School effectiveness approaches, school effectiveness theories and models, school organizational effectiveness, strengths and weaknesses of school effectiveness models
Effectiveness ? can you help me specify? I'm not sure I get you on effectiveness? How much schools are effective for developing academic accomplishments?
My dear, there are many effective educational models within the classroom, which make the classroom express participatory processes between the teacher and his students, which is later reflected on the educational process in general.
Considerando a amplitude do termo "eficácia", atribuo uma resposta à questão de modo igualmente amplo: Uma escola eficiente é aquela em que a tomada de decisões (que respeitam desde a organização da sala de aula, às práticas pedagógicas, os ambientes e rotinas escolares, a relação da comunidade escolar, etc) é compartilhada com as crianças - estudantes da instituição. Isto é, uma escola em que o adulto não tem supremacia nas decisões e ações, mas há participação efetiva das crianças. Uma escola para as crianças, feita com crianças, por crianças, no compartilhamento de decisões com os adultos.
In my opinion, psychological factors matter alot in schools' effectiveness.
It have so many models and theories that can be used in a classroom however, you need to know your students learning styles and their pace they learn at to use the various models, strategies and theories. All theories, models and strategies for teaching are effective you just have to know which one best suit your classroom or students. All children learn differently and have their own unique way of learning. Dig deep and know your students first and use strategies, methods and theories to suit that classroom environment.
If by your questions you meant factors which make schools effective these should be:
A climate in the school which is positive.
The physical structure must be welcoming with playgrounds and so on
Teachers should be customer driven, that is they should work in the interest of learners.
The school should be an inclusive school with facilities for all.
The school should represent a safe haven for learners and not a source of stress .Thus there should be less cases of bullying stealing and violent behaviour.
The head of school should be an instructional leader not act as manager only
El modelo debería poner al ser humano en el centro del diseño y las competencias dirigidas al desarrollo humano, todo lo demás gire en torno a ese centro.
Schools should allow the children to think and act intelligently. knowledge can be acquired at any way, but values should be taught at schools. the most important missed value is happiness in school campus, it has to be enhanced at schools. happy learning environment can create valuable output in the young minds. Environment attention and class room atmosphere with natural environment will definitely enhances children overall physical and mental health. Physical education may also be promoted. have a happy models
None of the models work at scale, and that's really the whole point.
It is INCREDIBLY hard to find results from small pilot programs that persist when the problem is scaled up. This could simply be the challenge of fidelity of implantation. But it seems more likely that the replicated model does not capture what really made the original work.
In my view, it's tough to ask those with a good program what is is about the program that works so well. They likely take for granted a million thinks that contribute to success, some of which are beyond their control and some of which are QUITE in their control -- but they don't recognize how well they do. Context. Staffing. Resources. History. Community support. Facilities. External events. And interactions between them all.
In fact, teaching and learning is VERY much about the interactions between students and teachers. Fit is incredibly important. That's fit of staff with program, fit of staff to students and fit of program to students. Change the students or change the staff and the same program might work elsewhere.
More technically, a challenge to the idea of school effectiveness models is determining what outcomes you want for your schools. Is it graduation? Is it learning? Is it learning over and above what demographics and prior achievement might predict? Is it formal curriculum? Does it include the implicit curriculum? Is it enrollment in advanced courses? Is it mental health of children? Long term education attainment? Long term social measures? Long term earnings of students?
Because public schools serve communities and are paid for by the communities -- through the general tax base -- many people believe that schools should serve communities. Others believe that schooling is a more private good and should be devoted to serving merely the students who enroll. All of the above idea (in the previous paragraph) are about returns to individual students, but there are a whole bunch of other ideas that would follow from the idea of schools serving communities.
Without establishing the aims of schooling and time frames that you are interested in, the whole idea of "school effectiveness" just begs the more important question.
And this more important question? It's one of value. That's the kind of think that we have political systems for, for groups to make decisions about values. The idea of "school effectiveness" models simply makes implicit assumptions in order to turn that question of values into a (false) technical question.
There IS an "Effective Schools" literature. I feel like it was from...the 1990's? The first decade of the 2000's?
Is that what you are asking about? That particular literature? Or are you asking a more general question about what various people think make schools effective (or not).
There are several models, such as
1. Contextual Model, this suggest that schools should be evaluated based on their ability to meet the needs of their students.
2. Received Model, focuses on inputs (teacher quality, curriculum content, and resources) and outputs (student) relationship and the evaluation should be based on the high levels of student achievement.
The following models have been developed for measuring schools’ effectiveness: Aim, source-system, legitimacy, process, competing values, satisfaction, total quality, organizational learning, ecological-environmental, ineffectiveness, Cameron’s organizational learning, Cremer’s educational efficacy.