TY - JOUR
T1 - Differences in school effectiveness between resilient and struggling Russian schools
AU - Mikhailova, Aleksandra
AU - Zviagintsev, Roman
AU - Pinskaya, Мarina
AU - Anderson, Lorin
N1 - doi: 10.1080/13603124.2023.2254736
This article is an output of a research project implemented as part of the Basic Research Program at the National Research University Higher School of Economics (HSE University).
PY - 2023/9/11
Y1 - 2023/9/11
N2 - 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.
AB - 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.
KW - resilient schools
KW - school effectiveness
KW - mixed-methods approach
UR - https://www.tandfonline.com/eprint/HI4ZURBZUHIT26X7EXNC/full?target=10.1080/13603124.2023.2254736
U2 - 10.1080/13603124.2023.2254736
DO - 10.1080/13603124.2023.2254736
M3 - Article
SP - 1
EP - 23
JO - International Journal of Leadership in Education
JF - International Journal of Leadership in Education
SN - 1360-3124
ER -