摘要
通过运用不同的多水平模型技术,量化分析中国东西部三个地级市2009—2012年高考考生的高考和中考成绩、学校和教师问卷信息,同时质性分析核心利益相关者访谈质性数据,以探究学校效能的范围、程度、表现趋势以及学校效能和教师专业发展关联性。研究发现,普通高中高考原始成绩和增值表现估测值存在统计上的显著性差异,时间横轴上个别学校的表现缺乏一致性,学校对不同学生群体在高考总分增值表现的影响有差异性,教师专业发展因素和学生学习成就之间具有正向关联性。
This paper explores time trends in schools value added performance in China's Mainland and the links between ＂value added＂ measures of school effectiveness and teachers professional development. This was done by employing a variety of different multilevel models to analyse data collected from three regions （east/west） and four cohorts as part of a DFID and ESRC funded UK-China collaborative project. The data comprised students＂ 2009-2012 entrance examination to higher education scores matched to their 2006-2009 prior attainment scores as well as student and school survey information, and 2012 teacher survey information. Alongside this qualitative data-interviews and focus groups with key stakeholders including head teachers, teachers, students, national and local policy makers-was also collected and analysed. The findings reveal significant differences in raw and value added performance in the university entrance examination results between senior high schools in China that vary not only across regions and subject outcomes but also across the time frame of the four student cohorts examined, indicating a lack of consistency in individual school performance. Within schools differential effects were also found for different groups of students. Moreover, in addition to school input and process, and student effort and attitude factors, the paper identifies positive links between teacher professional development factors and students＂ outcomes in terms of ＂value added＂ progress. There is very little comparable empirical research evidence on the range and extent of school effectiveness in China and how this links to teacher development issues. The findings reported in this paper seek to address this crucial gap by contributing new evidence to the international knowledge base of school effectiveness research.
出处
《教育研究》
CSSCI
北大核心
2015年第7期64-72,共9页
Educational Research
基金
英国国际发展部(DFID)和经济与社会科学研究委员会(ESRC)联合资助的中英合作项目“改进中国教师发展和教育质量”(项目编号:167-25-0428)的研究成果之一
关键词
增值
专业学习共同体
学校效能
教师专业发展
多水平模型
教育评价
教育质量
value added, professional learning community, school effectiveness, teacher professional development, multilevel modeling, education evaluation, educational quality
作者简介
萨丽·托马斯，英国布里斯托大学教育研究院教授；
彭文蓉，英国布里斯托大学教育研究院客座研究员；
李建忠，中国教育科学研究院副研究员（北京100088）
