Publication Cover
School Effectiveness and School Improvement
An International Journal of Research, Policy and Practice
Volume 25, 2014 - Issue 3
860
Views
7
CrossRef citations to date
0
Altmetric
Articles

How to improve reading comprehension in high-risk students: effects of class practices in Grade 5

, , , , , & show all
Pages 408-432 | Received 24 Oct 2011, Accepted 15 Oct 2012, Published online: 05 Jul 2013

References

  • Alfassi, M. (1998). Reading for meaning: The efficacy of reciprocal teaching in fostering reading comprehension in high school students in remedial reading classes. American Educational Research Journal, 35, 309–332. doi:10.3102/00028312035002309
  • Alfassi, M., Weiss, I., & Lifshitz, H. (2009). The efficacy of reciprocal teaching in fostering the reading literacy of students with intellectual disabilities. European Journal of Special Needs Education 24, 291–305. doi:10.1080/08856250903016854
  • Ammermüller, A. (2007). Poor background or low returns? Why immigrant students in Germany perform so poorly in the Programme for International Student Assessment. Education Economics, 15, 215–230. doi:10.1080/09645290701263161
  • Antil, L. R., Jenkins, J. R., Wayne, S. K., & Vadasy, P. F. (1998). Cooperative learning: Prevalence, conceptualizations, and the relation between research and practice. American Educational Research Journal, 35, 419–454. doi:10.3102/00028312035003419
  • Baer, J., Baldi, S., Ayotte, K., & Green, P. J. (2007). The reading literacy of U.S. fourth-grade students in an international context: Results from the 2001 and 2006 Progress in International Reading Literacy Study (PIRLS) (NCES 2008-017). Washington, DC.: National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://nces.ed.gov/pubs2008/2008017.pdf
  • Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260. doi:10.1016/j.edurev.2010.06.001
  • Barnett, W. S. (1998). Long-term cognitive and academic effects of early childhood education on children in poverty. Preventive Medicine, 27, 204–207. doi:10.1006/pmed.1998.0275
  • Barnett, W. S. (2007). Benefits and costs of quality early childhood education. Children’s Legal Rights Journal, 27(1), 7–23. Retrieved from http://heinonline.org/HOL/Page?handle=hein.journals/clrj27&g_sent=1&collection=journals&id=10
  • Barnett, W. S., & Masse, L. N. (2007). Comparative benefit-cost analysis of the Abecedarian program and its policy implications. Economics of Education Review, 26, 113–125. doi:10.1016/j.econedurev.2005.10.007
  • Biedinger, N., Becker, B., & Rohling, I. (2008). Early ethnic educational inequality: The influence of duration of preschool attendance and social composition. European Sociological Review, 24, 243–256. doi:10.1093/esr/jcn001
  • Borman, G. D., & Kimball, S. M. (2005). Teacher quality and educational equality: Do teachers with higher standards-based evaluation ratings close student achievement gaps? The Elementary School Journal, 106, 3–20.
  • Boylan, E. (2007). High quality pre-kindergarten as the first step in educational adequacy: Using the courts to expand access to state pre-K programs. Children's Legal Rights Journal, 27(1), 24–55. Retrieved from http://www.educationjustice.org/assets/files/pdf/Pre-K/first%20step.pdf
  • Brinbaum, Y., & Cebolla-Boado, H. (2007). The school careers of ethnic minority youth in France: Success or disillusion? Ethnicities, 7, 445–474. doi:10.1177/1468796807080237
  • Caro, D. H., & Lehmann, R. (2009). Achievement inequalities in Hamburg schools: How do they change as students get older? School Effectiveness and School Improvement, 20, 407–431. doi:10.1080/09243450902920599
  • Caro, D. H., McDonald, J. T., & Willms, J. D. (2009). Socio-economic status and academic achievement trajectories from childhood to adolescence. Canadian Journal of Education, 32, 558–590. Retrieved from http://www.csse-scee.ca/CJE/Articles/FullText/CJE32-3/CJE32-3-CaroEtAl.pdf
  • Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 722–733.
  • Carroll, J. B. (1989). The Carroll model: A 25-year retrospective and prospective view. Educational Researcher, 18(1), 26–31. Retrieved from http://www.jstor.org/stable/1176007
  • Cortois, L., Hendrickx, K., Maes, F., Van Damme, J., & Verschueren, K. (2009). Leerlingperceptievragenlijst vijfde leerjaar (schooljaar 2007–2008) [Fifth-grade student perception questionnaire (school year 2007–2008)] (SSL report No. SSL/OD1/2009.18). Leuven, Belgium: Steunpunt Studie-en Schoolloopbanen. Retrieved from http://www.informatieportaalssl.be/archiefloopbanen/publi_upload/SSLOD12009-18.pdf
  • Creemers, B. P. M. (1994). The effective classroom. London, UK: Cassell.
