Editorial article for special issue on alternative methods for assessing school effects and schooling effects
Editorial article for special issue on alternative methods for assessing school effects and schooling effects
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关于评估学校效果和学校教育效果的替代方法的特刊社论文章
DOI：
10.1080/09243450902879753
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发表时间：
2009
影响因子：
3
通讯作者：
H. Luyten
中科院分区：
文献类型：
--
作者：
P. Sammons;H. Luyten
本文简要回顾了学校效能研究（SER）的历史发展和新方法论发展的重要性。它试图区分学校的影响和上学的影响，并引入了新的主题，包括回归不连续性应用于横截面数据，以确定一个额外的一年学校教育的绝对影响和学习的“季节性”的研究，通过模拟学生的学期时间的进展与暑假的发展相比。探讨了在多个时间点检查进展的增长曲线模型的价值。潜在的问题，在使用SER数据的问责目的也进行了检查。研究的价值，重点是非学术以及学术成果和潜力，以更详细地探讨不同的学生群体在学校的影响差异也进行了讨论，并确认该领域的强大的根源，促进教育公平仍然是显而易见的，在最近的方法。
This editorial article briefly examines the historical development of school effectiveness research (SER) and the importance of new methodological developments. It seeks to distinguish between school effects and schooling effects and introduces new topics, including regression discontinuity applied to cross-sectional data to identify the absolute effects of an additional year of schooling and the study of “seasonality” of learning through modelling students' term time progress compared with developments in summer recess. The value of growth curve modelling examining progress over multiple time points is explored. Potential problems in the use of SER data for accountability purposes are also examined. The value of studies focusing on non-academic as well as academic outcomes and the potential to explore in more detail differences in school effects for different student subgroups are also discussed and confirm that the field's strong roots in relation to the promotion of educational equity remain evident in more recent methodological approaches.