Is the school context associated with instructional quality? The effects of social composition, leadership, teacher collaboration, and school climate

References

• Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.
   Google Scholar
• Bates, D., Maechler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. https://doi.org/https://doi.org/10.18637/jss.v067.i01
   Web of Science ®Google Scholar
• Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-M. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom and student progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/https://doi.org/10.3102/0002831209345157
   Web of Science ®Google Scholar
• Bell, L., Bolam, R., & Cubillo, L. (2003). A systematic review of the impact of school leadership and management on student outcomes. EPPI-Centre, Social Science Research Unit, Institute of Education.
   Google Scholar
• Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/https://doi.org/10.3102/0034654316669821
   Web of Science ®Google Scholar
• Betts, J. R. (2011). The economics of tracking in education. In E. A. Hanushek, S. J. Machin, & L. Woessmann (Eds.), Handbook of the economics of education (Vol. 3, pp. 341–381). North-Holland.
   Google Scholar
• Blazar, D., Litke, E., & Barmore, J. (2016). What does it mean to be ranked a “high” or “low” value-added teacher? Observing differences in instructional quality across districts. American Educational Research Journal, 53(2), 324–359. https://doi.org/https://doi.org/10.3102/0002831216630407
   Web of Science ®Google Scholar
• Blömeke, S., Busse, A., Kaiser, G., König, J., & Suhl, U. (2016). The relation between content-specific and general teacher knowledge and skills. Teaching and Teacher Education, 56, 35–46. https://doi.org/https://doi.org/10.1016/j.tate.2016.02.003
   Web of Science ®Google Scholar
• Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64(8), 723–733.
   Web of Science ®Google Scholar
• Cohen, J., McCabe, L., Michelli, N. M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 180–213.
   Web of Science ®Google Scholar
• Creemers, B. P. M., & Reezigt, G. J. (1996). School level conditions affecting the effectiveness of instruction. School Effectiveness and School Improvement, 7(3), 197–228. https://doi.org/https://doi.org/10.1080/0924345960070301
   Web of Science ®Google Scholar
• Day, C., & Sammons, P. (2013). Successful leadership: A review of the international literature. CfBT Education Trust.
   Google Scholar
• Dreeben, R., & Barr, R. (1988). Classroom composition and the design of instruction. Sociology of Education, 61(3), 129–142. https://doi.org/https://doi.org/10.2307/2112622
   Web of Science ®Google Scholar
• Dutta, V., & Sahney, S. (2016). School leadership and its impact on student achievement: The mediating role of school climate and teacher job satisfaction. International Journal of Educational Management, 30(6), 941–958. https://doi.org/https://doi.org/10.1108/ijem-12-2014-0170
   Web of Science ®Google Scholar
• Emmer, E. T., & Stough, L. M. (2001). Classroom management: A critical part of educational psychology, with implications for teacher education. Educational Psychologist, 36(2), 103–112. https://doi.org/https://doi.org/10.1207/S15326985EP3602_5
   Web of Science ®Google Scholar
• Enders, C. K., & Tofighi, D. (2007). Centering predictor variables in cross-sectional multilevel models: A new look at an old issue. Psychological Methods, 12(2), 121–138. https://doi.org/https://doi.org/10.1037/1082-989X.12.2.121
   PubMed Web of Science ®Google Scholar
• Evertson, C. M., & Weinstein, C. S. (2006). Classroom management as a field of inquiry. In C. M. Evertson & C. S. Weinstein (Eds.), Handbook of classroom management: Research, practice, and contemporary issues (pp. 3–15). Lawrence Erlbaum Associates.
   Google Scholar
• Fleenor, J. W., Smither, J. W., Atwater, L. E., Braddy, P. W., & Sturm, R. E. (2010). Self–other rating agreement in leadership: A review. The Leadership Quarterly, 21(6), 1005–1034. https://doi.org/https://doi.org/10.1016/j.leaqua.2010.10.006
   Web of Science ®Google Scholar
• Goddard, R. D., Hoy, W. K., & Hoy, A. W. (2000). Collective teacher efficacy: Its meaning, measure, and impact on student achievement. American Educational Research Journal, 37(2), 479–507. https://doi.org/https://doi.org/10.3102/00028312037002479
   Web of Science ®Google Scholar
• Goddard, Y. L., Goddard, R. D., & Tschannen-Moran, M. (2007). A theoretical and empirical investigation of teacher collaboration for school improvement and student achievement in public elementary schools. Teachers College Record, 109(4), 877–896.
