The use of theory in school effectiveness research revisited

School Effectiveness and School Improvement

Volumn 24, Issue 1, 2013, Pages 1-38

  Scheerens, Jaap ^a  

^a UNIVERSITY OF TWENTE   (Netherlands)

Author keywords

educational effectiveness; model; research review; school effectiveness; theory

Indexed keywords

EID: 84874126872     PISSN: 09243453     EISSN: 17445124     Source Type: Journal    
DOI: 10.1080/09243453.2012.691100     Document Type: Review

References (151)

1. Adler, M.A. 2002. "Serna elementary school". In Teaching reading effective schools, accomplished teachers, Edited by: Taylor, B.M. and Pearson, D.P. 237-259. Mahwah, NJ: LEA.
2. Bamburg, J.D. and Andrews, R.L. Instructional leadership, school goals, and student achievement: Exploring the relationship between means and ends. Paper presented at the Annual Meeting of the American Education Research Association. April.
3. Barth, P., Haycock, K., Jackson, H., Mora, K., Ruiz, P., Robinson, S. and Wilkins, A. 1999. Dispelling the myth: High poverty schools exceeding expectations, Washington, DC: The Education Trust, Council of Chief State School Officers.
4. Bearden, D., Bembry, K. and Babu, S. Effective schools: Is there a winning combination of administrators, teachers, and students?. Paper presented at the Annual Meeting of the American Education Research Association. April.
5. Bellamy, RH. 2011. "High reliability leadership for educational change". In High reliability organizations incation, Edited by: McREL. 24-35. Denver, CO: McREL.
6. Benton, T., Hutchison, D., Schagen, I. and Scott, E. 2003. Study of the performance of maintained secondary schools in England, Slough, UK: National Foundation for Educational Research.
7. Binkowski, K., Cordeiro, P. and Iwanicki, E. A qualitative study of higher and lower performing elementary schools. Paper presented at the Annual Meeting of the American Educational Research Association. April.
8. Bolman, L.G. and Deal, T.E. 2003. Reframing organizations: Artistry, choice and leadership, San Francisco, CA: Jossey-Bass.
9. Bondi, L. 1991. Attainment at primary schools: An analysis of variations. British Educational Research Journal, 17: 203-217.
10. Booker, K.C., Invernizzi, M.A. and McCormick, M. 2007. "Kiss your brain": A closer look at flourishing literacy gains in impoverished elementary schools. Reading Research and Instruction, 46: 315-339.
11. Borman, G.D. and Rachuba, L.T. 2001. Academic success among poor and minority students: An analysis of competing models of school effects, Baltimore, MD: Johns Hopkins University, Center for Research on the Education of Students Placed at Risk.
12. Bosker, R.J. and Scheerens, J. 1994. Alternative models of school effectiveness put to the test. Conceptual and methodological advances in educational effectiveness research. International Journal of Educational Research, 21: 159-180.
13. Bottoms, G., Han, L. and Presson, A. 2006. Urban students achieve when high schools implement proven practices. Research Brief, Atlanta, GA: Southern Regional Education Board.
14. Bottoms, G., Presson, A. and Han, L. 2004. Rigor, relevance and relationships improve achievement in rural high schools: High school reform works when schools do the right things. Challenge to lead, Atlanta, GA: Southern Regional Education Board.
15. Breaux, G., Danridge, J. and Pearson, P.D. 2002. "Scott Elementary School: Home grown school improvement in the flesh". In Teaching reading effective schools, accomplished teachers, Edited by: Taylor, B.M. and Pearson, D.P. 217-236. Mahwah, NJ: LEA.
16. Brown, K.E. and Medway, F.J. 2007. School climate and teacher beliefs in a school effectively serving poor South Carolina (USA) African-American students: A case study. Teaching and Teacher Education, 23: 529-540.
17. Bulach, C.R., Malone, B. and Castleman, C. 1995. An investigation of variables related to student achievement. Mid-Western Educational Researcher, 8(2): 23-29.
18. Calaff, K.P. 2008. Supportive schooling. Practices that support culturally and linguistically diverse students' preparation for college. NASSP Bulletin, 92: 95-110.
19. Cameron, K.S. and Whetten, D.A. 1983. Organizational effectiveness. A comparison of multiple models, New York, NY: Academic Press.
