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Journal of research on organization in education : JROE. Volume 1, 2017 /
| Clasificación: | Libro Electrónico |
|---|---|
| Otros Autores: | , , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Charlotte, NC :
Information Age Publishing, Inc.,
[2017]
|
| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Front Cover; Title Page; Journal of Research on Organization in Education; Editors and Editorial Board; Editor; Associate Editors; Editorial Assistants; JROE; Editorial Introduction; A Theory Renaissance?; REFERENCES; JROE; Volume 1, 2017; Examining Micro-Macro Organizational Linkages in Accounting for Differences in the Reading Performance of Immigrant and Native-Born Elementary School Children; Ronald H. Heck and Tingting Reid; University of Hawaii at Manoa; Primary Theory: Bidwell's social/organizational theory of schools (Bidwell, 1965).
- Contribution to the Theory: Unlike their mainstreamed peers, English language learners (ELLs) are more likely to experience gaps in the continuity of their educational experience, due to variation in the structure and delivery of ESL programs. This s ... Abstract: We use a large state-representative sample (Hawaii) of elementary-aged students, teachers, and schools to examine the reading achievement of immigrant students vis-à-vis their native-born peers. Our inquiry concerns the theoretical importa ... ; THE ORGANIZATIONAL STRUCTURE OF SCHOOLS; Student Pathways; Student Mobility; Teacher Effects.
- THE ACADEMIC PROGRESS OF ELL STUDENTSRESEARCH FOCUS; Method; Explanatory Variables; Cross-Classified Organizational Structures; Data Analysis; Variance Decomposition; Model 1: Ending Status Intercept and Growth Rate; Model 2: Adding Effects for ELL Participation and Changing Schools; Model 3: Adding Remaining Student-Level Controls, Teacher Effects and School Variables; Results; Examining the Odds of Assignment to Highly Effective Teachers; Table 1. Ordinal Regression Examining the Odds of Student Assignment to Highly Effective Teachers Versus Teachers of Combined Lower Effectiveness; -.109.
- .05553.841; 1; .050; .897; .804; 1.000; -.075; .0382; 3.855; 1; .050; .928; .861; 1.000; .054; .0667; .656; 1; .418; 1.056; .926; 1.203; -.066; .0441; 2.263; 1; .132; .936; .858; 1.020; -.007; .0651; .011; 1; .917; .993; .874; 1.128; -.322; .1601; 3.990; 1; .046; .725; .516; 0.988; Investigating the Models; Table 2. Standardized Fixed and Random Effects for Reading Achievement (Models 1-3); 0.632**; See Table 3; See Table 3; 0.629**; 0.046**; 0.032**; 0.003**; 0.015**; 0.018**; 0.494**; 49,184.31; 38,997.22; 38,809.95; 36,448.30; Examining Differences in Predicted Teacher Effects.
- Table 3. Model 3 Standardized Teacher Effects for Ending Reading AchievementDiscussion and Implications; NOTES; References; APPENDIX A; The School District as a Complex Adaptive System; Exploring a Complexity Theory Perspective on Policy; Alan J. Daly Nienke M. Moolenaar; University of California, San Diego University of Utrecht; Nathalie Carrier Miguel del Fresno; University of Toronto/OISE Universidad Nacional de Educación a Distancia, Madrid, Spain; Primary Theory: Complexity theory/complex adaptive systems.