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![loading](/sites/all/modules/hf_eds/images/loading.gif)
School Characteristics That Make a Difference for the Achievement of All Students: A 40-Year Odyssey
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![loading](/sites/all/modules/hf_eds/images/loading.gif)
- Author(s): Hoy, Wayne
- Language:
English- Source:
Journal of Educational Administration. 2012 50(1):76-97.- Publication Date:
2012- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Emerald. One Mifflin Place Suite 400, Harvard Square, Cambridge, MA 02138. Tel: 617-576-5782; e-mail: [email protected]; Web site: http://www.emeraldinsight.com
- Peer Reviewed: Y
- Source: 22
- Education Level: Higher Education
- Subject Terms: Academic Achievement; College Environment; Institutional Characteristics; School Culture; Student College Relationship; Student Attitudes; Student Behavior; Context Effect; Socioeconomic Status; Regression (Statistics); Administrative Organization; Trust (Psychology); Interpersonal Relationship; Principals; Social Development; Emotional Development
- Subject Terms:
- Accession Number: 10.1108/09578231211196078
- ISSN: 0957-8234
- Abstract: Purpose: The purpose of this paper is to trace a 40-year research journey to identify organizational properties that foster the achievement of all students, regardless of socio-economic status (SES). Design/methodology/approach: The author describes a search for school properties that have an impact on the cognitive and social-emotional development of faculty and students, with special emphasis on academic achievement. Findings: Three characteristics of schools were identified that make a positive difference for student achievement controlling for the SES: collective efficacy, collective trust in parents and students, and academic emphasis of the school. Further these three measures are elements of a latent construct, academic emphasis of school, which is a powerful predictor of student achievement regardless of SES. Originality/value: The paper identifies school variables that are often as important, or more important, than SES in explaining academic achievement, and a new model is created to explain how academic optimism influences student achievement. (Contains 3 figures, 1 table and 5 notes.)
- Abstract: As Provided
- Number of References: 96
- Publication Date: 2012
- Accession Number: EJ954101
- Availability:
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