  • De Fraine, B., Van Damme, J., & Onghena, P. (2007). A longitudinal analysis of gender differences in academic self-concept and language achievement: A multivariate multilevel latent growth approach. Contemporary Educational Psychology, 32, 132–150. doi:10.1016/j.cedpsych.2006.10.005
  • De Jong, R., & Westerhof, K. J. (2001). The quality of student ratings of teacher behaviour. Learning Environments Research, 4, 51–85. doi:10.1023/A:1011402608575
  • Den Brok, P., Van Tartwijk, J., Wubbels, T., & Veldman, I. (2010). The differential effect of the teacher-student interpersonal relationship on student outcomes for students with different ethnic backgrounds. British Journal of Educational Psychology, 80, 199–221. doi:10.1348/000709909X465632
  • De Vries, R. (2010). Flemish Eurydice report 2010. Organisation of the education system in the Flemish Community of Belgium 2010 (D/2010/3241/488). Brussels, Belgium: Flemish Ministry of Education and Training. Retrieved from http://www.ond.vlaanderen.be/eurydice/downloads/national_dossier_EN_2010.pdf
  • Dronkers, J. (2010). Positieve maar ook negatieve effecten van etnische diversiteit in scholen op onderwijsprestaties? Een empirische toets met internationale PISA-data [Positive but also negative effects of ethnic diversity in schools on educational performance? An empirical test using cross-national PISA data]. Tijdschrift voor Onderwijsrecht en Onderwijsbeleid, 6, 483–499. English version available from http://www.eui.eu/Personal/Dronkers/English/oratie.pdf
  • Duru-Bellat, M. (2002). Les inégalités sociales à l'école. Genèse et mythes [Social inequalities at school: Origin and myths]. Paris, France: PUF.
  • Education, Audiovisual and Culture Executive Agency. (2011). Grade retention during compulsory education in Europe: Regulations and statistics. Retrieved from the Eurydice – Education, Audiovisual and Culture Executive Agency website: http://eacea.ec.europa.eu/education/eurydice/documents/thematic_reports/126EN.pdf
  • Evertson, C. M., & Weinstein, C. S. (2006). Handbook of classroom management. Research, practice, and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.
  • Freiberg, H. J., Huzinec, C. A., & Templeton, S. M. (2009). Classroom management – a pathway to student achievement: A study of fourteen inner-city elementary schools. The Elementary School Journal, 110, 63–80.
  • Freiberg, H. J., Stein, T. A., & Huang, S. Y. (1995). Effects of a classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1, 36–66. doi:10.1080/1380361950010103
  • Gadeyne, E., Onghena, P., & Ghesquière, P. (2008). Child and family characteristics associated with nonpromotion in preprimary education. Exceptional Children, 74, 453–469.
  • Ginsburg-Block, M. D., Rohrbeck, C. A., & Fantuzzo, J. W. (2006). A meta-analytic review of social, self-concept, and behavioral outcomes of peer-assisted learning. Journal of Educational Psychology, 98, 732–749. doi:10.1037/0022-0663.98.4.732
  • Goedemé, T., & Verbist, G. (2007). Country report Belgium on education. Antwerpen, Belgium: Centre for Social Policy Herman Deleeck, University of Antwerp. Retrieved from http://www.iser.essex.ac.uk/files/msu/emod/aim-ap/deliverables/AIM-AP1.2c.pdf
  • Groenez, S., Van den Brande, I., & Nicaise, I. (2003). Cijferboek sociale ongelijkheid in het Vlaamse onderwijs [Social inequity in Flemish education in numbers] (LOA report No. 10). Leuven, Belgium: Steunpunt Loopbanen doorheen Onderwijs naar Arbeidsmarkt. Retrieved from https://hiva.kuleuven.be/resources/pdf/publicaties/R850.pdf
  • Guldemond, H., & Bosker, R. J. (2009). School effects on students’ progress – a dynamic perspective. School Effectiveness and School Improvement, 20, 255–268. doi:10.1080/09243450902883938
  • Houtveen, A. A. M., Van de Grift, W. J. C. M., & Creemers, B. P. M. (2004). Effective school improvement in mathematics. School Effectiveness and School Improvement, 15, 337–376. doi:10.1080/09243450512331383242
  • Houtveen, A. A. M., & Van de Grift, W. J. C. M. (2007). Effects of metacognitive strategy instruction and instruction time on reading comprehension. School Effectiveness and School Improvement, 18, 173–190. doi:10.1080/09243450601058717
  • Hox, J. J. (2010). Multilevel analysis, techniques and applications. New York, NY: Routledge.
