Differences in school effectiveness between resilient and struggling Russian schools

Aleksandra Mikhailova, Roman Zviagintsev, Мarina Pinskaya, Lorin Anderson

Publications: Contribution to journalArticlePeer Reviewed

Abstract

Our research is dedicated to identifying what allows schools operating in difficult social conditions to show good academic results. We answer this question through the conjugation of two theoretical frameworks: academic resilience and school effectiveness. We analyze several models of school effectiveness and compare resilient and struggling schools through them. The study uses a quantitative and qualitative mixed-methods design. Our main arguments are based on an analysis of interviews conducted with students, parents, teachers, and principals in different schools—3 resilient and 3 struggling. We conclude that the schools differ in the strategies they implement; the main problem facing struggling schools is not the lack of effective elements, but the presence of negative ones; in further studies of school effectiveness, it would be worth using an integrative model that combines both poles.

Original languageEnglish
Pages (from-to)1-23
Number of pages23
JournalInternational Journal of Leadership in Education
DOIs
Publication statusPublished - 11 Sep 2023

Austrian Fields of Science 2012

  • 503006 Educational research

Keywords

  • resilient schools
  • school effectiveness
  • mixed-methods approach

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