Reporting effect size estimates in school psychology research

This article reviews the arguments for reporting effect size estimates as part of the statistical results in empirical studies. Following this review, formulas are presented for the calculation of major mean‐difference and association‐based effect size measures for t tests, one‐way ANOVA, zero order correlation, simple regression, multiple regression, and chi‐square. The emphasis is on the presentation formulas that make the calculation of effect size measures as easy as possible. In most cases, the formula components are readily available and easily recognizable on the output from most major statistical software. Examples of effect size reporting with guidelines for design and analytic variations are provided. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 653–672, 2006.     

The class size question in primary schools: policy issues, theory, and empirical findings from the Netherlands

Primary schools in the Netherlands are autonomous in their decisions on grouping of pupils, and therefore on class size matters, because the state may not interfere in pedagogical-didactical issues according to the constitution. Surveys indicate that both across as well as within schools (across grades) class sizes consequently vary quite a lot. Capitalizing on this situation, a randomly drawn sample of 416 schools was used to collect data on class sizes and pupil achievement in grades 2, 4, 6 and 8. Social-ethnic status, IQ and gender also were examined. Using multi-level statistical models the strongest size effects were obtained in grade 2 in classes below 25 and above 35. Interaction effects between socio-ethnic status, sex and IQ with class size on achievement showed inconsistent trends. In three out of ten cases the achievement gap widened with decreasing class size.     

中小学班主任专业发展现状及研修策略

《左传·襄公二十四年》中有句名言:“太上有立德,其次有立功,其次有立言,虽久不废,此之谓不朽。”从这“三不朽”可以看出,立德最重要,它是立功和立言的前提和基础。将这句话运用到教育领域,即可知道:德育是智育的起点和归宿,做人是做事的基础,学生只有知道如何做人,才能更好地去学习做事的本领。因此班主任工作某种意义上说要比学科教学更加基础,更加重要而紧迫。近年来班主任工作也越来越受到人们的重视,特别是世纪初提出与“教师专业化”相对应的“班主任专业化”后,班主任工作问题开始得到教育理论界和普教领域的普遍重视,2004年6月教…     

Examining the effect of class size on classroom engagement and teacher–pupil interaction: Differences in relation to pupil prior attainment and primary vs. secondary schools

It is widely recognized that we need to know more about effects of class size on classroom interactions and pupil behavior. This paper extends research by comparing effects on pupil classroom engagement and teacher–pupil interaction, and examining if effects vary by pupil attainment level and between primary and secondary schools. Systematic observations were carried out on 686 pupils in 49 schools. Multilevel regression methods were used to examine relationships between class size and observation measures, controlling for potentially confounding factors like pupil attainment. At primary and secondary levels smaller classes led to pupils receiving more individual attention from teachers, and having more active interactions with them. Classroom engagement decreased in larger classes, but, contrary to expectation, this was particularly marked for lower attaining pupils at secondary level. Low attaining pupils can therefore benefit from smaller classes at secondary level in terms of more individual attention and facilitating engagement in learning.     

Underperformance in primary schools

In some primary schools, the average performance of pupils over several years is significantly below the level that could be expected of these pupils. There are several theories for this phenomenon, known as underperformance. Theory on opportunity to learn predicts that pupils in underperforming schools are not given sufficient opportunity to attain the minimum objectives of the curriculum. Contingency theory predicts that activities of principals, teachers, and school boards mediate insufficiently between the educational process and situational factors. The compensation hypothesis predicts that schools in disadvantaged areas first have to compensate for the fact that their pupils lag behind and provide for their basic needs before they can work on structural improvement of educational processes. The additivity hypothesis predicts that schools in disadvantaged areas have a higher risk of low output, even after correcting for social and economic background. Evidence can be found in support of each of these theories and hypotheses.     

以学生发展为本提高小学数学课堂教学的有效性

从教师教学观念和教学行为两个方面对小学数学课堂教学的有效性展开研究。在分析影响数学教学有效性因素的基础上,通过对目标达成的有效性、主体参与的有效性、知识建构的有效性、师生互动的有效性、学生发展的有效性的表征分析,重点探讨提高数学教学有效性的有效教学策略,并构建“探究、合作、建构、创新”的数学教学有效教学模式。     

如何提高农村小学合作学习的实效性

合作学习是新课程改革提出的三大学习方式之一。调查发现，当前农村小学合作学习方面存在着合作程度、学生参与程度、教师角色三个不到位的问题。文章在对这些问题及其原因作具体分析的基础上，提出了提高农村小学合作学习实效性的几点策略。     

The effect of free primary education policy on late school entry in urban primary schools in Kenya

Late school entry is driven by several factors, one of the key ones being the cost barrier to schooling. Policies such as free primary education (FPE) that advocate for universal coverage are therefore partly aimed at removing the cost barrier. The Kenyan Government, like many in sub-Saharan Africa (SSA), introduced FPE in 2003 with the aim of universalising access to schooling, which is one of the eight United Nations Millennium Development Goals (MDGs) it signed up to achieve. Based on a case study of four sites in Nairobi, the aim of this paper is to assess whether the FPE policy has affected late enrolment. The data used were collected by the African Population and Health Research Center (APHRC) and comprise a sub-sample of 4,325 first-graders during 2000–2005. The paper applies a probit model to assess the impact of the policy on the basis of marginal effects on the predicted probability of late enrolment. The results show that the FPE policy reduces the probability of late enrolment by 14 per cent. The reduction in probability of late enrolment was greater among children residing in slums (16 per cent) than those in non-slums (9 per cent). The main implication of the findings for policy makers is that cost barriers are a likely cause of over-age enrolment.     

Production frontier estimates of scale in public schools in California

Empirical estimates of production frontiers and average production functions, performed here for selected public elementary school districts in California for 1976–1977 and 1977–1978 show the existence of increasing returns to scale, although the frontier estimates specify lower values of the overall scale economy. This lends support to the hypothesis of an optimal school size model, where schools operate in the region of increasing returns to scale subject to the limit of availability of the student population. Some policy implications of the results are also briefly analyzed.     

Assessment in French primary schools

ABSTRACT

Despite its current high regard in parts of the English educational community, education in France has been as much the subject of public and political concern in recent years as it has in many other countries. One manifestation of this concern was the Loi Jospin of 1989, the aim of which was to continue to encourage the growth of diversity among schools as a response to local needs. Associated with this goal was that of making teachers more willing and able to respond to the increasingly diverse needs of their pupils. By so doing, it was hoped to raise the overall level of student success within the system. This paper looks at one aspect of teachers’ practice and the impact of current reforms on it–that of assessment. Having briefly described the provisions of the Jospin Law, it discusses how these are affecting teachers’ attitudes and practice, using data from the ESRC‐funded ‘Systems, Teachers and Educational Policy’ (STEP) project (ESRC Award No.: R 000 23 4673). Some tentative conclusions about the scale of change and the significance of French primary teachers’ attitudes to assessment are offered.     

Team teaching in primary schools

This article considers the developing role of music technology, and how it can enhance the teaching of music at Key Stages 1 and 2. A number of straightforward PC-based applications of ICT for class music are suggested, and the importance of the internet for music education is considered.     

对中小学择校问题的再思考

对于中小学择校现象应当重新予以认识。择校是指人们对就读学校的选择,在当前具有合理性和必然性。目前择校主要有以分择校、以权择校和以钱择校等三种形式。合理的择校应当以学生的素质为依据,同时视学校的具体情况确定招收择校生的数量及收费标准。择校既具有积极的意义,也有一定的负面影响。解决择校问题要从政府、社会和学校等多方面着手。