Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571415
Title: Transforming an especially challenging urban school against the odds : a multivariate statistical analysis of student perceptions
Author: Cross, Philip
Awarding Body: University of Greenwich
Current Institution: University of Greenwich
Date of Award: 2009
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Abstract:
The aim of this four year longitudinal study was to identify the contributory factors that brought about rapid improvement in an especially challenging urban school. A two-phase sequential mixed-method strategy was used to identify underlying statistically derived factors within a post-positivist paradigm In phase I, Principle Components Analysis was used to reduce an initial 90-item questionnaire, administered to 302 students, to identify a three factor multilevel school improvement model that comprised 17 sub-factors. The derived factors were: i. leadership at the whole school level; ii. teaching and learning in the classroom and iii. the development of students and teachers as part of a unified learning community. During phase II, Principle Axis Factoring, Multiple Regression and MANOVA were used to test the hypothesis that 22 school improvement variables, derived from a review of the 3 factors and 17 sub-factors from phase I, did in fact comprise a single coherent school improvement model with 3 levels. A detailed analysis of the perceptions of 104 students, gathered via a 22-item questionnaire, yielded a coherent model based on 4 factors (levels) that were interpreted as: context; leadership; learning & teaching and ethos & relationships. In addition, 22 sub-factors were identified within the model. The statistical findings were triangulated with the literature, external documentary evidence about the school and focus group interviews with a stratified random sample of students, parents and teachers. This thesis proposes a new dynamic multilevel rapid school improvement model together with a new paradigm for schools operating in challenging urban contexts.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.571415  DOI: Not available
Keywords: LB Theory and practice of education
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