Evolution of School Performance Research in the USA: From School Effectiveness to School Accountability and Back

2007 ◽  
pp. 485-502
Author(s):  
Susan Kochan
Keyword(s):  
School Performance ◽  
School Effectiveness ◽  
School Accountability ◽  
The Usa ◽  
Performance Research

A Systems Approach to Effectiveness in Catholic Elementary Schools: A Replication and Extension

2011 ◽  
Vol 21 (6) ◽  
pp. 789-818 ◽  
Author(s):  
Roxanne M. Mitchell ◽  
C. John Tarter
Keyword(s):  
Student Achievement ◽  
Elementary Schools ◽  
School Performance ◽  
School Effectiveness ◽  
Systems Approach ◽  
Open Systems ◽  
School Outcomes ◽  
Regression Analyses ◽  
Individual Culture ◽  
Systems Model

This study replicated an earlier study conducted by Tarter and Hoy (2004) in which an open systems model was used to test a series of hypotheses that explained elements of school performance. Four internal system elements (structure, individual, culture, and politics) of the school were used to explain two sets of school outcomes (student achievement and teachers’ assessment of overall school effectiveness) in a sample of 110 Catholic elementary schools in one Northeastern city. Correlational and multiple regression analyses were used to test the relationships. The results of this study further confirmed the usefulness of this model in understanding the factors that contribute to quality in elementary schools.

School Accountability – An Elusive Policy Solution: The Israeli Experience in Comparative Perspective

2000 ◽  
Vol 20 (2) ◽  
pp. 195-218 ◽  
Author(s):  
Robert Schwartz
Keyword(s):  
Education Policy ◽  
School Performance ◽  
School Accountability ◽  
Preliminary Evidence ◽  
Comparative Perspective ◽  
Policy Selection ◽  
Policy Subsystem ◽  
External Accountability ◽  
Israeli Experience ◽  
Disequilibrium Theory

Politics of accountability theory contends that policymakers are unlikely to adopt external accountability policies. Contrary to the theory, many countries have adopted external school accountability policies, while Israel has not. The disequilibrium theory of policy selection is used to analyze differences among countries in school accountability policymaking. I find that the symbolic potency of policies helps to explain these differences. The symbolic potency of external school accountability depends on the extent to which school performance is perceived as a problem, the degree to which powerful stakeholders are affected by the problem and some broader political and administrative factors. Where client stakeholders are stirred out of their apathy, the education policy subsystem will adopt school accountability policies. However, preliminary evidence reveals implementation obstacles that may render these policies ineffective.

Are online communities on par with experts in the evaluation of new movies? Evidence from the Fandango community

2016 ◽  
Vol 29 (1) ◽  
pp. 120-145 ◽  
Author(s):  
Pradeep Kumar Ponnamma Divakaran ◽  
Sladjana Nørskov
Keyword(s):  
Online Communities ◽  
Online Community ◽  
Community Members ◽  
Content Type ◽  
Box Office ◽  
Geographic Context ◽  
Film Studios ◽  
The Usa ◽  
Performance Research ◽  
Practical Implications

Purpose – The purpose of this paper is to investigate two questions. First, are movie-based online community evaluations (CE) on par with film expert evaluations of new movies? Second, which group makes more reliable and accurate predictions of movie box office revenues: film reviewers or an online community? Design/methodology/approach – Data were collected from a movie-based online community Fandango for a 16-month period and included all movies released during this time (373 movies). The authors compared film reviewers’ evaluations with the online CE during the first eight weeks of the movie’s release. Findings – The study finds that community members evaluate movies differently than film reviewers. The results also reveal that CE have more predictive power than film reviewers’ evaluations, especially during the opening week of a movie. Research limitations/implications – The investigated online community is based in the USA, hence the findings are limited to this geographic context. Practical implications – The main implication is that film studios and movie-goers can rely more on CE than film reviewers’ evaluation for decision making. Online CE can help film studios in negotiating with distributors, theatre owners for the number of screens. Also, community reviews rather than film reviewers’ reviews are looked upon by future movie-goers for movie choice decisions. Originality/value – The study makes an original contribution to the motion picture performance research as well as to the growing research on online consumer communities by demonstrating the predictive potential of online communities with regards to evaluations of new movies.

scholarly journals HRM en performance: Wat is er bereikt?

