logo logo European Journal of Educational Research

EU-JER is is a, peer reviewed, online academic research journal.

Subscribe to

Receive Email Alerts

for special events, calls for papers, and professional development opportunities.

Subscribe

Publisher (HQ)

Eurasian Society of Educational Research
Eurasian Society of Educational Research
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Eurasian Society of Educational Research
Headquarters
Christiaan Huygensstraat 44, Zipcode:7533XB, Enschede, THE NETHERLANDS
Review Article

Effects of Characteristics of School Quality on Student Performance in Secondary School: A Scoping Review

Carina Spreitzer , Samuel Hafner

School quality has become a guiding concept that increasingly shapes educational planning and school development. For many decades, it has been a topi.

S

School quality has become a guiding concept that increasingly shapes educational planning and school development. For many decades, it has been a topic of significant interest, resulting in a wide-ranging and diverse research field. However, it is far from clear how school quality should be defined, what it should encompass, and how it influences student performance. The goal of this scoping review is to examine the existing evidence of the relationship between characteristics of school quality and student cognitive output/ student performance in secondary school. More precisely, it aims to (a) identify, (b) categorize, and (c) examine and evaluate the effects of characteristics of school quality affecting student performance and teaching characteristics in secondary school. In order to achieve these aims, we selected, clustered, and analyses 37 articles. The process was conducted by the research group through regular meetings, discussions, and consensus decisions. Our findings contribute to the comprehensive body of literature by identifying the following dimensions: aims and strategies for quality development, leadership and management, professionalism, school culture, and resources. Furthermore, the review revealed that although the field of school quality has been extensively researched, it lacks consistency, with many different operationalisations and definitions, making comparisons and syntheses challenging or even impossible. We believe that clear operationalisations and definitions are crucial to achieving comparability. Additionally, to achieve a standardized understanding of school quality and establish the categories internationally, uniform, theoretically sound, and content-related definitions of each category are necessary.

Keywords: Leadership and management, professionalism, school culture, school quality, student outcomes.

cloud_download PDF
Cite
Article Metrics
Views
535
Download
1839
Citations
Crossref
2

Scopus
0

References

Aburizaizah, S., Kim, Y., & Fuller, B. (2019). Principal leadership and student achievement: Decentralising school management in Saudi Arabia. Compare: A Journal of Comparative and International Education, 49(5), 795–816. https://doi.org/10.1080/03057925.2018.1462145

Adnot, M., Dee, T., Katz, V., & Wyckoff, J. (2017). Teacher turnover, teacher quality, and student achievement in DCPS. Educational Evaluation and Policy Analysis, 39(1), 54–76. https://doi.org/10.3102/0162373716663646

Anders, Y., Kunter, M., Brunner, M., Krauss, S., & Baumert, J. (2010). Diagnostische fähigkeiten von mathematiklehrkräften und ihre auswirkungen auf die leistungen ihrer schülerinnen und schüler [Diagnostic skills of mathematics teachers and their impact on student performance]. Psychologie in Erziehung und Unterricht, 57(3), 175–193. https://doi.org/10.2378/peu2010.art13d

Arribas Diaz, J. A., & Martinez-Mediano, C. (2018). The impact of ISO quality management systems on primary and secondary schools in Spain. Quality Assurance in Education, 26(1), 2–24. https://doi.org/10.1108/QAE-06-2016-0028

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/10.3102/0002831209345157

Belo, R., Ferreira, P., & Telang, R. (2013). Broadband in school: Impact on student performance. Management Science, 60(2), 265–282. https://doi.org/10.1287/mnsc.2013.1770

Bengo, P. (2016). Secondary mathematics coaching: The components of effective mathematics coaching and implications. Teaching and Teacher Education, 60, 88–96. https://doi.org/10.1016/j.tate.2016.07.027

Blömeke, S., & Klein, P. (2013). When is a school environment perceived as supportive by beginning mathematic teachers? Effects of leadership, trust, autonomy and appraisal on teaching quality. International Journal of Science and Mathematics Education, 11, 1029–1048. https://doi.org/10.1007/s10763-013-9424-x

