scholarly journals The association between teacher leadership and student achievement: A meta-analysis

2020 ◽  
Vol 31 ◽  
pp. 100357 ◽  
Author(s):  
Jianping Shen ◽  
Huang Wu ◽  
Patricia Reeves ◽  
Yunzheng Zheng ◽  
Lisa Ryan ◽  
...  
Keyword(s):  
Student Achievement ◽  
Teacher Leadership ◽  
Meta Analysis ◽  
Leadership And Student Achievement

scholarly journals Teacher Leadership Effects on Student Achievement and Student Satisfaction: A Meta Analysis on the Studies Published in Turkey and USA

2019 ◽  
Vol 21 (3) ◽  
Author(s):  
ŞENGÜL UYSAL ◽  
YILMAZ SARIER
Keyword(s):  
Student Achievement ◽  
School Improvement ◽  
Student Satisfaction ◽  
Teacher Leadership ◽  
Meta Analysis ◽  
Average Effect ◽  
Leadership And Student Achievement ◽  
Direct And Indirect Impacts ◽  
Indirect Impacts ◽  
The Relationship

Teacher leadership has grown in importance over the past decades and the growing interest results in the studies presenting direct and indirect impacts on school improvement processes and outcomes. The purpose of this study was to examine the effect of teacher leadership on student achievement and student satisfaction. The methodology involved an analysis of 22 published studies of the relationship between teacher leadership and student achievement with student satisfaction. The meta-analysis involved a comparison of the effects of teacher leadership on student achievement and student satisfaction in Turkey and USA. The results indicated that the average effect of teacher leadership on student achievement is modest and positive and it is strong and positive on student satisfaction. Comparing the countries, in Turkey the average effect of teacher leadership on student satisfaction is much stronger than it is in USA.

Test Frequency, Stakes, and Feedback in Student Achievement: A Meta-Analysis

2019 ◽  
Vol 43 (3-4) ◽  
pp. 111-151 ◽  
Author(s):  
Richard P. Phelps
Keyword(s):  
Student Achievement ◽  
Early Childhood ◽  
Effect Size ◽  
English Language ◽  
Variance Estimation ◽  
Meta Analysis ◽  
The United States ◽  
Research Literature ◽  
Effect Sizes ◽  
Test Frequency

Background: Test frequency, stakes associated with educational tests, and feedback from test results have been identified in the research literature as relevant factors in student achievement. Objectives: Summarize the separate and joint contribution to student achievement of these three treatments and their interactions via multivariable meta-analytic techniques using a database of English-language studies spanning a century (1910–2010), comprising 149 studies and 509 effect size estimates. Research design: Analysis employed robust variance estimation. Considered as potential moderators were hundreds of study features comprising various test designs and test administration, demographic, and source document characteristics. Subjects: Subjects were students at all levels, from early childhood to adult, mostly from the United States but also eight other countries. Results: We find a summary effect size of 0.84 for the three treatments collectively. Further analysis suggests benefits accrue to the incremental addition of combinations of testing and feedback or stakes and feedback. Moderator analysis shows higher effect sizes associated with the following study characteristics: more recent year of publication, summative (rather than formative) testing, constructed (rather than selected) item response formats, alignment of subject matter between pre- and posttests, and recognition/recall (rather than core subjects, art, or physical education). Conversely, lower effect sizes are associated with postsecondary students (rather than early childhood–upper secondary), special education population, larger study population, random assignment (rather than another sampling method), use of shadow test as outcome measure, designation of individuals (rather than groups) as units of analysis, and academic (rather than corporate or government) research.

A Meta-Analysis on the Relationship Between Character Education and Student Achievement and Behavioral Outcomes

2017 ◽  
Vol 51 (1) ◽  
pp. 33-71 ◽  
Author(s):  
William H. Jeynes
Keyword(s):  
High School ◽  
Student Achievement ◽  
Elementary School ◽  
Character Education ◽  
Educational Outcomes ◽  
Grade Level ◽  
Meta Analysis ◽  
Behavioral Outcomes ◽  
The Relationship

An extensive meta-analysis, including 52 studies, was undertaken on the relationship between character education and student achievement and behavioral outcomes. Additional analyses were done to determine whether the effects of character education differed by student grade level, locale, race, and so on. The results indicated that character education is associated with higher levels of educational outcomes, no matter what type of standardized or nonstandardized measure was employed. Character education was also related to higher levels of expressions of love, integrity, compassion, and self-discipline. Overall, character education had somewhat greater effects for children in high school rather than those who were in elementary school. The effects of character education did not differ by the race of the children. The significance of these results is discussed.

scholarly journals “No Excuses” Charter Schools: A Meta-Analysis of the Experimental Evidence on Student Achievement

2017 ◽  
Vol 11 (2) ◽  
pp. 209-238 ◽  
Author(s):  
Albert Cheng ◽  
Collin Hitt ◽  
Brian Kisida ◽  
Jonathan N. Mills
Keyword(s):  
Student Achievement ◽  
Charter Schools ◽  
Experimental Evidence ◽  
Meta Analysis

Student Ratings of Instruction and Student Achievement: A Meta-analysis of Multisection Validity Studies

1981 ◽  
Vol 51 (3) ◽  
pp. 281-309 ◽  
Author(s):  
Peter A. Cohen
Keyword(s):  
Student Achievement ◽  
Teaching Effectiveness ◽  
Meta Analysis ◽  
Strong Support ◽  
Student Ratings ◽  
Full Time ◽  
Average Correlation ◽  
Student Ratings Of Instruction ◽  
Validity Studies ◽  
The Relationship

The present study used meta-analytic methodology to synthesize research on the relationship between student ratings of instruction and student achievement. The data for the meta-analysis came from 41 independent validity studies reporting on 68 separate multisection courses relating student ratings to student achievement. The average correlation between an overall instructor rating and student achievement was .43; the average correlation between an overall course rating and student achievement was .47. While large effect sizes were also found for more specific rating dimensions such as Skill and Structure, other dimensions showed more modest relationships with student achievement. A hierarchical multiple regression analysis showed that rating/achievement correlations were larger for full-time faculty when students knew their final grades before rating instructors and when an external evaluator graded students’ achievement tests. The results of the meta-analysis provide strong support for the validity of student ratings as measures of teaching effectiveness.

scholarly journals Meta-analysis of school leadership effects on student achievement in USA and Turkey

2018 ◽  
Vol 13 (4) ◽  
pp. 590-603
Author(s):  
Sengul Uysal ◽  
Yılmaz Sarıer
Keyword(s):  
Student Achievement ◽  
Instructional Leadership ◽  
School Leadership ◽  
Effect Size ◽  
Best Practice ◽  
Research Study ◽  
Meta Analysis ◽  
The Usa ◽  
Positive Effect ◽  
Modest Level

This research study aims to investigate the effects of school leadership on student achievement in USA and Turkey. The method of meta-analysis is used to calculate the effect size of school leadership on student achievement. Thirty-nine research studies were included in this study. However, several publications included in the research have examined more than one leadership approach. Due to this reason, the dataset used in 39 publications was determined as 68 in total. The results of the analyses performed with a random-effects model revealed that school leadership has a small but positive effect on student achievement in general. However, in Turkey, the effect size is at a modest level, while it is small in the USA. Considering the findings of the study, it can be proposed that professional development opportunities should be supported for the best practice of instructional leadership behaviours. Keywords: Achievement, meta-analysis, school leadership, Turkey, USA

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