School Effectiveness and School Improvement

Papers
(The TQCC of School Effectiveness and School Improvement is 5. The table below lists those papers that are above that threshold based on CrossRef citation counts [max. 250 papers]. The publications cover those that have been published in the past four years, i.e., from 2021-09-01 to 2025-09-01.)
ArticleCitations
Critical examination of the measurement quality of student outcomes: a systematic review87
Effects of after-school program participation on students’ noncognitive development in China: an empirical study of a Wuhan sample under the “Double Reduction” policy26
Streamlining your school: understanding the relationship between instructional program coherence and school performance15
Teachers’ perception of the characteristics of an evidence-informed school: initiative, supportive culture, and shared reflection14
How to conceptualize teaching quality in the future: some confirming, some complementary, and some critical remarks, and some of them hopefully helpful14
Capturing quality. Educational quality in secondary analyses of international large-scale assessments: a systematic review14
Navigating tensions in processes of school improvement: strategic versus defensive responses among teachers and leaders14
A focus on students’ and teachers’ learning through strategic human resource management11
How does leadership affect teacher collaboration? Evidence from teachers in US schools10
School sector and satisfaction: evidence from a nationally representative sample9
Teachers can differentiate between standards-based leadership skills in principal evaluation surveys: a multilevel analysis8
Rethinking teaching-quality research: a reflection on the role of core working assumptions and possible pathways for future research8
Are class size and teacher characteristics associated with cognitive outcomes in early grades?7
The strengths and limitations of using quantitative data to inform school inspections6
The effect of school leaders’ feedback on teaching quality perceived by students – results of an intervention study6
Positive education in daily teaching, the promotion of wellbeing, and engagement in a whole school approach: a clustered quasi-experimental trial6
Breaking out of silos: using classroom videos for cross-disciplinary and cross-methodological examinations of teaching qualities6
Advancing the field of educational effectiveness and equity6
Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling6
Place-based disparities faced by stuck schools in England: a contextual understanding of low performance and the role of inspection outcomes6
High-quality teachers in low-quality schools: understanding the variation in teaching quality in low-achieving Chilean schools6
Hybrid frameworks to capture teaching quality in secondary classrooms: the case of the TEDS-Instruct observation system5
School leadership and students’ decisions about further education: exploring the roles of goal setting and school socioeconomic composition5
Conceptualizing teaching quality: problems, prospects, and a proposal for moving forward5
Measuring social marginalisation: using SEM to uncover essential social factors underlying social marginalisation in public schools5
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