Keywords

effective school characteristics, effective schools, international schools, student progress, high academic expectations, positive school environment, strong instructional leadership, international schools, american style international schools, A

Abstract

The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.

Notes

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Graduation Date

2004

Semester

Fall

Advisor

Allen, Kay

Degree

Doctor of Education (Ed.D.)

College

College of Education

Department

Educational Studies

Degree Program

Curriculum and Instruction

Format

application/pdf

Identifier

CFE0000245

URL

http://purl.fcla.edu/fcla/etd/CFE0000245

Language

English

Release Date

December 2004

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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