20. Carroll, J.B. 1963. A model of school learning. Teachers College Record, 64: 722-733.
21. Causa, O. and Chapuis, C. Equity in student achievement across OECD countries: An investigation of the role of policies. OECD Economics Department Working Papers No. 708. OECD Publishing. Doi:101787/223056645650
22. Ceperley, P.E. Implementation of Title I school-wide programs in four rural Virginia schools. Paper presented at the Annual Meeting of the American Educational Research Association. April.
23. Choi, K. and Kim, J. 2006. Closing the gap: Modeling within-school variance heterogeneity in school effect studies(CSE Report 689), Los Angeles, CA: University of California, National Center for Research on Evaluation, Standards, and Student Testing (CRESST).
24. Coates, D. 2003. Education production functions using instructional time as an input. Education Economics, 11: 273-292.
25. Coco, A., Frid, S., Galbraith, P., Gholam, M., Goos, M., Horne, M. and Short, T. 2004. Home, school and community partnerships to support children's numeracy, St Lucia, Australia: University of Queensland, Brisbane. (Unpublished manuscript)
26. Coe, P., Keyes, M., Meehan, M., Orletsky, S., Lewis, S., Rigney, S. and Whitaker, J. 1999. Development and validation of successful writing program indicators based on research in continuous development, Charleston, WV: AEL.
27. Coleman, J.S. and Hoffer, T. 1987. Public and private high schools. The impact of communities, New York, NY: Basic Books.
28. Cooke, S. 2008. School-wide implementation of the elements of effective classroom instruction: Lessons from high-performing, high-poverty urban schools, Los Angeles, CA: Faculty of the Rossier School of Education, University of Southern California. (Unpublished doctoral dissertation)
29. Craig, J., Butler, A., Cairo, L., III, Wood, C., Gilchrist, C., Holloway, J. and Moats, S. 2005. A case study of six high-performing schools in Tennessee, Charleston, WV: AEL.
30. Creemers, B.P.M. 1992. "School effectiveness, effective instruction and school improvement in the Netherlands". In School effectiveness, research, policy and practice, Edited by: Reynolds, D. and Cuttance, P. 48-70. London, UK: Cassell.
31. Creemers, B.P.M. 1994. The effective classroom, London, UK: Cassell.
32. Creemers, B.P.M. and Kyriakides, L. 2006. Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model. School Effectiveness and School Improvement, 17: 347-366.
33. Creemers, B.P.M. and Kyriakides, L. 2008. The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools, London, UK: Routledge.
34. Creemers, B.P.M., Scheerens, J. and Reynolds, D. 2000. "Theory development in school effectiveness research". In The international handbook of school effectiveness research, Edited by: Teddlie, C. and Reynolds, D. 283-298. London, UK: Falmer Press.
35. De Vos, H. and Bosker, R.J. 1998. "Micro-economic explanations for educational effects". In Micro-economic theory and educational effectiveness, Edited by: Scheerens, J. and van Praag, B.M.S. 73-104. Enschede, The Netherlands: University of Twente.
36. Dronkers, J. and Robert, P. 2008. Differences in scholastic achievement of public, private government-dependent, and private independent schools: A cross-national analysis. Educational Policy, 22: 541-577.
37. Dumay, X. and Dupriez, V. 2007. Accounting for class effect using the TIMSS 2003 eighth-grade database: Net effect of group composition, net effect of class process, and joint effect. School Effectiveness and School Improvement, 18: 383-408.
38. Fend, H. 1998. Qualität im Bildungswesen. Schulforschung zu Systembedingungen, Schulprofilen und Lehrerleistung[Quality in education. Educational research on system-level conditions, school profiles and student achievement], Weinheim, Germany: Juventa.
39. Florida State Department of Education. 1994. Chapter 1 successful schools. Technical papers. 1993-94, Tallahassee, FL: Author.
40. Foley, E.M., Klinge, A. and Reisner, E.R. 2007. Evaluation of new century high schools: Profile of an initiative to create and sustain small, successful high schools, New York, NY: Policy Studies Associates. (Final report)
41. Franklin, B.J. and Crone, L.J. School accountability: Predictors and indicators of Louisiana school effectiveness. Paper presented at the 21st Annual Meeting of the Mid-South Educational Association. November.
42. Fullarton, S. Closing the gaps between schools: Accounting for variation in mathematics achievement in Australian schools using TIMSS 95 and TIMSS 99. Proceedings of the IRC-2004 conference, Volume 1, TIMSS. Edited by: Papanastasiou, C. pp.16-31. Nicosia, Cyprus: University of Cyprus.
