Effective versus Ineffective Schools: Observable Differences in the Classroom

Abstract

Until recently, the areas of school effectiveness and teacher effectiveness were examined separately. The study described in this article investigated differences at the classroom level in effective and ineffective schools. Teachers in more effective schools scored consistently higher on all identified dimensions of effective teaching. Field notes from observations in one matched pair of schools suggested possible school-level factors contributing to these classroom differences. The authors suggest that an astute, highly visible administrator and clear academic focus facilitate effective teaching, but they recognize that there may also be a reciprocal increase in school-effectiveness variables (such as quality of leadership and academic mission) resulting from the cultivation or appointment of effective teachers.