  • Johnson, D. W., & Johnson, R. T. (1999). Making cooperative learning work. Theory Into Practice, 38, 67–73.
  • Kao, G., & Rutherford, L. T. (2007). Does social capital still matter? Immigrant minority disadvantage in school-specific social capital and its effects on academic achievement. Sociological Perspectives, 50(1), 27–52. doi:10.1525/sop.2007.50.1.27
  • Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41, 75–86. doi:10.1207/s1532698 5ep4102_1
  • Klingner, J. K., & Sharon, V. (1996). Reciprocal teaching of reading comprehension strategies for students with learning disabilities who use english as a second language. The Elementary School Journal, 96, 275–293. Retrieved from http://www.jstor.org/stable/1001758.
  • Knipprath, H., & Verhaeghe, J. P. (2008, March). The impact of missing data handling techniques on the evaluation of school effectiveness. Paper presented at the Annual Meeting of the American Educational Research Assocation, New York, NY.
  • Konstantopoulos, S., & Chung, V. (2011a). The persistence of teacher effects in elementary grades. American Educational Research Journal, 48, 361–386. doi:10.3102/0002831210382888
  • Konstantopoulos, S., & Chung, V. (2011b). Teacher effects on minority and disadvantaged students' Grade 4 achievement. The Journal of Educational Research, 104, 73–86. doi:10.1080/00220670903567349
  • Kramarski, B., & Mevarech, Z. R. (2003). Enhancing mathematical reasoning in the classroom: The effects of cooperative learning and metacognitive training. American Educational Research Journal, 40, 281–310. doi:10.3102/00028312040001281
  • Kristen, C. (2008). Primary school choice and ethnic school segregation in German elementary schools. European Sociological Review, 24, 495–510. doi:10.1093/esr/jcn015
  • Kunter, M., Baumert, J., & Köller, O. (2007). Effective classroom management and the development of subject-related interest. Learning and Instruction, 17, 494–509. doi:10.1016/j.learninstruc.2007.09.002
  • Kyriakides, L. (2005). Extending the comprehensive model of educational effectiveness by an empirical investigation. School Effectiveness and School Improvement, 16, 103–152. doi:10.1080/09243450500113936
  • Kyriakides, L. (2008). Testing the validity of the comprehensive model of educational effectiveness: A step towards the development of a dynamic model of effectiveness. School Effectiveness and School Improvement, 19, 429–446. doi:10.1080/09243450802535208
  • Kyriakides, L., Campbell, R. J., & Gagatsis, A. (2000). The significance of the classroom effect in primary schools: An application of Creemers’ comprehensive model of educational effectiveness. School Effectiveness and School Improvement, 11, 501–529. doi:10.1076/sesi.11.4.501.3560
  • Lee, M. (1993). Gender, group composition, and peer interaction in computer-based cooperative learning. Journal of Educational Computing Research, 9, 549–577.
  • Lee, V. E., & Burkham, D. T. (2002). Inequality at the starting gate. Social background differences in achievement as children begin school. Washington, DC: Economic Policy Institute.
  • Lou, Y. P., Abrami, P. C., & d’Apollonia, S. (2001). Small group and individual learning with technology: A meta-analysis. Review of Educational Research, 71, 449–521. doi:10.3102/00346543071003449
  • Lou, Y. P., Abrami, P. C., Spence, J. C., Poulsen, C., Chambers, B., & d’Apollonia, S. (1996). Within-class grouping: A meta-analysis. Review of Educational Research, 66, 423–458. doi:10.2307/1170650
  • Lovett, M. W., Lacerenza, L., De Palma, M., Benson, N. J., Steinbach, K. A., & Frijters, J. C. (2008). Preparing teachers to remediate reading disabilities in high school: What is needed for effective professional development? Teaching and Teacher Education, 24, 1083–1097. Retrieved from http://dx.doi.org/10.1016/j.tate.2007.10.005
  • Luyten, H., Cremers-Van Wees, L. M. C. M., & Bosker, R. J. (2003). The Matthew effect in Dutch primary education: Differences between schools, cohorts and pupils. Research Papers in Education, 18, 167–195. doi:10.1080/0267152032000081922.
