie, 2000).”