Does the Duration of School Interventions Matter? The Effectiveness and Sustainability of Using the Dynamic Approach to Promote Quality and Equity

Autor/inn/en	Kyriakides, Leonidas; Antoniou, Panayiotis; Dimosthenous, Andria
Titel	Does the Duration of School Interventions Matter? The Effectiveness and Sustainability of Using the Dynamic Approach to Promote Quality and Equity
Quelle	In: School Effectiveness and School Improvement, 32 (2021) 4, S.607-630 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kyriakides, Leonidas) ORCID (Antoniou, Panayiotis) ORCID (Dimosthenous, Andria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2021.1923534
Schlagwörter	Program Length; Intervention; Program Effectiveness; Sustainability; Mathematics Achievement; Socioeconomic Status; Equal Education; Foreign Countries; Elementary School Students; Grade 4; Grade 5; Student Characteristics; Cyprus; Greece; Ireland + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Socio-economic status; Sozioökonomischer Status; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Zypern; Griechenland; Irland
Abstract	This paper investigates the sustainability and the impact of offering the dynamic approach (DA) to schools for more than 1 year in improving student achievement in mathematics (quality) and reducing the impact of socioeconomic status (SES) on achievement (equity). A sample of 56 schools in socially disadvantaged areas in three countries (i.e., Cyprus, Greece, and Ireland) and their Grade 4 and 5 students (n = 2,844) participated in this study. Two experimental groups used DA to develop school improvement strategies and action plans. The first experimental group, which employed DA for only 1 school year, was more effective than the control group in promoting student achievement in mathematics and reducing the impact of SES on achievement both at the end of the 1st and 2nd implementation year. Schools which made use of DA for 2 years were found to be the most effective at the end of the 2nd year. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01