Blömeke, S., Vegar Olsen, R., & Suhl, U. (2016). Relation of student achievement to the quality of their teachers and instructional quality. In T. Nilsen & J.-E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes: Relationships across countries, cohorts and time (pp. 21–50). Springer Open. https://doi.org/10.1007/978-3-319-41252-8_2

Boston, M. D., & Smith, M. S. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers’ classrooms. Journal for Research in Mathematics Education, 40(2), 119–156. https://bit.ly/3lqq1fG

Center for Education Policy Research- Harvard University. (n.d.). Research overview. https://cepr.harvard.edu/ncte-research-methods

Charlton, C. T., Moulton, S., Sabey, C. V., & West, R. (2021). A systematic review of the effects of schoolwide intervention programs on student and teacher perceptions of school climate. Journal of Positive Behavior Interventions, 23(3), 185–200. https://doi.org/10.1177/1098300720940168

Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A., Weinfeld, F. D., & York, R. L. (1966). Equality of educational opportunity. U.S. Department of Health, Education, and Welfare. https://files.eric.ed.gov/fulltext/ED012275.pdf

Corcoran, R. P. (2017). Preparing principals to improve student achievement. Child & Youth Care Forum, 46, 769–781. https://doi.org/10.1007/s10566-017-9399-9

Creemers, B. P. M., & Kyriakidēs, L. (2008). The dynamics of educational effectiveness: A contribution to policy, practice and theory in contemporary schools. Contexts of learning. Routledge. https://bit.ly/3le0Rkg

Creemers, B., Scheerens, J., & Reynolds, D. (1999). Theory development in school effectiveness research. In C. Teddlie & D. Reynolds (Eds.), The international handbook of school effectiveness research (pp. 283–298). Routledge.

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Palo Alto, CA: Learning Policy Institute. https://doi.org/10.54300/122.311

Day, C., Gu, Q., & Sammons, P. (2016). The impact of leadership on student outcomes: How successful school leaders use transformational and instructional strategies to make a difference. Educational Administration Quarterly, 52(2), 221–258. https://doi.org/10.1177/0013161X15616863

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181–199. https://doi.org/10.3102/0013189X08331140

Ditton, H. (2000). Qualitätskontrolle und Qualitätssicherung in Schule und Unterricht: Ein Überblick zum Stand der empirischen Forschung [Quality control and quality assurance in schools and classrooms: An overview of the state of empirical research]. Zeitschrift für Pädagogik, (Suppl. 41), 73–92.

Ditton, H. (2016). Schulqualität unter der Perspektive von Systemstrukturen und Bildungsverläufen [School quality from the perspective of system structures and educational trajectories]. In U. Steffens & T. Bargel (Eds.), Schulqualität - Bilanz und perspektiven: Grundlagen der qualität von schule 1 [School quality - Balance and perspectives: Basics of school quality 1] (1st ed., pp. 65–94). Waxmann. https://bit.ly/3mWQYYB

Ditton, H., & Müller, A. (2011). Schulqualität [School quality]. In H. Reinders, H. Ditton, C. Gräsel, & B. Gniewosz (Eds.), Empirische Bildungsforschung: Gegenstandsbereiche [Empirical educational research: Subject areas] (2nd ed., pp. 121–134). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-93021-3_9

Doig, B., Groves, S., Tytler, R., & Gough, A. (2005). Primary and secondary mathematics practice: How different is it? In P. Clarkson (Ed.), Proceedings of the 28th Annual conference of the Mathematics Education Research Group of Australasia (MERGA 28)- Building connections: Research, theory and practice (pp. 305–312). Mathematics Education Research Group of Australasia.