   Web of Science ®Google Scholar
• Guill, K., Lüdtke, O., & Köller, O. (2017). Academic tracking is related to gains in students’ intelligence over four years: Evidence from a propensity score matching study. Learning and Instruction, 47, 43–52. https://doi.org/https://doi.org/10.1016/j.learninstruc.2016.10.001
   Web of Science ®Google Scholar
• Hallinger, P. (2018). Principal instructional leadership: From prescription to theory to practice. In G. E. Hall, L. F. Quinn, & D. M. Gollnick (Eds.), The Wiley handbook of teaching and learning (pp. 505–528). John Wiley & Sons.
   Google Scholar
• Hallinger, P., Bickman, L., & Davis, K. (1996). School context, principal leadership, and student reading achievement. The Elementary School Journal, 96(5), 527–549. https://doi.org/https://doi.org/10.1086/461843
   Web of Science ®Google Scholar
• Harker, R., & Tymms, P. (2004). The effects of student composition on school outcomes. School Effectiveness and School Improvement, 15(2), 177–199. https://doi.org/https://doi.org/10.1076/sesi.15.2.177.30432
   Web of Science ®Google Scholar
• Harwell, M., Maeda, Y., Bishop, K., & Xie, A. (2017). The surprisingly modest relationship between SES and educational achievement. The Journal of Experimental Education, 85(2), 197–214. https://doi.org/https://doi.org/10.1080/00220973.2015.1123668
   Web of Science ®Google Scholar
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
   Google Scholar
• Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/https://doi.org/10.3102/003465430298487
   Web of Science ®Google Scholar
• Heck, R. H., Larsen, T. J., & Marcoulides, G. A. (1990). Instructional leadership and school achievement: Validation of a causal model. Educational Administration Quarterly, 26(2), 94–125. https://doi.org/https://doi.org/10.1177/0013161X90026002002
   Web of Science ®Google Scholar
• Hill, H. C., Blazar, D., & Lynch, K. (2015). Resources for teaching: Examining personal and institutional predictors of high-quality instruction. AERA Open, 1(4), 1–50. https://doi.org/https://doi.org/10.1177/2332858415617703
   Web of Science ®Google Scholar
• Hill, H. C., Umland, K., Litke, E., & Kapitula, L. R. (2012). Teacher quality and quality teaching: Examining the relationship of a teacher assessment to practice. American Journal of Education, 118(4), 489–519. https://doi.org/https://doi.org/10.1086/666380
   Web of Science ®Google Scholar
• Holzberger, D., & Prestele, E. (2021). Teacher self-efficacy and self-reported instructional quality: A multilevel perspective on the role of school characteristics [Manuscript submitted for publication]. Center for International Student Assessment, TUM School of Education, Technical University of Munich.
   Google Scholar
• Holzberger, D., Reinhold, S., Lüdtke, O., & Seidel, T. (2020). A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – Evidence from large-scale studies. Studies in Science Education, 56(1), 1–34. https://doi.org/https://doi.org/10.1080/03057267.2020.1735758
   Web of Science ®Google Scholar
• Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. https://doi.org/https://doi.org/10.1080/10705519909540118
   Web of Science ®Google Scholar
• Kraft, M. A., & Papay, J. P. (2014). Can professional environments in schools promote teacher development? Explaining heterogeneity in returns to teaching experience. Educational Evaluation and Policy Analysis, 36(4), 476–500. https://doi.org/https://doi.org/10.3102/0162373713519496
   PubMed Web of Science ®Google Scholar
• Krüger, M. L., Witziers, B., & Sleegers, P. (2007). The impact of school leadership on school level factors: Validation of a causal model. School Effectiveness and School Improvement, 18(1), 1–20. https://doi.org/https://doi.org/10.1080/09243450600797638
   Web of Science ®Google Scholar
• Kuger, S., & Klieme, E. (2016). Dimensions of context assessment. In S. Kuger, E. Klieme, N. Jude, & D. Kaplan (Eds.), Assessing contexts of learning – An international perspective (pp. 3–37). Springer.
