The Effects of Teachers' Training on Pupils' Achievement: The Case of Elementary Schools in France

School Effectiveness and School Improvement

Volumn 7, Issue 3, 1996, Pages 252-279

  Bressoux, Pascal ^a  

^a UNIVERSITÉ GRENOBLE ALPES   (France)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0012104529     PISSN: 09243453     EISSN: None     Source Type: Journal    
DOI: 10.1080/0924345960070303     Document Type: Article

References (40)

1. Berliner, D.C. (1987). Ways of thinking about students and classrooms by more and less experienced teachers. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 60-83). Salisbury: Cassell.
2. Brandsma, H.P., & Knuver, J.W.M. (1989). Effects of school and classroom characteristics on pupil progress in language and arithmetic. International Journal of Educational Research, 13, 777-788.
3. Bray, J.H., & Howard, G.S. (1980). Methodological considerations in the evaluation of a teacher-training program. Journal of Educational Psychology, 72, 62-70.
4. Bressoux, P. (1993). Les performances des écoles et des classes: le cas des acquisitions en lecture [The effects of schools and classrooms on pupils' reading achievement]. Les Dossiers d'Education et Formations. Paris: DEP.
5. Brophy, J.E., & Good, T.L. (1986). Teacher behavior and student achievement. In M. C. Wittrock (Ed.), Handbook of research on teaching (3rd ed.) (pp. 328-375). New York: Macmillan.
6. Bryk, A.S., & Raudenbush, S.W. (1992). Hierarchical linear models. Newbury Park: Sage.
7. Bryk, A.S., Raudenbush S.W., Seltzer, M., & Congdon, R.T. (1989). An introduction to HLM: Computer program and user's guide.
8. Coleman, J.S. (1975). Methods and results in the IEA studies of effects of school on learning. Review of Educational Research, 45, 355-386.
9. Daly, P. (1991). How large are secondary school effects in Northern Ireland? School Effectiveness and School Improvement, 2, 305-323.
10. Duru-Bellat, M., & Henriot-Van-Zanten, A. (1992). Sociologie de l'école. [Sociology of education]. Paris: Armand Colin.
11. Duru-Bellat, M., & Leroy-Audouin, C. (1990). Les pratiques pédagogiques au CP: structure et incidence sur les acquis des élèves [Classroom practices in the first grade of the elementary school: structure and effects on pupils' achievement]. Revue Française de Pédagogie, 93, 5-15.
12. Eraut, M. (1994). Learning to teach: the Exeter study. Teaching and Teacher Education, 10, 257-263.
13. Feiman-Nemser, S., & Parker, M.B. (1993). Mentoring in context: a comparison of two U.S. programs for beginning teachers. International Journal of Educational Research, 19, 699-718.
14. Goldstein, H. (1987). Multilevel models in educational and social research. London: Griffin Press.
15. Grisay, A. (1992). Examens et échecs dans l'enseignement fondamental. [Examinations and failures in basic education]. Liège: Service de Pédagogie Expérimentale.
16. Hargreaves, D.H. (1994). The new professionalism: the synthesis of professional and institutional development. Teaching and Teacher Education, 10, 423-438.
17. Hoyt, D.P., & Howard, G.S. (1978). The evaluation of faculty development programs. Research in Higher Education, 8, 25-38.
18. Jarousse, J.P. & Mingat, A. (1992). L'école primaire en Afrique, fonctionnement, qualité, produits: le cas du Togo [Primary school in Africa, functioning, quality, products: the case of Togo]. Dijon: Les Cahiers de l'IREDU.
19. Jencks, C.S., Smith, M., Acland, H., Bane, M.J., Cohen, D., Gintis, H., Heyns, B., & Michelson, S. (1972). Inequality: a reassessment of the effect of family and schooling in America. New York: Basic Books.
20. Jesson, D., & Gray, J. (1991). Slants on slopes: using multi-level models to investigate school effectiveness and its impact on pupils' examination results. School Effectiveness and School Improvement, 2, 230-247.
