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The purpose of this paper is to provide an empirical comparison of two measures of school success – a value‐added assessment system and the federally‐mandated system of adequate yearly progress (AYP) – to identify highly effective urban schools in the USA and to explore the predictive relationship between evidence‐based decision‐making and school improvement.

A total of 204 urban schools with 6,684 teachers and 149,665 students in grades 1 through 10 participated in the study. Data included teacher survey and students’ standardized reading and math scores from 2002 through 2005. Analyses included factor analysis, growth modeling, and multiple logistic regression analyses.

AYP status was strongly predicted by student and school demographics rather than by organizational climate and instructional practices. In contrast, school growth as measured by the district's value‐added assessment system was unrelated to the demographics of the student population and related strongly to specific school practices. Specifically, high growth schools exhibited strong evidence‐based decision‐making practice where teachers used the district's benchmark assessment to reflect on instructional practice, used the core curriculum to guide instruction, and received frequent and high quality professional development on reading and math instruction.

As states gravitate away from relying on AYP status as a measure of school success, districts will benefit from integrating measures of growth and using school data management systems that integrate benchmark assessment capabilities and provide teachers with the training and tools needed to use the information in their daily practice.

This study provides a direct comparison of evaluation models using a variety of current methods within a single district that has played a central and highly‐visible role in the education reform movement in the USA.

The purpose of this paper is to show how increasing teacher effectiveness is central to school efforts to improve student outcomes. This study aims to examine successive teachers' effects on student achievement. The premise advanced is that teacher effectiveness is an individual resource that varies across classrooms within schools, as well as a collective resource that varies across schools.

The methods used represent an attempt to expand the scope of previous studies about ways in which schools affect student learning by examining a multilevel constellation of teacher‐related effects (e.g. classroom effectiveness, collective teaching quality, school academic organization) that can be changed to increase educational effectiveness. The sample consisted of 9,196 students, cross‐classified in 511 and 527 classrooms, and nested in 156 elementary schools.

First, the effectiveness of successive teachers was related to student achievement in reading and math. Second, collective teacher effectiveness, as an organizational property of schools, was positively associated with achievement levels. Third, the stability of the school's teaching staff and the quality of its academic organization and teaching processes were positively related to achievement levels.

Findings are consistent with studies that have found that differences in teacher effectiveness matter in explaining student achievement. They also suggest that teacher effects tend to accumulate within and between schools to provide noticeable academic advantage or disadvantage. The results imply promising avenues through which a leadership focus on hiring and retaining high‐quality teachers and facilitating improved academic processes can yield increased school effectiveness.

Concern about the use of zero-tolerance policies for discipline has led to a search for alternatives such as training in early-warning signs of aggressive behavior and strategies for effective classroom management in schools. This chapter examines the effectiveness of the provision of alternatives to out-of-school suspensions (OSS) in reducing the use of exclusionary discipline for minor misbehavior and the school characteristics associated with these provisions.

This analysis uses the 2008 panel from the National School Survey on Crime and Safety to explore this question for approximately 1,000 high schools. The analysis is a probit regression analysis to examine the association between the provision of alternatives to OSS, school characteristics, and the use of OSS for low-level suspensions. This analytic approach provides wide generalizability for the findings, though it does also limit an ability to identify individual school- or student-level effects.

Findings based on probit regression analysis suggest that structural characteristics of schools – beyond student characteristics – are only somewhat related to variation in the use of OSS for low-level infractions and, on average, the availability of alternatives to OSS do not strongly decrease the frequency of OSS for lower-level infractions. These findings are important in the current era of discipline policy scrutiny where schools and policy-makers are searching for alternatives to traditional suspension practices in a limited empirical evidence base.

While these alternatives hold great promise, little is known about their effectiveness in addressing behavior problems and/or reducing OSS. More importantly, even less is known about the characteristics of schools likely to enact alternatives.

The European Society of Human Reproduction and Embryology (ESHRE) defines the act of travelling abroad to undergo reproductive medical treatments, including assisted reproduction technology (ART) treatments as cross-border reproductive care. The experiences of patients seeking affordable reproductive care abroad have been widely studied in the last decades (Bergman, 2011a, 2011b; Blyth, 2010; Bracewell-Milnes et al., 2016; Culley et al., 2011; Guerzoni, 2017; Hudson, 2017, 2020; Hudson & Culley, 2011; Kroløkke, 2014a, 2014b; Rodino, Goedeke, & Nowoweiski, 2014; Salama et al., 2018; Shenfield et al., 2010; Van Hoof, Pennings, & De Sutter, 2016; Whittaker, Inhorn, & Shenfield, 2019; Zanini, 2011). However, French women and couples pursuing ART treatments abroad have received little scholarly attention until now. In this chapter, we aim to address this gap in the literature with the results from an ethnographic study conducted with French women and couples who seek ART treatments in Barcelona (Spain) using data from participant observation and in-depth interviews. We begin by discussing the European reproscape, introducing French and Spanish ART legislation, to explain why a large number of citizens are excluded from the French system of reproductive governance and why they choose Spain as their destination. Then, we will discuss the obstacles faced during the reproductive journey, and the impacts of this journey on the embodiment of the treatments are explored, in order to show how French women and couples handle the physical, emotional and cultural displacements that their reproductive project entails.

This article aims to describe and discuss four major innovations to improve the quality of teacher education including preparation programs and professional development programs in recent years in China. The four major innovations include establishing the National Curriculum Standards for Teacher Education (NCSTE) and the National Teacher Certification Examination; implementing the “double development plan” to reform clinical practice; launching the “National Training Plan” to develop in‐service teachers; and consolidating the career ladder for teachers.

The paper takes the form of a review of the government documents and current literature.