Donnelly, R., & Patrinos, H. A. (2022). Learning loss during Covid-19: An early systematic review. Prospects, 51, 601–609. https://doi.org/10.1007/s11125-021-09582-6

Drent, M., Meelissen, M. R. M., & van der Kleij, F. M. (2013). The contribution of TIMSS to the link between school and classroom factors and student achievement. Journal of Curriculum Studies, 45(2), 198–224. https://doi.org/10.1080/00220272.2012.727872

Dubberke, T., Kunter, M., McElvany, N., Brunner, M., & Baumert, J. (2008). Mathematics teachers’ beliefs and their impact on instructional quality and student achievement. Zeitschrift für Pädagogische Psychologie, 22(34), 193–206. https://doi.org/10.1024/1010-0652.22.34.193

Düring, K., Berthold, M., & Preuße, D. (2019). Schulvisitation im Land Brandenburg 2. Durchgang 2011-2016: Grundlagen, Ergebnisse, Entwicklung [School visitation in the state of Brandenburg 2nd round 2011-2016: Basics, results, development]. Bildungsserver Berlin-Brandenburg. https://bit.ly/3ZcSjrQ

Education and Training Authority. (2022). Kompetenzfeststellung KERMIT. [competency assessment KERMIT.] Institut für die Qualitätsentwicklung im Bildungswesen (IQB). https://www.hamburg.de/bsb/kermit/

Education Committee of the European Mathematical Society. (2012). It is necessary that teachers are mathematically proficient, but is it sufficient? Solid findings in mathematics education on teacher knowledge. Newsletter of the European Mathematical Society, (83), 46–50. https://bit.ly/3Tr4fF6

Fadel, C., Bialik, M., & Trilling, B. (2017). Die vier Dimensionen der Bildung: Was Schülerinnen und Schüler im 21. Jahrhundert lernen müssen [The four dimensions of education: What students need to learn in the 21st century]. Verlag ZLL21 e.V. https://zll21.de/verlag/4dedu/

Fend, H. (1986). “Gute Schulen - schlechte Schulen“: Die einzelne Schule als pädagogische Handlungseinheit ["Good schools - bad schools": The individual school as a pedagogical action unit]. Die Deutsche Schule, 78(3), 275–293.

Fischer, C., Fishman, B., Dede, C., Eisenkraft, A., Frumin, K., Foster, B., Lawrenz, F., Levy, A. J., & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education, 72, 107–121. https://doi.org/10.1016/j.tate.2018.02.011

Gärtner, H. (2016). Welche schulischen Merkmale beeinflussen die Unterrichtsqualität? Sekundäranalysen auf Grundlage von Schulinspektionsdaten [What school characteristics influence the quality of teaching? A secondary analysis of school inspection data]. Zeitschrift für Erziehungswissenschaft, 19, 509–526. https://doi.org/10.1007/s11618-016-0691-5

Grissom, J. A., & Loeb, S. (2011). Triangulating principal effectiveness. American Educational Research Journal, 48(5), 1091–1123. https://doi.org/10.3102/0002831211402663

Grissom, J. A., Loeb, S., & Master, B. (2013). Effective instructional time use for school leaders: Longitudinal evidence from observations of principals. Educational Researcher, 42(8), 433–444. https://doi.org/10.3102/0013189X13510020

Gustafsson, J.‑E., Nilsen, T., & Hansen, K. Y. (2018). School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011. Studies in Educational Evaluation, 57, 16–30. https://doi.org/10.1016/j.stueduc.2016.09.004

Hanushek, E. A. (1997). Assessing the effects of school resources on student performance: An update. Educational Evaluation and Policy Analysis, 19(2), 141–164. https://doi.org/10.3102/01623737019002141

Hartmann, J., Schauer, S., Krauth, C., & Amelung, V. (2012). Methoden zur Prädiktion von Hochnutzern: Ein systematischer Literatur-Review [Methods for predicting heavy users: A systematic literature review]. GMS Medizinische Informatik, Biometrie und Epidemiologie, 8(1), 1–11. https://doi.org/10.3205/mibe000126

Harvey, L., & Green, D. (2000). Qualität definieren: Fünf unterschiedliche Ansätze [Defining quality: Five different approaches]. Zeitschrift für Pädagogik, (Suppl. 41), 17–39.

