Educational effectiveness and improvement in developing societies. Some experiences from the Primary Education Quality Improvement Project in Indonesia

The improvement of education in developing societies might benefit from theory and research on educational effectiveness. ... The research evidence points at the importance of factors at the classroom level and the relatively small possibilities that the school and the above school level have to influence those factors at the classroom level. This is illustrated by the evaluation of the primary education quality improvement project in Indonesia, a project that aimed at the improvement of education through teacher professional development, provision of textbooks, community participation and management of schools. The results tend to support the general feeling about educational effectiveness. Conclusions stress the importance of the development of knowledge by (inter)national consultants, the content of the intervention - educational effectiveness and improvement and the adaptation of the knowledge to national and local circumstances - and procedural and technical knowledge how to design, implement and evaluate educational interventions. (DIPF/orig.

Evaluation of the users value of salts against apple scab and powdery mildew for fruit production

The research was aimed at finding anti resistance strategies for Integrated fruit growing. As the salts tested may be approvable for organic farming, the trial results are also of value for the development of scab an mildew control strategies for organic fruit growing. As new fungicides are mainly unisite action fungicides, the problem of fungicide resistance development is becoming more important every year. Combining chemical fungicides, which is the best anti-resistance strategy, is not always possible or recommended in the case when the number of available chemical fungicides are limited or a reduction in fungicide use is asked for. Therefore the use of salts as an anti-resistance strategy was looked upon. The salts evaluated were K(HCO3), KH2PO3, KHPO4 and K2SiO3. When using these salts as an anti-resistance strategy the efficacy obtained when spraying the compounds alone was often to low to be used in rotation with chemical fungicides. Only with K(HCO3)2 a good efficacy can be observed in some years. The variation in efficacy with K(HCO3)2 observed is higher for powdery mildew. K(HCO3)2 can be considered as a ideal product for scab control in organic orchards at moments of low infection risk

Improving quality and equity in schools in socially disadvantaged areas

Background: Recent effectiveness studies have investigated the relationship between two dimensions of effectiveness - namely, quality and equity. Specifically, the question of whether effective schools can also reduce the initial differences in student outcomes attributed to student background factors has been examined. In this context, the Dynamic Approach to School Improvement (DASI) makes use of theory and the research findings of effectiveness studies to try to improve school effectiveness in terms of quality and equity. Purpose: This study aimed to examine whether the implementation of DASI in primary schools in socially disadvantaged areas in four European countries (Cyprus, England, Greece and Ireland) was able to promote student learning outcomes in mathematics and to reduce the impact of student background factors on student achievement in mathematics. Design and methods: A sample of 72 primary schools across the four countries was randomly split into experimental and control groups. At the beginning and at the end of the school year, mathematics tests were administered to all students of Grades 4-6 (n = 5560; student ages 9-12 years). The experimental group made use of DASI. Within-country multilevel regression analyses were conducted to evaluate the impact of the intervention and search for interaction effects between the use of DASI and student background factors on final achievement. Results: In each country, the experimental group achieved better results in mathematics than the control group. At the beginning of the intervention, the achievement gap based on socio-economic status (SES) was equally large in the experimental and the control groups. Only in the experimental group did the achievement gap based on SES become smaller. However, DASI was not found to have an effect on equity when the equity dimension was examined by focusing on the achievement gap based on either gender or ethnicity. Conclusions: Implications of findings are drawn and the importance of measuring equity in terms of student achievement gaps based on different background factors, rather than only on SES, is emphasised. We propose the evaluation of the impact of interventions on promoting equity by the use of various criteria

The impact of school policy and stakeholders' actions on student learning: A longitudinal study

This paper proposes and validates a theoretical framework on how school policy can promote student learning. School policy is considered to have an indirect effect on student achievement by changing school stakeholders’ actions toward improving the School Learning Environment (SLE) and teaching practice. A reciprocal relationship between school policy and stakeholders’ actions is also considered. A longitudinal study was conducted to test the framework’s main assumptions. A stratified sample of 64 primary schools was selected and students’ achievement in Mathematics at the beginning of Grade 4 and at the end of the next three consecutive school years was measured, alongside the school policy and teachers’ actions with regards to issues associated with teaching and the SLE. The results of Multilevel structural equation modelling analyses supported the main assumptions of the framework. Implications for the development of school policy are drawn and suggestions for further research are provided.This is the author accepted manuscript. The final version is available from Elsevier via http://dx.doi.org/10.1016/j.learninstruc.2015.01.00