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Friday, July 24, 2020 | History

2 edition of multi-level model of school effectiveness in a developing country found in the catalog.

multi-level model of school effectiveness in a developing country

Marlaine E. Lockheed

multi-level model of school effectiveness in a developing country

by Marlaine E. Lockheed

  • 314 Want to read
  • 24 Currently reading

Published by Policy, Planning, and Research Complex, World Bank in Washington, DC (1818 H. St. NW, Washington 20433) .
Written in English

    Places:
  • Thailand,
  • Developing countries
    • Subjects:
    • Middle schools -- Thailand -- Longitudinal studies.,
    • Academic achievement -- Thailand -- Longitudinal studies.,
    • Mathematics -- Study and teaching (Elementary) -- Thailand -- Longitudinal studies.,
    • Education -- Developing countries -- Mathematical models.

    • Edition Notes

      Other titlesMultilevel model of school effectiveness in a developing country.
      StatementMarlaine E. Lockheed and Nicholas T. Longford.
      SeriesPolicy, planning, and research working papers ;, WPS 242
      ContributionsLongford, Nicholas T., 1955-, Lockheed, Marlaine E.
      Classifications
      LC ClassificationsLB1623.53.T5 L63 1989
      The Physical Object
      Pagination66 p. ;
      Number of Pages66
      ID Numbers
      Open LibraryOL1910276M
      LC Control Number90115829

      Second, incorporation of Holzemer’s multi-level analysis (Mitchell & Lang ) allows the model to address risk and benefits at both the individual and group levels. Including variables at multiple levels is integral to the study of isolation precautions as the isolation precaution benefits (e.g. reduced infection risk) are realized by a Cited by: 3. school. Effective implementation of School-wide PBIS encourages parent/guardian involvement when implementing School-wide PBIS. Parents/guardians are most knowledgeable about the social, emotional, and behavioral development of their children and are essential contributors in developing positive school climate. Parents/guardians spend time.

      Introduction. Worldwide risk from natural, health, environmental and terrorist hazards is increasing 1, past two decades has witnessed natural disasters, acts of terrorism, infectious diseases outbreaks, and social unrest that affect more than million people annually e the fact that comprehensive disaster management principles advocate prevention (reduction), mitigation. Promoting Mental Health: Concepts, Emerging Evidence, Practice clarifies the concept of mental health promotion and is a potent tool for guiding public officials and medical professionals in addressing the behavioural health needs of their societies. It presents striking evidence that there.

      What is the evidence on effectiveness of empowerment to improve health? in many developing nations. Income ratios of the richest 20% of the population to the poorest 20% are including youth social action, and policy changes, leading to improved mental health and school performance. Multi-level empowerment strategies for HIV/AIDS File Size: KB.   The issue of collaboration in medical education is becoming prominent. Some faculty development programs have suggested an approach for promoting collaboration on a global level. However, non-English-speaking developing countries in Asia, especially in Southeast Asia, do not take advantage of them due to their unique context, such as language and culture.


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Multi-level model of school effectiveness in a developing country by Marlaine E. Lockheed Download PDF EPUB FB2

Multi-level model of school effectiveness in a developing country. Washington, DC ( H. NW, Washington ): Policy, Planning, and Research Complex, World Bank, (OCoLC) A MULTI-LEVEL MODEL OF SCHOOL EFFECTIVENESS IN A DEVELOPING COUNTRY 1N1RODUCTION There are several central questions behind the research into school effectiveness.

First, do schools make a difference in how much a student learns (that is, does the specific school in which a child is enrolled have a. Get this from a library.

A multilevel model of school effectiveness in a developing country. [Marlaine E Lockheed; Nicholas T Longford] -- The comparative effectiveness of schools in developing countries has become the center of a lively debate.

Of particular concern is the appropriate analytic method to employ when examing school. Lockheed, Marlaine E. & Longford, Nicholas T., "A multi level model of school effectiveness in a developing country," Policy Research Working Paper SeriesThe World Bank.

Handle: RePEc:wbk:wbrwps What makes one school more effective than another - particularly which inputs and management practices most efficiently enhance student achievement - has become the center of lively debate in the literature.

Which method to use to compare school effects particularly concerns analysts. The model developed by the authors is able to explain most variance between schools but significantly less. Monitoring School Effectiveness in Developing Countries Article in School Effectiveness and School Improvement 12(4) December with Reads How we measure 'reads'.

