INTRODUCTION

Effectiveness of
School
 FOUR WAYS TO IDENTIFY EFFECTIVE SCHOOLS
ACCORDING TO ROWAN (1983), ARE:

• Specifying specific criteria such as percentages of students achieving more than the national
median.
• An analysis of trends showing a certain grade score has increased over time
• Increased scores for a cohort
• School achievement compared to the background of his students. However, the most commonly
used definitions of studies on school effectiveness are: Schools where most of their students
achieve a high level of academic performance when compared to other schools.
 INDIC ATORS

• Definition
- An item of information collected over a certain period of time (interval scale)
to see / track the progress or performance of a system - Fitz-Gibbon, 1990
- Statistics collected over a certain period of time to see / track the
performance of an education system - Ergo, 1990
- Statistics collected over a certain period of time to see / track the
performance of an education system - Ergo, 1990
- Eligible statistics are called indicators when they can describe a large or whole
system even with a slight significant number (OERI, 1988)
 FACTORS INFLUENCING INDIC ATORS
• If used for educational achievement feedback: -
- must provide valid information that relates to the set goals
- Must contain information regarding features related to actions to avoid the
influence of policy makers
- Indicators must be informative, fair, acceptable and useful to enable any costly
use
- If a change applies, the indicator should be sensitive to reflect the change
- Executives must accept educational indicators as true if they wish to be used
as an indicator of an upcoming change in an organization
 INDIC ATOR SELECTION CRITERIA

• The indicator should refer to the output value according to the managed unit
• Indicator-related outcomes - see which staff are able to influence
• Indicator outcomes are contextual - need to be explained to obtain justice
• Indicators are able to respond to management improvements (not useful if
stored in files only)
• Indicators should be adopted, and fair to all
• The indicator should be able to explain something
• Indicator is not deceiving - more data is used for the public fewer scams found
• Indicators can be tested
• Indicators can be considered fixed if the achievement of a unit is seen as a
change
 INDIC ATORS C ATEGORY
• Must be taken in terms of time, process and results to be obtained
• Must be based on what to evaluate - starting with results
• The result of the study is the achievement of students
 EXAMPLES OF SCHOOL EFFECTIVENESS
MEASUREMENT INDIC ATORS

• Collaborative (Collaborative)
• Productivity • "Goal consensus"
• Efficiency • "Internalization of organizational goals"
• Quality • "Leadership - management skills"
• Absence • "Information management and
communications"
• "Turnover" (turnover)
• "Readiness"
• Teacher satisfaction
• "Stability"
• Student satisfaction
• "Training and development emphasis"
• Motivation
• "Achievement emphasis"
 INTERACTION STRATEGIES BY CRESWELL
(2014)

• Usually it correlate two variable ( IV) using mediator or moderator.

• If moderator is contribute to the stronger relationship between IV 1 to IV 2.
• If mediator is there the relationship between the IV1 and IV2 will be missing if
the meditor is removed
 EXAMPLE

• Age might be a moderator variable, in that the relation between SES and BSE
could be stronger for older women and less strong or nonexistent for younger
women.
• Education might be a mediator variable in that it explains why there is a
relation between SES and BSE. When you remove the effect of education, the
relation between SES and BSE disappears.
•Process
- focus on "in" black box
- Resources are presumed to be or are prescribed: what matters is how
processes are "processed / charged" to students and stimulate students to the
process
- The process is related to teachers, students, teaching learning, or interactions
among themselves.
Source

Education Results
Process outcomes

Student
 EXPERIENTIAL APPRAOCH

• An experiential research paper is a formal paper based on the experiential

learning theory. Students are asked to identify a particular experience or set of
events at a service site and to reflect upon. The analysis of the experience
within a broader context will assist in making recommendations for
subsequent action. For example, in order to complete this assignment, students
might be asked at mid-semester to identify and describe a perplexing,
frustrating, or confusing experience at the service site. Students then identify
an important social issue that may be underlying this circumstance

• Heron (1971)Experiential research is the kind of research on persons in which

the subjects of the research contribute not only to the content of the
research, ie: the activity that is being researched, but also to the creative
thinking that generates, manages, and draws conclusions from, the research.
And the researchers, in the full model, contribute not only to the creative
thinking and management, but they also participate, like the subjects, in the
activity that is being researched.
• ..\Downloads\Experiential Research (2).pdf
 EVALUATION APPROACH

• This purpose is to evaluate the impact of social interventions such as new

treatment methods, innovations in services, and a host of others. q Evaluation
research is a form of applied research—
• it is intended to have some real-world effect.
• Many methods, like surveys and experiments can be used in evaluation
research.
• In recent years, the field of evaluation research has become an increasingly
popular and active research specialty, as reflected in textbooks, courses, and
projects.
 MODELLING_SOCIAL_SYSTEM_FOR_SCH
OOL_EFFECTIVENESS.PDF

• Furthermore, outputs of school as the third factor of open-system framework

consists of the process of teaching and learning interactions. Indicators of
effectiveness may arise from each stages of the cycle comprising input,
transformation process and output.
• (Aydin et al., 2013). From a social-system viewpoint, significant outputs for
students comprise academic achievement, creativity, self-confidence, goals,
anticipations, graduation as well as the rates of dropout.
• On the part of the teachers, important outputs are job satisfaction, absence
and turnover. Also, the outputs of open-system for administrators include job
satisfaction, balanced budgets and commitment to school.
 WE PERSONALLY THINK

think the input and output approach is More practical and the results which
Could give us some info about the certain input in short term or long term.
The input output model is the best as we can give the needed input to achieve
the desired outcome from the pupils.
We can bring the best out of the students as if the teachers are fully trained and
well prepared.