Table 5 - uploaded by Marlaine E. Lockheed
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OLS and VCS Model Estimates for 2,076 Students and 60 Classrooms/Schools Using 23 Explanatory Variables, Thailand, 1981-82
Source publication
The development of new analytical tools has improved the ability of researchers to determine those factors which most strongly influence school effectiveness. Multilevel analysis shows how behavior at one level of the educational system, such as the classroom, school, or district, influnces behavior at a different level - the student. The authors u...
Citations
... This is an important consideration when researchers and policy makers are interested in how the school environment can influence scholastic development. The majority of HLM studies that have been undertaken using data from African countries have used school characteristics to explain average achievement differences (Lee et al., 2005;Lockheed and Longford, 1989;Nyagura and Riddell, 1993;Willms and Somers, 2001). Only a handful of researchers have gone further to investigate cross-level effects between school factors and student characteristics (Duthilleul and Allen, 2005;Fuller et al., 1994;Lee et al., 2004;Zuze, 2008). ...
The intent of this study is to understand both direct and indirect resource effects in the context of a mass education system in Uganda. We find that under certain conditions, policies that promote physical resource availability can lead to substantial equity gains. A school's social composition appears to improve educational quality but it is also related to wider gaps between rich and poor students. We also show that heavier teaching workloads have the most damaging effect on low-income students who have fewer private resources to devote to academic pursuits. The policy implication is that equalising access to formal primary education does not guarantee equitable outcomes.
... The results of analysis by Lockheed and Longford (1989) have indicated that some teacher and school characteristics are positively associated with student learning in Thailand. These characteristics are: a) the percentage of teachers in the school that are qualified to teach mathematics, b) an enriched mathematics curriculum, and c) the frequent use of textbooks by teachers. ...
... 3. Pupil characteristics as control variables. Many authors note that much of the variation in pupil outcomes in developing countries is related to school effects rather than home effects (Lockheed & Longford, 1989). There is, however, some evidence that the type of information commonly used as pupil background controls in these contexts, particularly Malawi, requires revision (Lockheed, Fuller, & Nyirongo, 1989). ...
UMI # 3012916. Vita. Thesis (Ed. D.)--Harvard Graduate School of Education, 2001. Includes bibliographical references (leaves 133-142).
This study reports on the extent to which project designs of World Bank-supported primary education projects in Sub-Saharan Africa take into account the school characteristics that are necessary for effective education. Using a conceptual framework that summarizes research findings on the characteristics of effective schools, the report presents an analysis of how well twenty-six project preparation documents incorporate community support, supervision, teacher development, textbooks, and facilities into their designs. Based on the analysis, the report draws conclusions about the potential effectiveness of the projects' planned interventions in improving student learning, and it recommends changes in the way the World Bank assists governments in planning and implementing educational reform.
After half a decade of concerted government efforts to provide equal educational opportunity through comparable educational provisions, Botswana's basic education system is atypical of those studied in such developing countries as India, Swaziland, Nigeria, Egypt. Chile, Brazil and Thailand. The system defies conclusions of studies previously conducted in developing countries that, compared to student characteristics, school characteristics account for a relatively higher proportion of the variance in student achievement. Using the organizational approach, and the variance components analytical approach (Hierarchial Linear Models) to the study of school effects, the partitioning of the variance between the school and student characteristics resembles that reported in the United States and Britain. Up to 88% of the variance in achievement lies within schools, while only 12% lies between schools.
