School Size in Chicago Elementary Schools: Effects on Teachers' Attitudes and Students' Achievement

By V. Lee, Susanna Loeb. 2000

405 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/d203b6407c93c1ed80fbc1a5b65e7d28acf5c36d

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Citations in the corpus

Educational Equity and School Structure: School Size, Overcrowding, and Schools-Within-Schools (2004, background): “Investigating the effects of school size in Chicago’s (K–8) elementary schools, another study also found favorable effects for smaller schools in terms of student learning and teachers’ willingness to take responsibility for their students’ learning (Lee & Loeb, 2000).”
Taking Teacher Responsibility Into Account(ability): Explicating Its Multiple Components and Theoretical Status (2011, methodology): “…associated with such outcomes as career success (Winter, 1991), goal commitment to solving a challenging task (Bierhoff et al., 2005), teachers’ classroom behaviors (Rose & Medway, 1981b), and positive change in student learning and achievement (Guskey, 1984; Lee & Loeb, 2000; Lee & Smith, 1996).”
Constancy and Change in Work Practice in Schools: The Role of Organizational Routines (2011, background): “Some scholars, for example, point to the normative structure including norms of trust, collective responsibility and academic press (Bryk & Schneider, 2002; Lee & Loeb, 2000; Louis, 2006, 2007; Louis & Kruse, 1995; McLaughlin & Talbert, 2001).”
School Belonging in Different Cultures: The Effects of Individualism and Power Distance (2017, neutral): “School Size School size was introduced as control variable without a directed prediction since empirical findings regarding its effect of belongingness are inconclusive: some studies reveal a beneficial effect of smaller schools (Lee and Loeb, 2000), others suggest benefits from attending a larger s”
How Teachers Experience Principal Leadership: The Roles of Professional Community, Trust, Efficacy, and Shared Responsibility (2008, background): “The latter variable was included because it is known to be associated with differences in instruction (Newmann, 1996), largely because the teacher cultures are so different among elementary, middle, and high schools (Firestone & Pennell, 1993; Hargreaves, 2002; Lee & Loeb, 2000).”
The Impact of High School Size on Math Achievement and Dropout Rate (2009, methodology): “…for small schools in the literature is transparent (Darling-Hammond, 2004; Lee & Smith, 1997, 1999; Cotton, 1996), yet our study suggests that in terms of math learning, small schools are not substantially better than the largest schools; similar results were found by Lee and Loeb (2000) using HLM.”
Conceptualizing the Role and Influence of Student-Teacher Relationships on Children's Social and Cognitive Development (2003, background): “The concerns of researchers and public policymakers of the impact of classroom and school size on academic achievement (Cooper, 1989; Cotterell, 1992b; Lee & Loeb, 2000; Slavin, 1987, 1989; Solomon, Watson, & Battistich, 2001; Wehlage & Rutter, 1986) emerge from an ecological perspective.”
The Impact of Participative and Directive Leadership on Teachers' Performance: The Intervening Effects of Job Structuring, Decision Domain, and Leader-Member Exchange (2006, background): “…of Job Structuring on the Relationship of Leadership Style and Performance Increasingly, organizational behavior scholars (e.g., Cogliser & Schriesheim, 2000; Lee & Loeb, 2000) have concurred that job structuring characteristics have an important impact on school members’ attitudes and behaviors.”
Implications for educational practice of the science of learning and development (2019, background): “…sense of efficacy to jointly solve problems of practice they also develop a sense of collective responsibility that reduces attributions of low student achievement to student-related factors such as family poverty, lack of ability, or low motivation and improves achievement (Lee & Loeb, 2000).”
Revisiting the Importance of the Direct Effects of School Leadership on Student Achievement: The Implications for School Improvement Policy (2007, background): “Examples of this type of study includes those focused on school mission (Bossert, 1988), school culture (Deal & Peterson, 1999), organizational variables such as school size (Lee & Loeb, 2000; Lee & Smith, 1995), or the placement of highly qualified teachers in school classrooms (Ingersoll, 1996).”
Participative Decision Making in Schools: A Mediating-Moderating Analytical Framework for Understanding School and Teacher Outcomes (2010, background): “In schools of this kind the instructional programs are more specialized and human relationships are more formal (Lee & Loeb, 2000).”
A Mixed-Method Study of Teachers' Attitudes About Teaching in Urban and Low-Income Schools (2009, background): “This finding was consistent with other research on teacher responsibility (Lee & Loeb, 2000; Lee & Smith, 1996).”
The Underestimated Significance of Practitioner Knowledge in the Scholarship on Student Success (2007, background): “They include studies of efficacy and collective responsibility (Hoy, Tarter, & Hoy, 2006; Lee & Loeb, 2000; Lee & Smith, 1996) and policy reports that document the quality of teachers in schools with high concentrations of minority and low-income students (Peske & Haycock, 2006).”