School Process and Educational Outcomes in England
Amira Elasra ()
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Amira Elasra: The department of Economics, University of Warwick
Chapter 11 in Investigaciones de Economía de la Educación, 2017, vol. 12, pp 223-262 from Asociación de Economía de la Educación
Most of the existing literature have shown that the educational production function approach hardly accounts for the school process variables. This paper examines the teacher and school effectiveness impacts on English students’ both cognitive and affective outcomes using the Context-Input-Process-Outcome model. The primary implication of the findings is that teachers matter. Teachers play a significant positive moderate role in improving students’ cognitive outcome and a much bigger role in improving their affective outcome. Although the paper proved that school process inputs are important in explaining students’ outcomes, the moderate magnitude of some of these inputs on cognitive outcome reflected that student’s related inputs such as academic self-schema and attitude towards continuing to higher education could play a major role in explaining such outcome.
Keywords: Educational outcomes; school process; teacher qulaity; school quality (search for similar items in EconPapers)
JEL-codes: I21 D12 D13 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:aec:ieed12:12-11
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