43. Glidden, H.G. 1999. Breakthrough schools: Characteristics of low-income schools that perform as though they were high-income schools. ERS Spectrum, 17(2): 21-26.
44. Griffith, J. 2002. A multilevel analysis of the relation of school learning and social environments to minority achievement in public elementary schools. The Elementary School Journal, 102: 349-366.
45. Griffith, J. 2003. Schools as organizational models: Implications for examining school effectiveness. The Elementary School Journal, 104: 29-47.
46. Grisay, A. 1994. Effective and less effective junior schools in France: A longitudinal study on the school environment variables influencing the student's academic achievement, study skills, and socio-affective sevelopment, Liège, Belgium: University of Liège.
47. Hanushek, E.A. 1979. Conceptual and empirical issues in the estimation of educational production functions. Journal of Human Resources, 14: 351-388.
48. Hanushek, E.A. and Woessmann, L. Do better schools lead to more growth? Cognitive skills, economic outcomes, and causation. NBER Working Paper No. 14633. Cambridge, MA: National Bureau of Economic Research.
49. Heck, R.H. 2007. Examining the relationship between teacher quality as an organizational property of schools and students' achievement and growth rates. Educational Administration Quarterly, 43: 399-432.
50. Heck, R.H. and Moriyama, K. 2010. Examining relationships among elementary schools' contexts, leadership, instructional practices, and added-year outcomes: A regression discontinuity approach. School Effectiveness and School Improvement, 21: 377-408.
51. Hill, P.W., Holmes-Smith, P. and Rowe, K.J. School and teacher effectiveness in Victoria. Key findings from phase 1 of the Victorian quality schools project. Paper prepared for the Annual Meeting of the International Congress for School Effectiveness and Improvement. January.
52. Hofman, R.H., Hofman, W.H.A. and Guldemond, H. 2002. School governance, culture, and student achievement. International Journal of Leadership in Education, 5: 249-272.
53. Hofman, R.H., Hofman, W.H.A., Guldemond, H. and Dijkstra, A.B. 1996. Variation in effectiveness between private and public schools: The impact of school and family networks. Educational Research and Evaluation, 2: 366-394.
54. Hopkins, M.S. Effective school practices: What works. Paper presented at the International Conference on Effective Schools. October.
55. Hoy, W.K., Tarter, C.J. and Bliss, J.R. 1990. Organizational climate, school health, and effectiveness: A comparative analysis. Educational Administration Quarterly, 26: 260-279.
56. Huber, S.G. and Muijs, D. 2010. School leadership effectiveness. Studies in Educational Leadership, 10: 57-77.
57. Hughes, M.F. 1995. Achieving despite adversity: Why are some schools successful in spite of the obstacles they face? A study of the characteristics of effective and less effective elementary schools in West Virginia using qualitative and quantitative methods, Charleston, WV: Education Policy Research Institute.
58. Jesse, D., Davis, A. and Pokorny, N. 2004. High-achieving middle schools for Latino students in poverty. Journal of Education for Students Placed at Risk, 9(1): 23-45.
59. Johnson, J.F. Jr. 2002. "High performing, high poverty, urban elementary schools". In Teaching reading effective schools, accomplished teachers, Edited by: Taylor, B.M. and Pearson, D.P. 89-114. Mahwah, NJ: LEA.
60. Jones, S.E. 2004. Studying "success" at an "effective" school: How a nationally recognized public school overcomes racial, ethnic and social boundaries and creates a culture of success, Santa Barbara, CA: University of California. (Unpublished doctoral dissertation)
61. Jones, S., Tanner, H. and Treadaway, M. 2000. Raising standards in mathematics through effective classroom practice, Sydney, Australia: Australasian Association for Research in Education (AARE).
62. Kennedy, E., Teddlie, C. and Stringfield, S. A multilevel analysis of phase II of the Louisiana school effectiveness study. Paper presented at the Annual Meeting of the International Congress for School Effectiveness and Improvement. January.
63. Kitchen, R.S., DePree, J., Celedon-Pattichis, S. and Brinkerhoff, J. 2006. Mathematics education at highly effective schools that serve the poor: Strategies for change, Mahwah, NJ: Lawrence Erlbaum Associates.
64. Kyriakides, L., Campbell, R.J. and Gagatsis, A. 2000. The significance of the classroom effect in primary schools: An application of Creemers' comprehensive model of educational effectiveness. School Effectiveness and School Improvement, 11: 501-529.