Hattie, J. (2015). The applicability of visible learning to higher education. Scholarship of Teaching and Learning in Psychology, 1(1), 79–91. https://doi.org/10.1037/stl0000021

Heck, R. H., & Hallinger, P. (2014). Modeling the longitudinal effects of school leadership on teaching and learning. Journal of Educational Administration, 52(5), 653–681. https://doi.org/10.1108/JEA-08-2013-0097

Hessian Teachers’ Academy. (2021). Hessischer Referenzrahmen Schulqualität: Qualitätsbereiche. Qualitätsdimensionen. Qualitätskriterien [Hessian framework for school quality: Quality areas. Quality dimensions. Quality criteria]. https://bit.ly/3ZQQMZB

Hill, H. C., Blunk, M. L., Charalambous, C. Y., Lewis, J. M., Phelps, G. C., Sleep, L., & Ball, D. L. (2008). Mathematical knowledge for teaching and the mathematical quality of instruction: An exploratory study. Cognition and Instruction, 26(4), 430–511. https://doi.org/10.1080/07370000802177235

Hill, H. C., Charalambous, C. Y., & Chin, M. J. (2019). Teacher characteristics and student learning in mathematics: A comprehensive assessment. Educational Policy, 33(7), 1103–1134. https://doi.org/10.1177/0895904818755468

Hill, H. C., & Chin, M. (2018). Connections between teachers’ knowledge of students, instruction, and achievement outcomes. American Educational Research Journal, 55(5), 1076–1112. https://doi.org/10.3102/0002831218769614

Hogrebe, M. C., & Tate, W. F. (2010). School composition and context factors that moderate and predict 10th-grade science proficiency. Teachers College Record, 112(4), 1096–1136. https://doi.org/10.1177/016146811011200407

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/10.1080/03057267.2020.1735758

Hox, J. J., Moerbeek, M., & van de Schoot, R. (2017). Multilevel analysis: Techniques and applications (3rd ed.). Quantitative methodology series. Routledge. https://doi.org/10.4324/9781315650982

Huang, J., Tang, Y., He, W., & Li, Q. (2019). Singapore’s school excellence model and student learning: Evidence from PISA 2012 and TALIS 2013. Asia Pacific Journal of Education, 39(1), 96–112. https://doi.org/10.1080/02188791.2019.1575185

Institut für Qualitätsentwicklung. (2011). Hessischer Referenzrahmen Schulqualität: Qualitätsbereiche, Qualitätsdimensionen und Qualitätskriterien [Hessian framework for school quality: Quality areas. Quality dimensions. Quality criteria]. https://bit.ly/3YQdjo0

Klieme, E. (2016). Schulqualität, Schuleffektivität und Schulentwicklung - Welche Erkenntnis eröffnet empirische Forschung? [School quality, school effectiveness, and school development - what insight does empirical research provide?] In U. Steffens & T. Bargel (Eds.), Schulqualität - Bilanz und perspektiven: Grundlagen der qualität von schule 1 [School quality - Balance and perspectives: Basics of school quality 1] (1st ed., pp. 45–64). Waxmann. https://bit.ly/3JJ2TT9

Klieme, E., Lipowsky, F., Rakoczy, K., & Ratzka, N. (2006). Qualitätsdimensionen und Wirksamkeit von Mathematikunterricht: Theoretische Grundlagen und ausgewählte Ergebnisse des Projektes „Pythagoras“ [Quality dimensions and effectiveness of mathematics teaching: Theoretical foundations and selected results of the "Pythagoras" project]. In M. Prenzel & L. Allolio-Näcke (Eds.), Untersuchungen zur Bildungsqualität von Schule: Abschlussbericht des DFG-Schwerpunktprogramms [Studies on the educational quality of schools: Final report of the DFG priority programme] (pp. 127–146). Waxmann. https://bit.ly/3mXj8mk

Koellner, K., & Jacobs, J. (2015). Distinguishing models of professional development: The case of an adaptive model’s impact on teachers’ knowledge, instruction, and student achievement. Journal of Teacher Education, 66(1), 51–67. https://doi.org/10.1177/0022487114549599

Krapp, A. (1999). Intrinsische Lernmotivation und Interesse: Forschungsansätze und konzeptuelle Überlegungen [Intrinsic learning motivation and interest: Research approaches and conceptual considerations]. Zeitschrift für Pädagogik, 45(3), 387–406. https://doi.org/10.25656/01:5958