   Google Scholar
• Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105, 805–820. https://doi.org/https://doi.org/10.1037/a0032583
   Web of Science ®Google Scholar
• Lee, A. C., & Carpenter, N. C. (2018). Seeing eye to eye: A meta-analysis of self-other agreement of leadership. The Leadership Quarterly, 29(2), 253–275. https://doi.org/https://doi.org/10.1016/j.leaqua.2017.06.002
   Web of Science ®Google Scholar
• Liu, S., & Hallinger, P. (2018). Principal instructional leadership, teacher self-efficacy, and teacher professional learning in China: Testing a mediated-effects model. Educational Administration Quarterly, 54(4), 501–528. https://doi.org/10.1177/0013161  × 18769048
   Web of Science ®Google Scholar
• Lubienski, S. T., Lubienski, C., & Crane, C. C. (2008). Achievement differences and school type: The role of school climate, teacher certification, and instruction. American Journal of Education, 115(1), 97–138. https://doi.org/https://doi.org/10.1086/590677
   Web of Science ®Google Scholar
• Maag Merki, K., Emmerich, M., & Holmeier, M. (2015). Further development of educational effectiveness theory in a multilevel context: From theory to methodology and from empirical evidence back to theory [Editorial]. School Effectiveness and School Improvement, 26(1), 4–9. https://doi.org/https://doi.org/10.1080/09243453.2014.938930
   Google Scholar
• May, H., & Supovitz, J. A. (2011). The scope of principal efforts to improve instruction. Educational Administration Quarterly, 47(2), 332–352. https://doi.org/10.1177/0013161  × 10383411
   Web of Science ®Google Scholar
• Organisation for Economic Co-operation and Development. (2005). School factors related to quality and equity: Results from PISA 2000. https://doi.org/https://doi.org/10.1787/9789264008199-en
   Google Scholar
• Organisation for Economic Co-operation and Development. (2016). School leadership for learning: Insights from TALIS 2013. https://doi.org/https://doi.org/10.1787/9789264258341-en
   Google Scholar
• Organisation for Economic Co-operation and Development. (2018). PISA for development assessment and analytical framework: Reading, mathematics, and science. https://doi.org/https://doi.org/10.1787/9789264305274-en
   Google Scholar
• Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119. https://doi.org/https://doi.org/10.3102/0013189X09332374
   Web of Science ®Google Scholar
• Praetorius, A.-K., & Charalambous, C. Y. (2018). Classroom observation frameworks for studying instructional quality: Looking back and looking forward. ZDM Mathematics Education, 50(3), 535–553. https://doi.org/https://doi.org/10.1007/s11858-018-0946-0
   Google Scholar
• Prenzel, M., Baumert, J., Blum, W., Lehmann, R., Leutner, D., Neubrand, M., Pekrun, R., Rolff, H.-G., Rost, J., & Schiefele, U. (2007). Programme for International Student Assessment 2003 (PISA 2003) (Version: 1) [Data set]. IQB – Institut zur Qualitätsentwicklung im Bildungswesen. https://doi.org/https://doi.org/10.5159/IQB_PISA_2003_v1
   Google Scholar
• Rakoczy, K., Klieme, E., Bürgermeister, A., & Harks, B. (2008). The interplay between student evaluation and instruction: Grading and feedback in mathematics classrooms. Zeitschrift für Psychologie/Journal of Psychology, 216(2), 111–124. https://doi.org/https://doi.org/10.1027/0044-3409.216.2.111
   Web of Science ®Google Scholar
• Ramm, G., Prenzel, M., Baumert, J., Blum, W., Lehmann, R., Leutner, D., Neubrand, M., Pekrun, R., Rolff, H.-G., & Schiefele, U. (Eds.). (2006). PISA 2003: Dokumentation der Erhebungsinstrumente [PISA 2003: Documentation of the survey instruments]. Waxmann.
   Google Scholar
• Reynolds, D., Sammons, P., De Fraine, B., Van Damme, J., Townsend, T., Teddlie, C., & Stringfield, S. (2014). Educational effectiveness research (EER): A state-of-the-art review. School Effectiveness and School Improvement, 25(2), 197–230. https://doi.org/https://doi.org/10.1080/09243453.2014.885450
   Web of Science ®Google Scholar
• Rjosk, C., Richter, D., Hochweber, J., Lüdtke, O., Klieme, E., & Stanat, P. (2014). Socioeconomic and language minority classroom composition and individual reading achievement: The mediating role of instructional quality. Learning and Instruction, 32, 63–72. https://doi.org/https://doi.org/10.1016/j.learninstruc.2014.01.007
   Web of Science ®Google Scholar
• Roehrig, A. D., Turner, J. E., Arrastia, M. C., Christesen, E., McElhaney, S., & Jakiel, L. M. (2012). Effective teachers and teaching: Characteristics and practices related to positive student outcomes. In K. R. Harris, S. Graham, & T. Urdan (Eds.), APA educational psychology handbook: Vol. 2. Individual differences and cultural and contextual factors (pp. 501–527). American Psychological Association. https://doi.org/https://doi.org/10.1037/13274-020
   Google Scholar
• Ronfeldt, M., Farmer, S. O., McQueen, K., & Grissom, J. A. (2015). Teacher collaboration in instructional teams and student achievement. American Educational Research Journal, 52(3), 475–514. https://doi.org/https://doi.org/10.3102/0002831215585562
   Web of Science ®Google Scholar
• Ross, J. A., & Gray, P. (2006). Transformational leadership and teacher commitment to organizational values: The mediating effects of collective teacher efficacy. School Effectiveness and School Improvement, 17(2), 179–199. https://doi.org/https://doi.org/10.1080/09243450600565795
   Web of Science ®Google Scholar
• Rosseel, Y. (2012). lavaan: An R package for structural equation modeling. Journal of Statistical Software, 48(2), 1–36. https://doi.org/https://doi.org/10.18637/jss.v048.i02
   Web of Science ®Google Scholar
• Scheerens, J. (2015). Theories on educational effectiveness and ineffectiveness. School Effectiveness and School Improvement, 26(1), 10–31. https://doi.org/https://doi.org/10.1080/09243453.2013.858754
   Web of Science ®Google Scholar
• Scheerens, J., & Bosker, R. J. (1997). The foundations of educational effectiveness. Pergamon.
