School effectiveness: Literature review

• DOI: 10.2298/zipi0901007t
• Publication Date: 2009-08-12T07:15:33Z
• Authors: Jelena Teodorovic
• Keywords: Student Achievement; Conceptual framework; Identification; Section (typography)

In this paper, the reader embarks on first part of review school effectiveness research. The aim is to offer a clearer picture whether, which, and how much teacher variables impact student achievement, as there currently no wider accepted consensus matter, in spite wealth various studies. An introduction followed by section fragmented research paradigms. Four subsequent sections describe critique findings from these paradigms, namely background, input-output, effective-schools, instructional paper concludes with synthesis findings, which implicate background most important for instruction teacher-related (in very poor developing countries, input-output factors are also relevant success). Subsequent will showcase more recent studies that use appropriate methodology conceptual framework identification factors.