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Article
Publication date: 29 July 2014

Katharina Maag Merki

In school improvement studies, randomized experiments are rare. A special problem is the assignment to the experimental and control groups, taking into account the different…

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Abstract

Purpose

In school improvement studies, randomized experiments are rare. A special problem is the assignment to the experimental and control groups, taking into account the different starting conditions at the schools in terms of school improvement competencies. The purpose of this paper is to take the example of an intervention study conducted in Baden-Württemberg, Germany, the extent to which the challenges involved with a quasi-experimental design were addressed is examined.

Design/methodology/approach

The intervention study was conducted with 54 math teachers (experimental group: n=29; control group: n=25) and their grade 7 and 8 classes (n=1,054) at 13 secondary schools. It aimed to increase teacher cooperation on teaching for promotion of students’ self-regulated learning. T-tests, Mann-Whitney tests, ANOVA, multilevel regression analyses were conducted.

Findings

At the beginning of the intervention, the teachers in the two groups did not differ significantly in prior cooperation on teaching processes and in attitudes toward cooperation. However, they differed in prior cooperation on school framework conditions and teaching processes. The intervention was effective in increasing teachers’ cooperation intensity on instruction, and teachers’ attitude toward binding cooperation. However, teaching processes did not change depending on experimental or control group.

Research limitations/implications

Teacher cooperation practice was assessed only by teachers’ self-report. No indicators on the quality of the cooperation among teachers were included.

Practical implications

The paper discusses the challenges and limitations of conducting intervention studies on school improvement. Implications for further research are given.

Originality/value

This paper fulfils an identified need to study how quasi-experimental designs can be implemented in intervention studies on school improvement.

Details

Journal of Educational Administration, vol. 52 no. 5
Type: Research Article
ISSN: 0957-8234

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Article
Publication date: 1 June 2002

Christine Bieri Buschor, Esther Forrer and Katharina Maag Merki

This article presents some of the initial results of the National Young Adult Survey (YAS), which is currently collecting data on the cross‐curriculum competencies of 14,905 18�…

888

Abstract

This article presents some of the initial results of the National Young Adult Survey (YAS), which is currently collecting data on the cross‐curriculum competencies of 14,905 18‐ to 22‐year‐olds in Switzerland. Young adults show a willingness to continue their education during the first five years after school. Using a regression model, it was found that the willingness of these young people to continue their education and training is dependent on achievement motivation, contingency beliefs, self‐efficacy, cooperation, independence and level of education.

Details

Education + Training, vol. 44 no. 4/5
Type: Research Article
ISSN: 0040-0912

Keywords

Available. Content available

Abstract

Details

Journal of Educational Administration, vol. 52 no. 5
Type: Research Article
ISSN: 0957-8234

Available. Content available
Article
Publication date: 3 August 2015

8

Abstract

Details

Journal of Educational Administration, vol. 53 no. 5
Type: Research Article
ISSN: 0957-8234

Available. Content available
Article
Publication date: 7 September 2015

20

Abstract

Details

Journal of Educational Administration, vol. 53 no. 6
Type: Research Article
ISSN: 0957-8234

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