The author argues that the four major innovations reflect the central trends to reform teacher education both in China and the USA – increased standards and accreditation, more clinical experiences in preparation, increased use of technology in teacher professional development, and more accountability and incentive for teachers.

When the world is faced with the globalized economy, cultural exchange and social equity issues, discussions about the recent innovations of China's teacher education will shed light on our understanding of better approaches to improve teacher quality that no doubt connect tradition and local practices with global convergence.

The purpose of this paper is to test a multilevel, cross-classified model that seeks to illuminate the dynamic nature of relationships among leadership, teaching quality, and student learning in school improvement. The study's primary goal is to shed light on the paths through which leadership influences student learning. At the school level, the model examines the mediating effect of the school's instructional environment on leadership and student learning. At the classroom level, it examines how instructionally focussed leadership can moderate teacher effects on student learning. Then these multiple paths are examined in a single model that seeks to test and highlight the means by which leadership contributes to school improvement.

The current study employed a multilevel longitudinal data set drawn from 60 primary schools in one state in the USA. Using a cross-classification approach to quantitative modeling, the research analyzes the complex cross-level interactions that characterize school-level and classroom level practices that contribute to school improvement and student learning.

The results illustrate the utility of specifying multilevel relationships when examining the “paths” that link school leadership to student learning. First, leadership effects on student learning were fully mediated by the quality of the school's instructional environment. Second, the findings indicated that the classroom-related paths examined in this study directly influenced the measures of student math achievement. Third, the research found that instructionally focussed school leadership moderated the effect of individual teachers on student learning. Fourth, the results suggest that school leaders can enhance student outcomes by creating conditions that lead to greater consistency in levels of effectiveness across teachers.

The study makes substantive contributions to the global knowledge base on school improvement by testing and elaborating on the “paths” that link school leadership and student learning. More specifically, the findings offer insights into strategic targets that instructional leaders can employ to enhance teacher effectiveness and school improvement. Thus, these results both support and extend findings from prior cross-sectional and longitudinal studies of leadership and school improvement.

This is the first study that has tested a conceptualization of leadership for learning in a single “cross-classified longitudinal model” capable of capturing interactions among leadership, classroom teaching processes and growth in student learning. The research illustrates one “state-of-the-art” methodological approach for analyzing longitudinal data collected at both the school and classroom levels when studying school improvement.

The purpose of this paper is to analyze theory of inventive problem-solving (TRIZ) in terms of knowledge, skill, workload and affect to understand its effectiveness in enabling designers to achieve their optimized mental performance.

TASKS framework, which aims to capture the causal relations among Task workload, affect, skills, knowledge and mental stress, is adopted as our methodology. The framework supports the analysis of how a methodology influence designer’s affect, skills, knowledge and workload. TRIZ-related publications are assessed using the TASKS framework to identify the barriers and enablers in TRIZ-supported design.

TRIZ has limitations on its logic and tools. Nevertheless, it could create a beneficial impact on mental performance of designers.

This paper provides a theory-driven TRIZ usability analysis based on the materials in the literature following the TASKS framework. The impact of TRIZ, as an enabler or a barrier, has been analyzed in accomplishing a design task.

This study aims to explore the antecedents of donors’ attitudes toward fundraising campaigns to fight COVID-19 in the United Arab Emirates (UAE) during the pandemic crisis. This manuscript identified how moderating effects of ethical dimensions can strengthen the relationship between trust in charity and charity projects with their attitude to raise funds to mitigate pandemic repercussions.

This study follows a quantitative approach by administering survey instruments to collect the data from the sample of respondents. A total of 391 responses were obtained adopting snowball sampling and analyzed through structural equation modeling (SEM) to derive meaningful results for path analysis.

The findings of this study indicate that certain insights need to be considered to trigger the donors’ attitude toward raising or participating in charity-oriented campaigns, especially during pandemic situations. For instance, organizing more transformable processes in charity projects and establishing more trust factors among donors is highly essential in charity activities. Similarly, promoting ethical dimensions of the donors toward supporting the vulnerable more effectively and encouraging them to participate or organize philanthropic activities certainly benefit and support this noble cause.

This study will help the government and nonprofit organizations in devising their campaigns for raising funds. The findings of this study suggest that ethics is an important consideration and driver for donors in philanthropy-serving organizations and individuals.

This research contributes to the literature on donation and philanthropic studies focusing on fundraising campaigns attitudes during COVID-19. This study contributes influential factors and attitudes of individuals and organizations toward charity and philanthropic service.

This paper aims to revisit the relationship between intangible capital and labour productivity growth using the largest, up-to-date macro database (2000–2015) available to corroborate the econometric findings of earlier work and to generate novel econometric evidence by accounting for times of crisis (2008–2013) and economic recovery (2014–2015).

To achieve these aims, this paper employs a cross-country growth accounting econometric estimation approach using the largest, up-to-date database available encompassing 16 EU countries over the period 2000–2015. The paper accounts for times of crisis (2008–2013) and of economic recovery (2014–2015). It separately estimates the contribution of three distinct dimensions of intangible capital: (1) computerized information, (2) innovative property and (3) economic competencies.

First, when accounting for intangibles, the paper finds that these intangibles have become the dominant source of labour productivity growth in the EU, explaining up to 66 percent of growth. Second, when accounting for times of crisis (2008–2013), in contrast to tangible capital, the paper detects a solid positive relationship between intangibles and labour productivity growth. Third, when accounting for the economic recovery (2014–2015), the paper finds a highly significant and remarkably strong relationship between intangible capital and labour productivity growth.

This paper corroborates the importance of intangibles for labour productivity growth and thereby underlines the necessity to incorporate intangibles into today's national accounting frameworks in order to correctly depict the levels of capital investment being made in European economies. These levels are significantly higher than those currently reflected in the official statistics.