65. Kyriakides, L. and Creemers, B.P.M. 2008. Using a multidimensional approach to measure the impact of classroom-level factors upon student achievement: A study testing the validity of the dynamic model. School Effectiveness and School Improvement, 19: 183-205.
66. Kyriakides, L. and Tsangaridou, N. 2008. Towards the development of generic and differentiated models of educational effectiveness: A study on school and teacher effectiveness in physical education. British Educational Research Journal, 34: 807-838.
67. Lamb, S. and Fullarton, S. 2002. Classroom and school factors affecting mathematics achievement: A comparative study of Australia and the United States using TIMSS. Australian Journal of Education, 46: 154-171.
68. Lamb, S., Rumberger, R., Jesson, D. and Teese, R. 2004. School performance in Australia: Results from analyses of school effectiveness, Melbourne, Australia: University of Melbourne.
69. Lassen, S.R., Steele, M.M. and Sailor, W. 2006. The relationship of school-wide positive behavior support to academic achievement in an urban middle school. Psychology in the Schools, 43: 701-712.
70. Lindsay, G. and Muijs, D. 2006. Challenging underachievement in boys. Educational Research, 48: 313-332.
71. Louis, K.S., Dretzke, B. and Wahlstrom, K. 2010. How does leadership affect student achievement? Results from a national US survey. School Effectiveness and School Improvement, 21: 315-336.
72. Mahimuang, S. 2005. Factors influencing academic achievement and improvement: A value-added approach. Educational Research for Policy and Practice, 4: 13-26.
73. Mandeville, G.K. and Kennedy, E. A longitudinal study of the social distribution of mathematics achievement for a cohort of public high school students. Paper presented at the Annual Meeting of the American Educational Research Association. April.
74. Martin, M.O., Mullis, I.V.S., Gregory, K.D., Hoyle, C. and Shen, C. 2000. Effective schools in science and mathematics. IEA's third international mathematics and science study, Chestnut Hill, MA: Boston College.
75. McKinsey & Company. 2010. How the world's most improved school systems keep getting better Retrieved from http://mckinseyonsociety.com/downloads/reports/Education/How-the-Worlds-Most-Improved-School-Systems-Keep-Getting-Better_Download-version_ Final.pdf
76. Meelissen, M. and Luyten, H. 2008. The Dutch gender gap in mathematics: Small for achievement, substantial for beliefs and attitudes. Studies in Educational Evaluation, 34: 82-93.
77. Meijnen, G.W., Lagerweij, N.W. and De Jong, P.F. 2003. Instruction characteristics and cognitive achievement of young children in elementary schools. School Effectiveness and School Improvement, 14: 159-187.
78. Miles, K.H. and Darling-Hammond, L. 1997. Rethinking the allocation of teaching resources: Some lessons from high performing schools, Philadelphia, PA: Consortium for Policy Research in Education.
79. Mintzberg, H. 1979. The structuring of organizations, Englewood Cliffs, NJ: Prentice-Hall.
80. Monk, D.H. 1992. Education productivity research: An update and assessment of its role in education finance reform. Educational Evaluation and Policy Analysis, 14: 307-332.
81. Mortimore, P. 1992. "Issues in school effectiveness". In School effectiveness research, policy and practice, Edited by: Reynolds, D. and Cuttance, P. 154-163. London, UK: Cassell.
82. Mosenthal, J., Lipson, M., Mekkelsen, J., Russ, B. and Sortino, S. 2001. Elementary schools where students succeed in reading, Providence, RI: Northeast and Islands Regional Educational Lab. at Brown University.
83. Mullis, I.V.S., Jenkins, F. and Johnson, E.G. 1994. Effective schools in mathematics: Perspectives from the NAEP 1992 assessment. Research and development report, Washington, DC: US Department of Education.
84. Neumann, M., Schnyder, I., Trautwein, U., Niggli, A., Lüdtke, O. and Cathomas, R. 2007. Schulformen als differenzielle Lernmilieus. Institutionelle und kompositionelle Effekte auf die Leistungsentwicklung im Fach Französisch [School forms as different learning environments. Institutional and composition effects in the development of achievement in French]. Zeitschrift für Erziehungswissenschaft, 10: 399-420.
