A Multilevel System of Quality Technology-Enhanced Learning and Teaching Indicators

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Conceptualizing school effectiveness

The theoretical status of existing school effectiveness models is analyzed by using perspectives from organizational theory and models of classroom effectiveness. This leads to the formulation of a basic framework for conceptualizing school effectiveness that includes variables at the levels of the school, the context of the school and the classroom, while background variables of pupils are also taken into account. One of the conclusions is that hypothesis construction and empirical research on cross-level relationships within this basic framework are of central importance to enhance our understanding of school effectiveness

The influence of school and teaching quality on children’s progress in primary school

This report investigates the way school and classroom processes affect the cognitive progress and social/behavioural development of children between the ages of 6 (Year 1) and 10 (Year 5) in primary schools in England. The research is part of the larger longitudinal study of Effective Pre-School and Primary Education (EPPE 3-11) funded by the Department for Children, Schools and Families (DCSF) that is following children’s cognitive and social/behavioural development from ages 3 to 11 years. The EPPE 3-11 study investigates both pre-school and primary school influences on children’s attainment, progress and social/behavioural development. This report describes the results of quantitative analyses based on a subsample of 1160 EPPE children across Year 1 to 5 of primary education. The research builds on the earlier analyses of children’s Reading and Mathematics attainments and social/behavioural outcomes in Year 5 for the full EPPE 3-11 sample (see Sammons, 2007a; 2007b), by investigating relationships between children’s outcomes and measures of classroom processes, collected through direct observation of Year 5 classes in 125 focal schools chosen from the larger EPPE 3-11 data set. The analyses also explore patterns of association between children’s outcomes and broader measures of overall school characteristics derived from teacher questionnaires and Ofsted inspection reports for this sub-sample of schools

A Relationship between Course-level Implementation of First Principles of Instruction and Cognitive Engagement: A Multilevel Analysis

Cognitive engagement is an indicator of how students engage in their learning process in classroom context, and the levels of cognitive engagement are conceptualized by the use of cognitive and metacognitive strategies. As the levels of cognitive engagement are thought to be a result of interactions between students and learning contexts, previous studies have explored how certain practices within a course promote student cognitive engagement, but placed less emphasis on the integration of instructional design principles. Given the theoretical and practical importance of First Principles of Instruction, this dissertation answers the question of whether the degree to which the First Principles are implemented in courses makes a difference in students\u27 cognitive engagement when taking into account the mediating role of individual goals, another key predictor of cognitive engagement. A multilevel mediation analysis demonstrates that the influences of course-level implementation of First Principles are transmitted to cognitive engagement through individual intrinsic goal orientation. The implementation of First Principles affects students\u27 deep cognitive strategy use directly as well as indirectly through intrinsic goal orientation. The effect of the First Principles on surface strategy use and self-regulated strategy use appears to be mediated by intrinsic goal orientations. The dissertation concludes that students in a course with greater implementation of First Principles are interested in learning and mastery of academic materials, and ultimately are likely to become engaged in learning in cognitive and self-regulated fashion

The Role of Instructor Presence and Class Size in Promoting Engagement Among Adults Pursuing Undergraduate Degrees Online: A preregistered study.

Adult learners who pursue undergraduate degrees online are an understudied group who have characteristics that separate them from traditional younger students or graduate students who might be the same age. These characteristics could give them a different experience in online courses. Do adult learners experience instructor presence in a way that makes them engage in their courses more? Is that measurable by a validated measurement of student engagement? This preregistered study seeks to answer how the student engagement of adult learners seeking an undergraduate degree in a 100% online environment is effected by the presence of the instructor. The data analysis examines instructor directed facilitation with individual students as well as the whole class and correlates that with the results of the Online Student Engagement Scale created by M. D. Dixson

The Role of Instructor Presence and Class Size in Promoting Engagement Among Adults Pursuing Undergraduate Degrees Online: A preregistered study.

Adult learners who pursue undergraduate degrees online are an understudied group who have characteristics that separate them from traditional younger students or graduate students who might be the same age. These characteristics could give them a different experience in online courses. Do adult learners experience instructor presence in a way that makes them engage in their courses more? Is that measurable by a validated measurement of student engagement? This preregistered study seeks to answer how the student engagement of adult learners seeking an undergraduate degree in a 100% online environment is effected by the presence of the instructor. The data analysis examines instructor directed facilitation with individual students as well as the whole class and correlates that with the results of the Online Student Engagement Scale created by M. D. Dixson

Effective Pre-school and Primary Education 3-11 Project (EPPE 3-11): Final Report from the Primary Phase: Pre-school, School and Family Influences on children's development during Key Stage 2 (7-11)

The Effective Pre-school and Primary Education 3-11 project (EPPE 3-11) has studied pre-school and primary school experiences for a national sample of approximately 2,800 children in England between the ages of 3 and 11 years. This Research Brief summarises the key findings up to the end of primary school. It focuses on the relationships between child, family, home, pre-school and primary school characteristics and pupils\u27 subsequent cognitive (Reading/English and Mathematics) and social/behavioural outcomes (\u27Self-regulation\u27, \u27Pro-social\u27 behaviour, \u27Hyperacti vity\u27 and \u27Anti-social\u27 behaviour) at ages 10 and 11 in Years 5 and 6 of primary school. It also reports on associations between pupils\u27 outcomes and \u27other\u27 factors such as pupils\u27 self-perceptions and their views of primary school at age 10, pupil mobility, out of school hours learning and season of birth. In addition, it explores the school/classroom practices and processes associated with pupil outcomes for a sub-group of pupils in 125 Year 5 classes. These findings update and extend earlier analyses of pupils\u27 outcomes in pre-school and Key Stage 1 (see Sylva et al., 2004) and form the end point of the primary school phase of the research