  • Luyten, H., Schildkamp, K., & Folmer, E. (2009). Cognitive development in Dutch primary education, the impact of individual background and classroom composition. Educational Research and Evaluation, 15, 265–283. doi:10.1080/13803610902955333.
  • Maes, F., Ghesquière, P., Onghena, P., & Van Damme, J. (2002). Longitudinaal onderzoek in het basisonderwijs: Van doelstellingen tot onderzoeksopzet [Longitudinal research in primary education: From objectives to research design] (LOA report No. 1). Leuven, Belgium: Steunpunt Loopbanen doorheen Onderwijs naar Arbeidsmarkt. Retrieved from http://informatieportaalssl.be/archiefloopbanen/rapporten/LOA-rapport_01.pdf
  • Mayer, R. E. (2004). Should there be a three-strikes rule against pure discovery learning? The case for guided methods of instruction. American Psychologist, 59, 14–19.
  • Mayer, R. E., & Gallini, J. K. (1990). When is an illustration worth ten thousand words? Journal of Educational Psychology, 82, 715–726.
  • Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., & Kennedy, A. M. (2003). PIRLS 2001 international report: IEA’s study of reading literacy achievement in primary schools in 35 countries. Chestnut Hill, MA: International Study Center, Lynch School of Education, Boston College. Retrieved from http://timss.bc.edu/pirls2001i/pdf/P1_IR_FrontMatter.pdf
  • Mullis, I. V. S., Martin, M. O., Kennedy, A. M., & Foy, P. (2007). PIRLS 2006 international report. IEA’s Progress in International Reading Literacy Study in primary schools in 40 countries. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College. Retrieved from http://timssandpirls.bc.edu/PDF/PIRLS2006_international_ report.pdf
  • Nye, B., Konstantopoulos, S., & Hedges, L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26, 237–257. doi:10.3102/01623737026003237
  • Oortwijn, M. B., Boekaerts, M., Vedder, P., & Fortuin, J. (2008). The impact of a cooperative learning experience on pupils’ popularity, non-cooperativeness, and interethnic bias in multiethnic elementary schools. Educational Psychology, 28, 211–221. doi:10.1080/01443410701491916
  • Opdenakker, M.-C., & Van Damme, J. (2006a). Differences between secondary schools: A study about school context, group composition, school practice, and school effects with special attention to public and Catholic schools and types of schools. School Effectiveness and School Improvement, 17, 87–117. doi:10.1080/09243450500264457
  • Opdenakker, M.-C., & Van Damme, J. (2006b). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22, 1–21. doi:10.1016/j.tate.2005.07.008
  • Opdenakker, M.-C., & Van Damme, J. (2007). Do school context, student composition and school leadership affect school practice and outcomes in secondary education? British Educational Research Journal, 33, 179–206. doi:10.1080/01411920701208233
  • Organisation for Economic Co-operation and Development. (2004). What makes school systems perform? Seeing school systems through the prism of PISA. Retrieved from http://www.oecd.org/dataoecd/30/24/33858946.pdf
  • Organisation for Economic Co-operation and Development. (2007). PISA 2006: Science competencies for tomorrow’s world. Executive summary. Retrieved from http://www.oecd.org/dataoecd/15/13/39725224.pdf
  • Organisation for Economic Co-operation and Development. (2010a). Highlights from education at a glance 2010. doi:10.1787/eag_highlights-2010-en
  • Organisation for Economic Co-operation and Development. (2010b). PISA 2009 results: Executive summary. Retrieved from http://www.oecd.org/dataoecd/34/60/46619703.pdf
  • Organisation for Economic Co-operation and Development. (2011a). Education at a glance 2011. Retrieved from http://www.oecd.org/edu/skills-beyond-school/48631582.pdf
  • Organisation for Economic Co-operation and Development. (2011b). Pisa in focus 6. When students repeat grades or are transferred out of school: What does it mean for education systems? Retrieved from http://www.oecd.org/pisa/pisainfocus/48363440.pdf
  • Pong, S. L., & Hao, L. X. (2007). Neighborhood and school factors in the school performance of immigrants’ children. International Migration Review, 41, 206–241. doi:10.1111/j.1747-7379.2007.00062.x
  • Rasbash, J., Charlton, C., Browne, W. J., Healy, M., & Cameron, B. (2011). MLwiN version 2.24 [computer software]. Bristol, UK: Centre for Multilevel Modelling, University of Bristol.