Krautz, J. (2007). Pädagogik unter dem Druck der Ökonomisierung. Zum Hintergrund von Standards, Kompetenzen und Modulen [Pedagogy under the pressure of economisation. On the background of standards, competences and modules]. Pädagogische Rundschau, 61(1), 71–83. https://bit.ly/42udNn6

Kuckartz, U. (2014). Qualitative Text Analysis: A Guide to Methods, Practice & Using Software. SAGE Publications Ltd. https://doi.org/10.4135/9781446288719

Kunter, M., Klusmann, U., & Baumert, J. (2009). Professionelle Kompetenz von Mathematiklehrkräften: Das COACTIV-Modell [Professional competence of mathematics teachers: The COACTIV model]. In O. Zlatkin-Troitschanskaia, K. Beck, D. Sembill, R. Nickolaus, & R. H. Mulder (Eds.), Lehrprofessionalität: Bedingungen, Genese, Wirkungen und ihre Messung [Teaching professionalism: Conditions, genesis, effects and their measurement] (pp. 153–165). Beltz. https://bit.ly/3TpSdfk

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(3), 805–820. https://doi.org/10.1037/a0032583

Kyriakides, L., Creemers, B. P. M., Antoniou, P., Demetriou, D., & Charalambous, C. Y. (2015). The impact of school policy and stakeholders’ actions on student learning: A longitudinal study. Learning and Instruction, 36, 113–124. https://doi.org/10.1016/j.learninstruc.2015.01.004

Langer, W. (2009). Mehrebenenanalyse: Eine Einführung für Forschung und Praxis [Multilevel analysis: An introduction for research and practice] (2nd ed.). VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-91779-5

Lazarevic, L. B., & Orlic, A. (2018). PISA 2012 mathematics literacy in Serbia: A multilevel analysis of students and schools. Psihologija, 51(4), 413–432. https://doi.org/10.2298/PSI170817017L

Lipowsky, F. (2015). Unterricht [Teaching]. In E. Wild & J. Möller (Eds.), Pädagogische Psychologie [Educational psychology] (2nd ed., pp. 69–105). Springer. https://doi.org/10.1007/978-3-642-41291-2_4

Liu, Y., & Liao, W. (2019). Professional development and teacher efficacy: Evidence from the 2013 TALIS. School Effectiveness and School Improvement, 30(4), 487-509. https://doi.org/10.1080/09243453.2019.1612454

Mohammadpour, E., Shekarchizadeh, A., & Kalantarrashidi, S. A. (2015). Multilevel modeling of science achievement in the TIMSS participating countries. Journal of Educational Research, 108(6), 449–464. https://doi.org/10.1080/00220671.2014.917254

Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), Article e1000097. https://doi.org/10.1371/journal.pmed.1000097

Moosbrugger, R., Altrichter, H., & Brauckmann-Sajkiewicz, S. (2019). Regelungsstrukturen in verschiedenen Schulsystemen – Fallbeispiele [Regulatory structures in different school systems - case studies]. In E. Rauscher, C. Wiesner, D. Paasch, & P. Heißenberger (Eds.), Schulautonomie – Perspektiven in Europa: Befunde aus dem EU-Projekt INNOVITAS [School autonomy - perspectives in Europe: Findings from the EU-project INNOVITAS] (pp. 215–228). Waxmann.

Mora-Ruano, J. G., Heine, J.‑H., & Gebhardt, M. (2019). Does teacher collaboration improve student achievement? Analysis of the German PISA 2012 sample. Frontiers in Education, 4, Article 85. https://doi.org/10.3389/feduc.2019.00085

Mullis, I. V. (2014). Introduction. In I. V. Mullis & M. O. Martin (Eds.), TIMSS advanced 2015 assessment frameworks (pp. 3–8). TIMSS & PIRLS International Study Center. https://bit.ly/3JHEhtO