85. Nordenbo, S.E., Holm, A., Elstad, E., Scheerens, J., Soegaard Larsen, M., Uljens, M. and Hauge, T.E. 2009. Research mapping of input, process and learning in primary and lower secondary schools, Copenhagen, Denmark: Danish Clearing House for Educational Research, DPU, Aarhus University.
86. Opdenakker, M.-C. and Van Damme, J. 2007. Do school context, student composition and school leadership affect school practice and outcomes in secondary education?. British Educational Research Journal, 33: 179-206.
87. Organisation for Economic Co-operation and Development. 2010. The high cost of low educational performance. An estimation of the long-run economic impact of improvements in PISA outcomes, Paris, France: Author.
88. Papanastasiou, C. 2008. A residual analysis of effective schools and effective teaching in mathematics. Studies in Educational Evaluation, 34: 24-30.
89. Parsons, T. 1961. Theories of society: Foundations of modern sociological theory, New York, NY: Free Press.
90. Perez, M., Anand, P., Speroni, C., Parrish, T., Esra, P., Socias, M. and Gubbins, P. 2007. Successful California schools in the context of educational adequacy, Palo Alto, CA: American Institutes for Research.
91. Picucci, A.C., Brownson, A., Kahlert, R. and Sobel, A. 2002. Driven to succeed: High-performing, high-poverty, turnaround middle schools. Volume I: Cross-case analysis of high-performing, high-poverty, turnaround middle schools, Austin, TX: Texas University, The Charles A. Dana Center.
92. Pollanen, S. 1991. Equity of educational achievement and school effectiveness, Rochester, NY: Greece Central School District.
93. Pollard-Durodola, S. 2003. Wesley Elementary: A beacon of hope for at-risk students. Education and Urban Society, 36: 94-117.
94. Postlethwaite, T.N. and Ross, K.N. 1992. Effective schools in reading: Implications for educational planners. An exploratory study, The Hague, The Netherlands: The International Association for the Evaluation of Educational Achievement (IEA).
95. Pressley, M., Mohan, L., Raphael, L.M. and Fingeret, L. 2007. How does Bennett Woods Elementary School produce such high reading and writing achievement?. Journal of Educational Psychology, 99: 221-240.
96. Pressley, M., Raphael, L., Gallagher, J.D. and DiBella, J. 2004. Providence-St. Mel School: How a school that works for African American students works. Journal of Educational Psychology, 96: 216-235.
97. Pustjens, H., Van de gaer, E., Van Damme, J. and Onghena, P. 2008. Curriculum choice and success in the first two grades of secondary education: Students, classes, or schools?. School Effectiveness and School Improvement, 19: 155-182.
98. Quinn, R.E. and Rohrbauch, J. 1983. Spatial models of effectiveness criteria: Towards a competing values approach to organizational analysis. Management Science, 29: 363-377.
99. Reezigt, G.J., Guldemond, H. and Creemers, B.P.M. 1999. Empirical validity for a comprehensive model on educational effectiveness. School Effectiveness and School Improvement, 10: 193-216.
100. Reynolds, D., Creemers, B., Stringfield, S., Teddlie, C. and Schaffer, G. 2002. World class schools. International perspectives on school effectiveness, London, UK: Routledge Falmer.
101. Reynolds, D., Sammons, P., De Fraine, B., Townsend, T. and Van Damme, J. Educational Effectiveness Research (EER): A state of the art review. Paper presented at the annual meeting of the International Congress for School Effectiveness and Improvement. January.
102. Reynolds, D., Stringfield, S. and Schaffer, G. 2006. "The high reliability schools project: Some preliminary results and analyses". In Improving schools and educational systems, Edited by: Harris, A. and Chrispeels, J.H. 56-76. Abingdon, UK: Routledge.
103. Rogers, W.T., Ma, X., Klinger, D.A., Dawber, T., Hellsten, L., Nowicki, D. and Tomkowicz, J. 2006. Examination of the influence of selected factors on performance on Alberta Learning Achievement Tests. Canadian Journal of Education, 29: 731-756.
104. Ross, J.A. and Gray, P. 2006. School leadership and student achievement: The mediating effects of teacher beliefs. Canadian Journal of Education, 29: 798-822.
105. Ross, S.M., Redfield, D. and Sterbinsky, A. 2006. Effects of comprehensive school reform on student achievement and school change: A longitudinal multi-site study. School Effectiveness and School Improvement, 17: 367-397.