  • Ravitz, J. L., Becker, H. J., & Wong, Y. T. (2000). Constructivist-compatible beliefs and practices among U.S. teachers – teaching, learning, and computing: 1998 National Survey (Report No. 4). Retrieved from http://www.crito.uci.edu/TLC/FINDINGS/REPORT4/REPORT4.PDF
  • Rohrbeck, C. A., Ginsburg-Block, M. D., Fantuzzo, J. W., & Miller, T. R. (2003). Peer-assisted learning interventions with elementary school students: A meta-analytic review. Journal of Educational Psychology, 95, 240–257. doi:10.1037/0022-0663.95.2.240
  • Rosenshine, B., & Meister, C. (1994). Reciprocal teaching: A review of the research. Review of Educational Research, 64, 479–530. Retrieved from http://rer.sagepub.com/content/64/4/479.abstract
  • Sammons, P. (1995). Gender, ethnic and socio-economic differences in attainment and progress: A longitudinal analysis of student achievement over 9 years. British Educational Research Journal, 21, 465–485.
  • Schafer, J. L., & Graham, J. W. (2002). Missing data: Our view of the state of the art. Psychological Methods, 7, 147–177. doi:10.1037//1082-989X.7.2.147
  • Scheerens, J. (1997). Conceptual models and theory-embedded principles on effective schooling. School Effectiveness and School Improvement, 8, 269–310. doi:10.1080/0924345970080301
  • Scheerens, J., & Creemers, B. P. M. (1989). Conceptualizing school effectiveness. International Journal of Educational Research, 13, 691–706. doi:10.1016/0883-0355(89)90022-0
  • Schelfhout, W., Dochy, F., Janssens, S., Struyven, K., & Gielen, S. (2006). Towards an equilibrium model for creating powerful learning environments. Validation of a questionnaire on creating powerful learning environments during teacher training internships. European Journal of Teacher Education, 29, 471–503. doi:10.1080/02619760600944787
  • Schneider, W. (2008). The development of metacognitive knowledge in children and adolescents: Major trends and implications for education. Mind Brain and Education, 2, 114–121. doi:10.1111/j.1751-228X.2008.00041.x
  • Schnepf, S. V. (2007). Immigrants’ educational disadvantage: An examination across ten countries and three surveys. Journal of Population Economics, 20, 527–545. doi:10.1007/s00148-006-0102-y
  • Scientific Software International. (2003). BILOG-MG for Windows [Computer software]. Retrieved from http:www.ssicentral.com
  • Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75, 417–453. doi:10.3102/00346543075003417
  • Slavin, R. E. (1987). Developmental and motivational perspectives on cooperative learning: A reconciliation. Child Development, 58, 1161–1167.
  • Slavin, R. E. (1996). Research on cooperative learning and achievement: What we know, what we need to know. Contemporary Educational Psychology, 21, 43–69. doi:10.1006/ceps.1996.0004
  • Slavin, R. E., Lake, C., Davis, S., & Madden, N. A. (2011). Effective programs for struggling readers: A best-evidence synthesis. Educational Research Review, 6, 1–26.
  • Souvignier, E., & Mokhlesgerami, J. (2006). Using self-regulation as a framework for implementing strategy instruction to foster reading comprehension. Learning and Instruction, 16, 57–71. doi:10.1016/j.learninstruc.2005.12.006
  • Spiro, R. J., & DeSchryver, M. (2009). Constructivism. When it’s the wrong idea and when it’s the only idea. In S. Tobias & T. M. Duffy (Eds.), Constructivist instruction: Success or failure? (pp. 106–123). New York, NY: Routledge.
  • Spörer, N., Brunstein, J. C., & Kieschke, U. (2009). Improving students’ reading comprehension skills: Effects of strategy instruction and reciprocal teaching. Learning and Instruction, 19, 272–286. doi:10.1016/j.learninstruc.2008.05.003
  • Staphorsius, G., & Krom, R. S. H. (1998). Toetsen begrijpend lezen. Handleiding [Reading comprehension tests. Manual]. Arnhem, The Netherlands: Citogroep.
  • Stevens, R. J., Madden, N. A., Slavin, R. E., & Farnish, A. M. (1987). Cooperative integrated reading and composition: Two field experiments. Reading Research Quarterly, 22, 433–454. doi:10.2307/747701
  • Stevens, R. J., & Slavin, R. E. (1991). When cooperative learning improves the achievement of students with mild disabilities: A response to Tateyama-Sniezek. Exceptional Children, 57, 276–280.
