Responding to the need for a comprehensive framework for monitoring and improving school effectiveness in local and international contexts, this paper presents the findings of a case study of one effective and one ineffective school. Data were derived from a survey of schools, document analysis, and field observations. The case schools are outliers of a large-scale research project that examined educational quality in 252 Hong Kong primary schools. This paper focuses on the following aspects: (1) general school characteristics; (2) student performance; (3) curriculum delivery; (4) classroom climate; (5) teacher satisfaction and attitudes; (6) staff relationship; (7) principal leadership; (8) parental influence; and (9) organizational characteristics. The profiles of each school differed in terms of student, teacher, and organizational performance. Although the two schools shared demographic and background characteristics and received the same level of government funding, they differed in most of the effectiveness criteria and process indicators at the individual, group, and school levels. Three tables are included.
|Publication status||Published - Apr 1996|
climate in the classroom