106. Rubenstein, M.C. and Wodatch, J.K. 2000. Stepping up to the challenge: Case studies of educational improvement in Title I secondary schools, Washington, DC: Policy Studies Associates.
107. Rudd, P., Aiston, S., Davies, D., Rickinson, M. and Dartnall, L. 2002. High performing specialist schools: What makes the difference?, Berkshire, UK: NFER.
108. Rumberger, R.W. and Palardy, G.J. 2005. Test scores, drop-out rates, and transfer rates as alternative indicators of high school performance. American Educational Research Journal, 42: 3-42.
109. Sammons, P., Thomas, S. and Mortimore, P. 1997. Forging links: Effective schools and effective departments, London, UK: Paul Chapman.
110. Scheerens, J. 1992. Effective schooling, research, theory and practice, London, UK: Cassell.
111. Scheerens, J. 1997. Conceptual models and theory-embedded principles on effective schooling. School Effectiveness and School Improvement, 8: 269-310.
112. Scheerens, J. 2012. School leadership effects revisited. Review and meta-analysis of empirical studies, Dordrecht, The Netherlands: Springer.
113. Scheerens, J. and Bosker, R.J. 1997. The foundations of educational effectiveness, Oxford, UK: Elsevier Science.
114. Scheerens, J., Luyten, H., Steen, R. and Luyten-de Thouars, Y. 2007. Review and meta-analyses of school and teaching effectiveness, Enschede, The Netherlands: University of Twente, Department of Educational Organisation and Management.
115. Scheerens, J. and Van Praag, B.M.S. 1998. Micro-economic theory and educational effectiveness, Enschede/Amsterdam, The Netherlands: University of Twente, Department Educational Organisation and Management/University of Amsterdam, Foundation for Economic Research.
116. Seidel, T. and Shavelson, R.J. 2007. Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77: 454-499.
117. Senkbeil, M. 2006. "Die Bedeutung schulischer Faktoren für die Kompetenzentwicklung in Mathematik und in den Naturwissenschaften [The meaning of school factors for the development of skills in mathematics and science]". In PISA 2003. Untersuchungen zur Kompetenzentwicklung im Verlauf eines Schuljahres, Edited by: Deutschland, PISA-Konsortium. 277-308. Münster, Germany: Waxmann.
118. Silins, H. and Mulford, B. 2004. Schools as learning organisations. Effects on teacher leadership and student outcomes. School Effectiveness and School Improvement, 15: 443-466.
119. Slater, R.O. and Teddlie, C. 1992. Toward a theory of school effectiveness and leadership. School Effectiveness and School Improvement, 3: 247-257.
120. Smyth, E. Dimensions of school effectiveness: Academic and non-academic outcomes among pupils in the republic of Ireland. Paper presented at the Annual Meeting of the American Education Research Association. April.
121. Snow, R.E. 1973. "Theory construction for research on teaching". In Handbook of research on teaching, Edited by: Travers, R.M.W. 77-112. Chicago, IL: Rand McNally.
122. Spencerport Central Schools. 1990. More effective schools/teaching project(seventh annual report), Spencerport, NY: Author.
123. Stringfield, S., Reynolds, D. and Schaffer, E.C. 2008. Improving secondary students' academic achievement through a focus on reform reliability: 4- and 9-year findings from the High Reliability Schools project. School Effectiveness and School Improvement, 19: 409-428.
124. Stringfield, S.C., Reynolds, D. and Schaffer, E.C. 2011. "Toward high reliability public schooling". In High reliability organizations in education, Edited by: McREL. 6-23. Denver, CO: McREL. Retrieved from http://www.mcrel.org/pdf/LeadershipOrganizationDevelopment/0121MM_HRO_Noteworthy_sml.pdf#search = leadership organization development noteworthy"
125. Stringfield, S.C. and Slavin, R.E. 1992. "A hierarchical longitudinal model for elementary school effects. In Evaluation of educational effectiveness, Edited by: Creemers, B.P.M. and Reezigt, G.J. 35-69. Groningen, The Netherlands: ICO.
126. Sweetland, S.R. and Hoy, W.K. 2000. School characteristics and educational outcomes: Towards an organizational model of student achievement in middle schools. Educational Administration Quarterly, 36: 703-729.
127. Tarter, C.J. and Hoy, W.K. 2004. A systems approach to quality in elementary schools. A theoretical and empirical analysis. Journal of Educational Administration, 42: 539-554.