  • Stevens, R. J., Slavin, R. E., & Farnish, A. M. (1991). The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Journal of Educational Psychology, 83, 8–16. doi:10.1037//0022-0663.83.1.8
  • Sykes, B., & Musterd, S. (2011). Examining neighbourhood and school effects simultaneously: What does the Dutch evidence show? Urban Studies, 48, 1307–1331. doi:10.1177/0042098010371393
  • Teddlie, C., Creemers, B. P. M., Kyriakides, L., Muijs, D., & Yu, F. (2006). The International System for Teacher Observation and Feedback: Evolution of an international study of teacher effectiveness constructs. Educational Research and Evaluation, 12, 561–582. doi:10.1080/13803610600874067
  • Teodorović, J. (2011). Classroom and school factors related to student achievement: What works for students? School Effectiveness and School Improvement, 22, 215–236. doi:10.1080/09243453.2011.575650
  • Tobias, S., & Duffy, T. M. (Eds.). (2009). Constructivist instruction: Success or failure? New York, NY: Routledge.
  • Tuovinen, J. E., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91, 334–341. doi:10.1037//0022-0663.91.2.334
  • Van Damme, J., De Fraine, B., Van Landeghem, G., Opdenakker, M.-C., & Onghena, P. (2002). A new study on educational effectiveness in secondary schools in Flanders: An introduction. School Effectiveness and School Improvement, 13, 383–397. doi:10.1076/sesi.13.4.383.10285
  • Van de gaer, E., Pustjens, H., Van Damme, J., & De Munter, A. (2006). The gender gap in language achievement: The role of school-related attitudes of class groups. Sex Roles, 55, 397–408. doi:10.1007/s11199-006-9092-1
  • Van de Grift, W. (2007). Quality of teaching in four European countries: A review of the literature and application of an assessment instrument. Educational Research, 49, 127–152. doi:10.1080/00131880701369651
  • Van de Grift, W., Houtveen, T., & Vermeulen, C. (1997). Instructional climate in Dutch secondary education. School Effectiveness and School Improvement, 8, 449–462. doi:10.1080/0924345970080404
  • Van den Bergh, H., & Kuhlemeier, H. (1998). Over het modelleren van leerwinst in effectiviteitsonderzoek [On modelling learning gains in effectiveness research]. Tijdschrift voor Onderwijsresearch, 22, 54–75.
  • Vandenberghe, N., Boonen, T., Van de gaer, E., & Van Damme, J. (2010). Longitudinaal onderzoek in het basisonderwijs: Basisrapportage leerkrachtvragenlijst vijfde leerjaar (schooljaar 2007–2008) [Longitudinal research in primary education: Teacher questionnaire fifth grade (school year 2007–2008)] (SSL report No. SSL/OD1/2010.28). Leuven, Belgium: Steunpunt Studie- en Schoolloopbanen. Retrieved from http://www.informatieportaalssl.be/archiefloopbanen/publi_upload/OD1_2010_28_lkrvragenlijst0708.pdf
  • Van Keer, H., & Verhaeghe, J. P. (2005). Effects of explicit reading strategies instruction and peer tutoring on second and fifth graders’ reading comprehension and self-efficacy perceptions. The Journal of Experimental Education, 73, 291–329.
  • Verhaeghe, J. P. (2010). Technische fiche voor IRT-analyse Nederlands begrijpend lezen basisonderwijs [Technical report on IRT analysis Dutch reading comprehension in primary education] (Internal report). Leuven, Belgium: Steunpunt Studie- en Schoolloopbanen.
  • Verhaeghe, J. P., Van Damme, J., & Knipprath, H. (2011, January). Value added of primary schools with high proportions of minority students: A longitudinal study. Paper presented at the International Congress for School Effectiveness and Improvement, Limassol, Cyprus. Retrieved from http://www.icsei.net/icsei2011/Full%20Papers/0147_B.pdf
  • Webb, N. M. (1997). Assessing students in small collaborative groups. Theory Into Practice, 36, 205–213. Retrieved from http://www.jstor.org/stable/1477365
  • Wenglinsky, H. (2002). The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10(12). Retrieved from http://epaa.asu.edu/ojs/article/view/291/417
  • Xu, S. J., Connelly, F. M., He, M. F., & Phillion, J. (2007). Immigrant students' experience of schooling: A narrative inquiry theoretical framework. Journal of Curriculum Studies, 39, 399–422. doi:10.1080/00220270601148144

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.