   Google Scholar
• Schiepe-Tiska, A. (2019). School tracks as differential learning environments moderate the relationship between teaching quality and multidimensional learning goals in mathematics. Frontiers in Education, 4(4). https://doi.org/https://doi.org/10.3389/feduc.2019.00004
   Google Scholar
• Seidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: The role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499. https://doi.org/https://doi.org/10.3102/0034654307310317
   Web of Science ®Google Scholar
• Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417–453. https://doi.org/https://doi.org/10.3102/00346543075003417
   Web of Science ®Google Scholar
• Taut, S., & Rakoczy, K. (2016). Observing instructional quality in the context of school evaluation. Learning and Instruction, 46, 45–60. https://doi.org/https://doi.org/10.1016/j.learninstruc.2016.08.003
   Web of Science ®Google Scholar
• Thapa, A., Cohen, J., Guffey, S., & Higgins-D’Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357–385. https://doi.org/https://doi.org/10.3102/0034654313483907
   Web of Science ®Google Scholar
• Thoonen, E. E. J., Sleegers, P. J. C., Oort, F. J., Peetsma, T. T. D., & Geijsel, F. P. (2011). How to improve teaching practices: The role of teacher motivation, organizational factors, and leadership practices. Educational Administration Quarterly, 47(3), 496–536. https://doi.org/https://doi.org/10.1177/0013161X11400185
   Web of Science ®Google Scholar
• Vanblaere, B., & Devos, G. (2016). Relating school leadership to perceived professional learning community characteristics: A multilevel analysis. Teaching and Teacher Education, 57, 26–38. https://doi.org/https://doi.org/10.1016/j.tate.2016.03.003
   Web of Science ®Google Scholar
• van Ewijk, R., & Sleegers, P. (2010). The effect of peer socioeconomic status on student achievement: A meta-analysis. Educational Research Review, 5(2), 134–150. https://doi.org/https://doi.org/10.1016/j.edurev.2010.02.001
   Web of Science ®Google Scholar
• Vangrieken, K., Dochy, F., Raes, E., & Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17–40. https://doi.org/https://doi.org/10.1016/j.edurev.2015.04.002
   Web of Science ®Google Scholar
• Warwas, J., & Helm, C. (2018). Professional learning communities among vocational school teachers: Profiles and relations with instructional quality. Teaching and Teacher Education, 73, 43–55. https://doi.org/https://doi.org/10.1016/j.tate.2018.03.012
   Web of Science ®Google Scholar
• Wenger, M., Gärtner, H., & Brunner, M. (2020). To what extent are characteristics of a school’s student body, instructional quality, school quality, and school achievement interrelated? School Effectiveness and School Improvement, 31(4), 548–575. https://doi.org/https://doi.org/10.1080/09243453.2020.1754243
   Web of Science ®Google Scholar
• Wenger, M., Lüdtke, O., & Brunner, M. (2018). Übereinstimmung, Variabilität und Reliabilität von Schülerurteilen zur Unterrichtsqualität auf Schulebene: Ergebnisse aus 81 Ländern [Interrater agreement, variability and reliability of student ratings of instructional quality at the school-level: Results from 81 countries]. Zeitschrift für Erziehungswissenschaft, 21(5), 929–950. https://doi.org/https://doi.org/10.1007/s11618-018-0813-3
   Google Scholar
• Wenner, J. A., & Campbell, T. (2017). The theoretical and empirical basis of teacher leadership: A review of the literature. Review of Educational Research, 87(1), 134–171. https://doi.org/https://doi.org/10.3102/0034654316653478
   Web of Science ®Google Scholar