128. Taylor, B.M., Pearson, P.D., Clark, K. and Walpole, S. 2000. Effective schools and accomplished teachers: Lessons about primary-grade reading instruction in low-income schools. The Elementary School Journal, 101: 121-165.
129. Teddlie, C. and Stringfield, S. 1993. Schools make a difference. Lessons learned from a 10-year study of school effects, New York, NY: Teachers College Press.
130. Ten Bruggencate, G.C. 2009. Maken schoolleiders het verschil?[Do school leaders make a difference?], Enschede, The Netherlands: University of Twente.
131. Texas Education Agency. 2000. The Texas Successful Schools Study: Quality education for limited English proficient students, Austin, TX: Author.
132. Thomas, S. 1995. Considering primary school effectiveness: An analysis of 1992 key stage 1 results. The Curriculum Journal, 6: 279-295.
133. Thomas, W.P. and Collier, V. 1997. School effectiveness for language minority students(NCBE Resource Collection Series, No. 9), Washington, DC: National Clearinghouse of Bilingual Education.
134. Towns, D.P., Cole-Henderson, B. and Serpell, Z. 2001. The journey to urban school success: Going the extra mile. The Journal of Negro Education, 70(1/2): 4-18.
135. Traufler, V.J. 1992. The relationship between student achievement and individual correlates of effective schools in selected schools of South Carolina, Columbia, SC: University of South Carolina. (Unpublished doctoral dissertation)
136. Van Damme, J., De Fraine, B., Van Landeghem, G., Opdenakker, M.C. and Onghena, P. 2002. A new study on educational effectiveness in secondary schools in Flanders: An introduction. School Effectiveness and School Improvement, 13: 383-397.
137. Van der Werf, G. 1997. Differences in school and instruction characteristics between high-, average- and low-effective schools. School Effectiveness and School Improvement, 8: 430-448.
138. Van der Werf, G. and Weide, M. 1996. Differences in quality of instruction and compensating services between effective and ineffective schools for ethnic minorities. The Journal of At-Risk Issues, 3(1): 35-44.
139. Vermeer, N. and Van der Steeg, M. 2011. Onderwijsprestaties Nederland[Educational performance of The Netherlands] (Policy Brief, 2011), The Hague, The Netherlands: Central Planning Bureau (CPB).
140. Waxman, H.C., Garcia, A. and Read, L.L. 2008. Classroom learning environment & student motivational differences between exemplary, recognized, & acceptable urban middle level schools. Middle Grades Research Journal, 3(2): 1-21.
141. Webster, B.J. and Fisher, D.L. 2003. School-level environment and student outcomes in mathematics. Learning Environments Research, 6: 309-326.
142. Weick, K.E. 1976. Educational organizations as loosely coupled systems. Administrative Science Quarterly, 21: 1-19.
143. Willis, M.G. 1996. We're family: Creating success in an African American public elementary school (Unpublished doctoral dissertation), Atlanta, GA: Georgia State University.
144. Witte, J.F. and Walsh, D.J. 1990. A systematic test of the effective schools model. Educational Evaluation and Policy Analysis, 12: 188-212.
145. Woessmann, L. 2003. Educational production in East Asia: The impact of family background and schooling policies on student performance(Discussion Paper No. 745), Bonn, Germany: IZA.
146. Woessmann, L. 2009. "Public-private partnerships and student achievement: A cross-country analysis". In School choice international: Exploring public-private partnerships, Edited by: Chakrabarti, R. and Peterson, P.E. 13-45. Cambridge, MA: MIT Press.
147. Word, E.R., Johnston, J., Bain, H.P., Fulton, B.D., Zaharias, J.B., Achilles, J.M. and Breda, C. 1990. The state of Tennessee's student/teacher achievement ratio (STAR) project. Final Summary Report 1985-1990, Memphis, TN: Tennessee State University.
148. Young, D. 2001. The Western Australian school effectiveness study. Features of effective schools and strategies for improvement, Karrinyup, Western Australia: Academe Consultancies.
149. Young, D.J. and Fraser, B.J. School effectiveness and science achievement: Are there any sex differences?. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. March.
150. Yu, L. and White, D.B. Measuring value added school effects on Ohio six-grade proficiency test results using two-level hierarchical linear modeling. Paper presented at the Annual Meeting of the American Educational Research Association. April.
151. Zigarelli, M.A. 1996. An empirical test of conclusions from effective schools research. The Journal of Educational Research, 90: 103-110.