2020 ◽  
Vol 23 (2) ◽  
pp. 24-43
Author(s):  
Jaap Paauwe
Keyword(s):  
Citation Analysis ◽  
Empirical Research ◽  
Future Perspectives ◽  
Knowledge Domain ◽  
In De Praktijk ◽  
The Usa ◽  
And Performance ◽  
The Uk ◽  
Meta Analyses ◽  
Performance Research

In dit artikel geven we een overzicht van wat er bereikt is op gebied van HRM en Performance onderzoek. Dit doen we aan de hand van de volgende vragen:<br/> • Wat is er nu op dit terrein bereikt sinds de jaren tachtig?<br/> • Welke benaderingswijzen kunnen we onderscheiden?<br/> • De schaduwzijde van HRM en Performance<br/> • Wat zijn de belangrijkste modellen en auteurs in dit verband?<br/> • Hoe kunnen we daar in de praktijk ons voordeel mee doen?<br/> • Wat is de ontwikkeling van het vakgebied in de (nabije) toekomst?<br/> Voor de beantwoording ervan, starten we bij de klassieke benaderingen van HRM in de jaren tachtig, te weten de Harvard en Michigan benadering. In de jaren negentig zien we de opkomst van het empirisch onderzoek, eerst in de USA en daarna in het Verenigd Koninkrijk en vervolgens neemt het empirisch onderzoek in alsmaar geavanceerder vormen een hoge vlucht over de gehele wereld. De voornaamste bevindingen presenteren we in de vorm van de uitkomsten van review studies en meta-analyses. Op basis van een co-citatie analyse kunnen we ook de voornaamste onderzoekers in beeld brengen, inclusief hun netwerken. Met aanbevelingen voor de praktijk en het schetsen van een wenkend perspectief voor toekomstig HRM onderzoek sluiten we af.In this paper, we give an overview of what has been achieved in the domain of HRM and Performance research. Starting from the classic frameworks of Harvard and Michigan, we describe the development towards more empirical research, first in the USA, later in the UK and subsequently a spread across the globe of increasingly more sophisticated research in this area. Based on numerous papers, we are able to present the findings by means of review studies and meta-analyses. The paper also deals with some of the pitfalls in empirical research. Based on a co-citation analysis we are able to present an overview of the main authors in this knowledge domain. With some recommendations for practitioners as well as the future perspectives for HRM research we finalize this paper.

Anxiety, Cognitive Interference, and School Performance of Italian Children

1993 ◽  
Vol 73 (3_part_1) ◽  
pp. 747-754 ◽  
Author(s):  
A. L. Comunian
Keyword(s):  
Task Performance ◽  
Test Anxiety ◽  
School Performance ◽  
Cognitive Appraisal ◽  
Critical Component ◽  
Cognitive Interference ◽  
The Usa ◽  
Interference Test ◽  
Italian Children ◽  
The Relationship

The relationship between test-anxiety and school performance is thought to be mediated by stress of cognitive appraisal and interference. Worry appears to be the critical component of test-anxiety which affects task performance done in the USA. The present goal was to investigate relationships among cognitive interference, test-anxiety, and school performance of Italian children, 11 to 13 years old (150 boys, 150 girls). The results show that prior findings are applicable to the Italian youngsters, namely, that cognitive interference is positively related to test-anxiety and both are related to school performance.

School Performance, School Effectiveness and the 1997 White Paper

1998 ◽  
Vol 24 (2) ◽  
pp. 195-210 ◽  
Author(s):  
Alex Gibson ◽  
Sheena Asthana
Keyword(s):  
School Performance ◽  
School Effectiveness ◽  
White Paper

scholarly journals The Effect of a Holistic School Improvement Model in Enhancing School Effectiveness in Oman

2019 ◽  
Vol 16 (Number 2) ◽  
pp. 187-200
Author(s):  
Abdo Mohamed Al-Mekhlafi ◽  
Mohamed El Tahir Osman
Keyword(s):  
School Improvement ◽  
School Performance ◽  
School Effectiveness ◽  
Longitudinal Research ◽  
Driving Forces ◽  
Control Group ◽  
Wide Range ◽  
Before And After ◽  
The Impact ◽  
Experimental Group

Purpose - This study examined the impact of a holistic school improvement model on overall school effectiveness, More specifically, it attempted to answer two questions: 1) Are there any significant differences in school performance between the control group and the experimental group before and after the experiment? 2) Is there any significant improvement in the experimental group school effectiveness before and after the experiment? Methodology - As a part of a four-year longitudinal research project, the study used a quasi experimental research design to examine the impact of a holistic school improvement model on enhancing overall school effectiveness in Oman. The sample consisted of 16 intact classes selected from 8 schools (4 experimental and 4 control groups), with a total of 2378 students (1157 from grade nine classes and 1221 from grade seven classes). The experimental group schools were exposed to a wide range of school improvement activities within a four-year period. A series of workshops on activating the 13 elements of the Innovation Sustainability Wheel (ISW) were delivered to all administrators and teachers at the target experimental group schools, in addition to empowering students through enrichment programs in five subject areas. Data was collected from the Omani Ministry of Education school performance indicators, which included five subject matter achievement tests aggregated over three years. Findings - The study revealed significant differences in overall school performance across the four years between the control and experimental schools, in favour of the experimental group. Moreover, a significant progression of school effectiveness was observed in the two grade levels of the experimental group. Significance - The findings are significant in terms of providing educational systems with a workable mechanism for identifying key areas of weaknesses and means of improvement; establishing a chain of actions for activating all interrelated elements that act as driving forces for sustainable change; ensuring that the indicators of school improvement should include both operational processes and students’ learning outcomes; and contributing to the knowledge base in the area of school improvement in terms of a research-based model that has potential implications for practitioners and policy makers.

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