School Effectiveness in China

An Exploratory Study

Nonfiction, Reference & Language, Education & Teaching, Special Education, Experimental Methods, Business & Finance, Economics, Theory of Economics, Economic History
Cover of the book School Effectiveness in China by Pai Peng, Peter Lang
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Author: Pai Peng ISBN: 9783653990980
Publisher: Peter Lang Publication: May 5, 2014
Imprint: Peter Lang GmbH, Internationaler Verlag der Wissenschaften Language: English
Author: Pai Peng
ISBN: 9783653990980
Publisher: Peter Lang
Publication: May 5, 2014
Imprint: Peter Lang GmbH, Internationaler Verlag der Wissenschaften
Language: English

This book is a valuable attempt to address the issue of school effectiveness in mainland China. The author applies multi-level modeling and longitudinal student achievement and survey data to evaluate school effectiveness. In the first study, the author analyzes the effects of school resources and classroom processes on student achievement. He also investigates the size of school effects, and the differential school effects for different groups of students. The other two empirical studies focus on the value-added evaluation of academic performance in schools, including consistency, stability and robustness of value-added results. The author also discusses the policy implications of these empirical findings in the Chinese school system.

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This book is a valuable attempt to address the issue of school effectiveness in mainland China. The author applies multi-level modeling and longitudinal student achievement and survey data to evaluate school effectiveness. In the first study, the author analyzes the effects of school resources and classroom processes on student achievement. He also investigates the size of school effects, and the differential school effects for different groups of students. The other two empirical studies focus on the value-added evaluation of academic performance in schools, including consistency, stability and robustness of value-added results. The author also discusses the policy implications of these empirical findings in the Chinese school system.

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