Nilsen, T., & Gustafsson, J.-E. (2016). The impact of school climate and teacher quality on mathematics achievement: A difference-in-differences approach. In T. Nilsen & J.-E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes: Relationships across countries, cohorts and time (pp. 81–95). Springer Open. https://doi.org/10.1007/978-3-319-41252-8_4

Nilsen, T., Gustafsson, J.‑E., & Blömeke, S. (2016). Conceptual framework and methodology of this report. In T. Nilsen & J.-E. Gustafsson (Eds.), Teacher quality, instructional quality and student outcomes: Relationships across countries, cohorts and time (Vol.2, pp. 1–19). Springer. https://doi.org/10.1007/978-3-319-41252-8_1

Organization for Economic Cooperation and Development. (2005). School factors related to quality and equity: Results from PISA 2000. https://bit.ly/3yNna3k

Organization for Economic Cooperation and Development. (2015). Education policy outlook 2015: Making reforms happen. https://doi.org/10.1787/9789264225442-en

Organization for Economic Cooperation and Development. (2018). The future of education and skills: Education 2030. https://bit.ly/42q2nkc

Özberk, E. B. U., Findik, L. Y., & Özberk, E. H. (2018). Investigation of the variables affecting the math achievement of resilient students at school and student level. Education and Science/ Eğitim ve Bilim, 43(194), 111–129. https://doi.org/10.15390/EB.2018.7153

Pier, L., Hough, H. J., Christian, M., Bookman, N., Wilkenfeld, B., & Miller, R. (2021). COVID-19 and the educational equity crisis: Evidence on learning loss from the CORE data collaborative. https://bit.ly/3JAptfs

Pietsch, M., Lücken, M., Thonke, F., Klitsche, S., & Musekamp, F. (2016). The relation of school leadership, instructional quality and student achievement: An argument based validation study on the interpretations and uses of school inspection results regarding school leadership. Zeitschrift für Erziehungswissenschaft, 19(3), 527–555. https://doi.org/10.1007/s11618-016-0692-4

Pigott, T. D., & Polanin, J. R. (2020). Methodological guidance paper: High-quality meta-analysis in a systematic review. Review of Educational Research, 90(1), 24–46. https://doi.org/10.3102/0034654319877153

Praetorius, A.‑K., Rogh, W., & Kleickmann, T. (2020). Blinde Flecken des Modells der drei Basisdimensionen von Unterrichtsqualität? Das Modell im Spiegel einer internationalen Synthese von Merkmalen der Unterrichtsqualität [Blind spots of the model of the three basic dimensions of quality of teaching? The model in light of an international synthesis of characteristics of quality of teaching]. Unterrichtswissenschaft, 48(3), 303–318. https://doi.org/10.1007/s42010-020-00072-w

Psacharopoulos, G., Collis, V., Patrinos, H. A., & Vegas, E. (2020, August 31). Lost wages: The COVID-19 cost of school closures. SSRN. https://doi.org/10.2139/ssrn.3682160

Roland, E., & Galloway, D. (2004). Professional cultures in schools with high and low rates of bullying. School Effectiveness and School Improvement, 15(3-4), 241–260. https://doi.org/10.1080/09243450512331383202

Rolfe, V., Hansen, K. Y., & Strietholt, R. (2022). Integrating educational quality and educational equality into a model of mathematics performance. Studies in Educational Evaluation, 74, Article 101171. https://doi.org/10.1016/j.stueduc.2022.101171

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/10.3102/0002831215585562

Saminathen, M. G., Laftman, S. B., Almquist, Y. B., & Modin, B. (2018). Effective schools, school segregation, and the link with school achievement. School Effectiveness and School Improvement, 29(3), 464–484. https://doi.org/10.1080/09243453.2018.1470988

Scheerens, J. (2015). Theories on educational effectiveness and ineffectiveness. School Effectiveness and School Improvement, 26(1), 10–31. https://doi.org/10.1080/09243453.2013.858754

Scheerens, J., & Bosker, R. J. (1997). The foundations of educational effectiveness. Pergamon.

