The Social Context of Effective Schools
The Social Context of Effective Schools
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有效学校的社会背景
DOI：
10.1086/443853
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发表时间：
1986
影响因子：
2.5
通讯作者：
Joseph A. Murphy
中科院分区：
文献类型：
--
作者：
Philip Hallinger;Joseph A. Murphy
本文分析了高、低社会经济地位有效学校在学校效能因素运作上的差异。在几个有效性变量上发现了可观察到的差异。有效学校的社会背景似乎会影响课程的广度、教学时间的分配和使用、校长的教学领导作用、学校奖励制度的性质以及学校政策和实践中的期望类型。这些研究结果，虽然是暂时的，表明从业者不应该把广为宣传的有效性因素作为普遍适用于所有学校的设置。此外，研究结果表明，研究人员关心的理解有效的学校教育的过程中，应该把重点放在这些学校的方式，将上下文的期望转化为学校的政策和课堂实践。
This article analyzes differences in the operation of school effectiveness factors in high- and low-SES effective schools. Observable differences are found on several effectiveness variables. The social context of the effective schools appears to influence the breadth of the curriculum, the allocation and use of instructional time, the instructional leadership role of the principal, the nature of the school reward system, and the type of expectations embedded in school policies and practices. These findings, though tentative, indicate that practitioners should not treat the well-publicized effectiveness factors as generalizable to all school settings. In addition, the results suggest that researchers concerned with understanding the process of effective schooling should focus on the manner in which these schools translate contextual expectations into school policies and classroom practices.