21. Lockheed, M.E., & Verspoor, A.M. (1989). Improving primary education in developing countries: a review of policy options. Washington, DC: World Bank.
22. Louis, K.S., & Smith, B.A. (1991). Restructuring, teacher engagement and school culture: perspectives on school reform and the improvement of teacher's work. School Effectiveness and School Improvement, 2, 34-52.
23. Mandeville, G.K., & Anderson, L.W. (1987). The stability of school effectiveness indices across grade levels and subject area. Journal of Educational Measurement, 24, 203-216.
24. Mandeville, G.K., & Kennedy, E. (1991). The relationship of effective schools indicators and changes in the social distribution of achievement. School Effectiveness and School Improvement, 2, 14-33.
25. Meuret, D. (1994). L'efficacité de la politique des zones d'éducation prioritaire dans les collèges [The effectiveness of the priority educational areas policy in secondary schools]. Revue Française de Pédagogie, 109, 41-64.
26. Ministère de l'Education Nationale. (1992). L'évaluation des zones d'éducation prioritaires: description, typologie, fonctionnement, résultats [The evaluation of the priority educational areas: description, typology, functioning, results]. Les Dossiers d'Education et Formations. Paris: DEP.
27. Ministère de l'Education Nationale. (1993). Repères et références statistiques sur les enseignements et la formation [Statistical references on teaching and training]. Paris: DEP.
28. Ministère de l'Education Nationale. (1994). Repères et références statistiques sur les enseignements et la formation [Statistical references on teaching and training]. Paris: DEP.
29. Mingat, A. (1987). Sur la dynamique des acquisitions à l'école élémentaire [On the dynamics of learning in elementary schools]. Revue Française de Pédagogie, 79, 5-14.
30. Mingat, A. (1991). Expliquer la variété des acquisitions au cours préparatoire: les rôles de l'enfant, la famille, l'école [Analysing the various sources of knowledge acquisition in the first grade: the child's, family's and school's roles]. Revue Française de Pédagogie, 95, 47-63.
31. Mortimore, P., Sammons, P., Stoll, L., Lewis, D., & Ecob, R. (1988). School matters: the junior years. Somerset: Open Books.
32. Nuttall, D.L., Goldstein, H., Prosser, R. & Rasbash, J. (1989). Differential school effectiveness. International Journal of Educational Research, 13, 769-776.
33. Pedersen, E., Faucher, T.A., & Eaton, W.W. (1978). A new perspective on the effects of first grade teachers on children's subsequent adult status. Harvard Educational Review, 48, 1-31.
34. Rutter, M., Maughan, B., Mortimore, P., & Houston, J. (1979). Fifteen thousand hours: Secondary schools and their effects on children. Somerset: Open Books.
35. Scheerens, J. (1992). Effective schooling: Research, theory and practice. London: Cassell.
36. Schwille, J. (1993). Introduction. International Journal of Educational Research, 19, 669-673.
37. Smith, M.L., & Glass, G.V. (1980). Meta-analysis of research on class size and its relationship to attitude and instruction. American Educational Research Journal, 17, 419-433.
38. Tatto, M.T., Nielsen, HD., Cummings, W., Kularatna, N. G., & Dharmadasa, K. H. (1993). Comparing the effectiveness and costs of different approaches for educating primary school teachers in Sri Lanka. Teaching and Teacher Education, 9, 41-64.
39. Woodhouse, G., Rasbash, J., Goldstein, H., & Yang, M. (1993). Introduction to multilevel modelling. In G. Woodhouse (Ed.), A guide to ML3 for new users (2nd ed.) (pp. 9-54). London: Institute of Education.
40. Zeichner, K.M., Tabachnick, B.R., & Densmore, K. (1987). Individual, institutional, and cultural influences on the development of teachers' craft knowledge. In J. Calderhead (Ed.), Exploring teachers' thinking (pp. 21-59). Salisbury: Cassell.