Scheerens, J., Witziers, B., & Steen, R. (2013). A meta-analysis of school effectiveness studies. Revista De Educación, (361), 619–645. https://doi.org/10.4438/1988-592X-RE-2013-361-235

Schleicher, A. (2014). Equity, excellence and inclusiveness in education: Policy lessons from around the world. https://doi.org/10.1787/9789264214033-en

Schratz, M., & Hartmann, M. (2019). Schulautonomie in Österreich: Bilanz und Perspektiven für eine eigenverantwortliche Schule [School autonomy in Austria: Results and perspectives for an autonomous School]. In E. Rauscher, C. Wiesner, D. Paasch, & P. Heißenberger (Eds.), Schulautonomie – Perspektiven in Europa: Befunde aus dem EU-Projekt INNOVITAS [School autonomy - perspectives in Europe: Findings from the EU-project INNOVITAS] (pp. 107–132). Waxmann.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–23. https://doi.org/10.17763/haer.57.1.j463w79r56455411

Son, J.‑W., Han, S., Kang, C., & Kwon, O. N. (2016). A comparative analysis of the relationship among quality instruction, teacher self-efficacy, student background, and mathematics achievement in South Korea and the United States. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1755–1779. https://doi.org/10.12973/eurasia.2016.1532a

Spreitzer, C., Hafner, S., Krainer, K., & Vohns, A. (2022). Effects of generic and subject-didactic teaching characteristics on student performance in mathematics in secondary school: A scoping review. European Journal of Educational Research, 11(2), 711–737. https://doi.org/10.12973/eu-jer.11.2.711

Steffens, U. (2012). Schulqualitätsdiskussion in Deutschland - ihre Entwicklung im Überblick [School quality discussion in Germany - an overview of its development]. IQ. https://bit.ly/3JJ2osf

Steffens, U., & Bargel, T. (2016). Die Diskussion um Schulqualität - Anfänge, Wege und Erträge des „Arbeitskreises Qualität von Schule“ [The discussion on school quality - beginnings, directions and results of the "Working group on school quality"]. In U. Steffens & T. Bargel (Eds.), Schulqualität - Bilanz und perspektiven: Grundlagen der qualität von schule 1 [School quality - Balance and perspectives: Basics of school quality 1] (1st ed., pp. 309–348). Waxmann. https://bit.ly/3lheW0o

Steffens, U., Bargel, T., & Höfer, D. (2016). Einleitung [Introduction]. In U. Steffens & T. Bargel (Eds.), Beiträge zur Schulentwicklung. Schulqualität - Bilanz und Perspektiven: Grundlagen der Qualität von Schule 1 [Contributions to school development. School quality - balance and perspectives: Basics of school quality 1] (1st ed., pp. 9–27). Waxmann. https://bit.ly/3lhf1kI

Teddlie, C., & Stringfield, S. (1993). Schools make a difference: Lessons learned from a 10-year study of school effects. Teachers College Press.

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/10.3102/0034654313483907

Toste, J. R., Didion, L., Peng, P., Filderman, M. J., & McClelland, A. M. (2020). A meta-analytic review of the relations between motivation and reading achievement for K–12 students. Review of Educational Research, 90(3), 420–456. https://doi.org/10.3102/0034654320919352

van Buer, J., & Wagner, C. (2009). Qualität von Schule: Ein kritisches Handbuch [School quality: A critical handbook]. Peter Lang. https://doi.org/10.3726/978-3-653-04898-8

Vanlaar, G., Kyriakides, L., Panayiotou, A., Vandecandelaere, M., McMahon, L., de Fraine, B., & van Damme, J. (2016). Do the teacher and school factors of the dynamic model affect high- and low-achieving student groups to the same extent? A cross-country study. Research Papers in Education, 31(2), 183–211. https://doi.org/10.1080/02671522.2015.1027724

Weinert, F. E. (1996). Für und Wider die „neuen Lerntheorien“ als Grundlage pädagogisch-psychologischer Forschung [Pros and cons of using "new learning theories" as a basis for pedagogical-psychological research]. Zeitschrift für Pädagogische Psychologie, 10, 1–12.  

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/10.1080/09243453.2020.1754243

...