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School resources and student achieve...

Fermanich, Mark Leon.

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School resources and student achievement: The effect of school-level resources on instructional practices and student outcomes in Minneapolis public schools (Minnesota).

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	School resources and student achievement: The effect of school-level resources on instructional practices and student outcomes in Minneapolis public schools (Minnesota)./
作者:	Fermanich, Mark Leon.
面頁冊數:	109 p.
附註:	Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2787.
Contained By:	Dissertation Abstracts International64-08A.
標題:	Education, Finance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3101388

School resources and student achievement: The effect of school-level resources on instructional practices and student outcomes in Minneapolis public schools (Minnesota).
Fermanich, Mark Leon.

School resources and student achievement: The effect of school-level resources on instructional practices and student outcomes in Minneapolis public schools (Minnesota). - 109 p.

Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2787.

Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.

This study is an examination of the effect of school resources, as mediated through instructional processes, on student achievement in mathematics. The literature on the effect of resources on achievement is mixed, with many studies concluding that resources make little or no difference. However, in most cases these studies have focused on undifferentiated resource measures such as total expenditures per pupil or teacher salaries. A new line of research suggests that closer attention must be paid to how resources are used by school staffs to support and improve instruction when attempting to gauge resource effects.Subjects--Topical Terms:

1020300
Education, Finance.

School resources and student achievement: The effect of school-level resources on instructional practices and student outcomes in Minneapolis public schools (Minnesota).
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245 1 0 $a School resources and student achievement: The effect of school-level resources on instructional practices and student outcomes in Minneapolis public schools (Minnesota).
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500 $a Source: Dissertation Abstracts International, Volume: 64-08, Section: A, page: 2787.
500 $a Supervisor: Allan Odden.
502 $a Thesis (Ph.D.)--The University of Wisconsin - Madison, 2003.
520 $a This study is an examination of the effect of school resources, as mediated through instructional processes, on student achievement in mathematics. The literature on the effect of resources on achievement is mixed, with many studies concluding that resources make little or no difference. However, in most cases these studies have focused on undifferentiated resource measures such as total expenditures per pupil or teacher salaries. A new line of research suggests that closer attention must be paid to how resources are used by school staffs to support and improve instruction when attempting to gauge resource effects.
520 $a Three research questions were examined in this study. First, when controlling for student characteristics, did some schools, and teachers within schools, consistently produce higher student achievement than others? Second, if there was variation in achievement among schools and teachers, was it attributable to the quality of classroom instruction? Finally, were there specific resource-use strategies employed by schools that supported higher quality instructional practices.
520 $a The study addressed these questions by examining the relationships among school resource use, instructional practices, and achievement in fifth grade mathematics in an urban school district. Data were gathered on specific school resources, instructional practices, and student characteristics and outcomes. A value-added, multi-level model was used for the analysis.
520 $a The results show that there was statistically significant variation in school and teacher effects. The study also found a significant relationship between engagement in school-wide, content-focused professional development and higher quality instructional practices in mathematics. No significant effects were found with other school supports included in the study. Finally, the analysis did not find evidence of a link between high-quality mathematics instruction and student achievement.
520 $a These findings provide evidence that resource-use strategies vary in their effectiveness in improving instruction. Therefore, when attempting to measure resource effects, researchers must look at resource use as well as resource levels. Also, the challenges encountered in conducting this research highlight the need for developing better measures, and corresponding instruments, of resource-use strategies and instructional processes.
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