Marlaine E. Lockheed. A multi level model of school effectiveness in a developing country. Article. A Multilevel model of school effectiveness in a developing country. Article. Effective Schools in Developing Countries 4. by Henry Levin 7 Local Initiatives and Their Implications for a Multi-Level Approach to School Improvement in Thailand Mun C Tsang and Christopher Wheeler 8 Providing Quality Education When Resources are Scarce: Strategies for Increasing Primary School Effectiveness in Burundi Thomas Author: Henry Levin.

The book presents a systemic outlook on educational effectiveness and improvement, as it starts out from an integrated multi-level model that comprises system level, school level and instructional conditions. It offers a classification of school improvement strategies. Effective Schools in Developing Countries.

ISBN 7 Local Initiatives and Their Implications for a Multi-Level Approach to School Improvement in Thailand Mun C Tsang and Christopher Wheeler 8 Providing Quality Education When Resources are Scarce: Strategies for Increasing Primary School Effectiveness in Burundi Thomas Owen.

At the technical level multi-level analysis has contribut-ed significantly to the development of integrated school effectiveness models. In contributions to the conceptual modeling of school effectiveness, schools became de-picted as a set of ‘nested layers’ (Purkey and Smith, ), where the central assumption is that higher organization-File Size: KB.

The multi-level model for the school-level meta-analysis is: For the analysis of the school factors, the moderator country consists of three categories, i.e. “USA”, “The Netherlands” and “countries not being USA or The Netherlands”.

Where in the text a comparison is made between the USA and “other countries”, these other Cited by: 3. This book covers new multisystem interventions that work on all levels, from school to family to community agencies to the policy level.

In addition, Multisystem Skills and Interventions gives examples of larger system and policy interventions, in chapters that include HIV/AIDS policy development and reform, Medicaid managed care and urban poor people, and more. CARE is a multi-level program model for improving services for children in out-of-home care.

The model enables child caring agencies to organize and deliver quality care of children according to research-informed principles based on the best interest of the child.

School effectiveness research has had a strong focus on student outcomes; a more effective school is generally defined as one that promotes better student outcomes than would be predicted on the basis of student intake characteristics. 9 It can be argued, however, that creating the conditions thatFile Size: KB.

Toward a Multi-Level Theory of Institutional Contestation: Exploring Category Legitimation Across Domains of Institutional Action Sequence of value-added activities in the multinationalization of developing country firms. Journal of International Management, Vol. 13, No. School Effectiveness and School Improvement, Vol.

2, No. by: Building a Multi-Level Model of Individual E-Learning Effectiveness Dr. Chieh-Ling Lo, Assistant Professor, Mingdao University, Taiwan ABSTRACT In the era of the knowledge economy and lifelong learning, many enterprises with foresight have realized that high-quality manpower is an important strategic resource that ensures their competitiveness.

The book presents a systemic outlook on educational effectiveness and improvement, as it starts out from an integrated multi-level model that comprises system level, school level and instructional conditions. It offers a classification of school improvement strategies and scenarios for system level educational : Springer Netherlands.

between schools' intakes. A multi-level strategy for conceptualising and modelling data on schools' changes in performance over time is offered. In common with earlier studies the research shows that there is a good deal of stability in schools' effectiveness from year-to.

in developing training material, piloting and testing it. The guide is aimed to help you (the course organiser) to plan and conduct the course.

The guide includes information on the main steps and stages in sequence of designing a training course all the way to File Size: KB. 12 School Effectiveness - The Need for an International Perspective DAVID REYNOLDS, BERT P.

M. CREEMERS, JAMES BIRD, SHAUN FARRELL AND FRANS SWINT The history of school effectiveness research can be described in different ways. Lockheed, M.E., & Longford, N.T. (). A multilevel model of school effectiveness in a developing country (World Cited by: 7.In the accelerated schools model, school stakeholders collaborate in creating school structures and instruction consistent with "new" school norms, with an emphasis on reflection, trust, risk taking, and communication (Levin, ).

R.P., W.C. Work, and A.D. Hightower A school based multi-level preventive intervention: issues in.The final models were derived by fitting a multi-level model with all aforementioned factors, and the estimates were combined by use of Rubin's rules.

25 Since the outcomes are recorded on different scales, we present the results for the estimated intervention effect on a standardised scale for the same models. We transformed the data by use of Cited by: 9.