Factor #5HIGH EXPECTATIONFactors of Effective School

Cambodian International Cooperation InstituteFaculty of Language and Art

Foundation of EducationG6,Y4S2

2015

Factor #5HIGH EXPECTATIONFactors of Effective School

Vichet KEOChantra PINH

Phannith YANGKompheak CHHAY

Sakada SRUNPhanny MAN

Submitted to lecturer HENG PLY

Cambodian International Cooperation InstituteFaculty of Language and Art

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A REVIEW OF EFFECTIVE SCHOOLResearchers have set forth a “five-factor-theory” of effective schools:

Strong administrative leadership A clear school mission Preventing school violence Monitoring student progress High expectation

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CONTENT

A review of effective school

Teacher’s Expectation

Caution of effective school research

Beyond five factors

Summary

Conclusion

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TEACHERS’ EXPECTATION What is expectation? Expectation: when you expect good

things to happen in the future. What is expectation of the teacher

on their students’ learning?Teacher Expectation: High expectation Low expectation

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TEACHERS’ EXPECTATION (High)

Students catch the lesson

Gain high score

Outstanding

Attitude

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TEACHERS’ EXPECTATION (Low)

Fewer opportunities to respond

Less praise

Less challenging work

Fewer nonverbal signs(eye contact, smiles,…)

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TEACHERS’ EXPECTATION (Cont.) In their highly influential 1969

publication, Pygmalion in the classroom, researchers Robert Rosenthal and Lenore Jacobson discussed this experiment and the power of teacher expectation in shaping student achievement.

Although methodological criticisms of the original Rosenthal and Jacobson study abound, those who report on effective schools

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TEACHERS’ EXPECTATION (Cont.)say that there is now extensive evidence showing that high teacher expectation do, in fact, produce student high achievement, and low expectations produce low achievement. Too often, teacher expectations have a

negative impact. An inaccurate judgment about a

student can be made because of error, unconscious prejudice, or stereotype.

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TEACHERS’ EXPECTATION (Cont.) When teacher hold low expectation

for certain students; typically, they offer such students: Fewer opportunities to respond Less praise Less challenging work Fewer nonverbal signs

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TEACHERS’ EXPECTATION (Cont.) In effective schools, teachers hold

high expectations can learn, set objective work toward mastery objectives, spend more time on instruction. They are convinced that students can succeed.

Finally, in effective schools teachers hold high expectations for themselves. They believe that they can deliver high-quality instruction.

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CAUTION ON EFFECTIVE SCHOOL RESEARCHAlthough the research on what makes schools effective has had a direct impact on national reform movements, it has limitations as shown below: Disagreement over the definition of an

effective school Do not really provide a prescription for

developing successful school Much of the research has been

conducted only on lower grades of elementary school

The generalizability of the research is also limited

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BEYOND FIVE FACTORS•Early start•Focus on reading and math

•Smaller schools•Smaller classes

•Increased learning time•Assessment

•Teacher Training•Technology

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BEYOND FIVE FACTORS Early start: The concept that there is a

particular age for children to begin school needs to be rethought. The earlier schools start working with children start working with children, the better children do, during the first three years of life opportunities for children.

Focus on reading and math: Children not reading at grade level by the end of the first grade face a one-in-eight change of ever catching up. In math, students who do not master basic concept find themselves playing catch up throughout their school year.

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BEYOND FIVE FACTORS Smaller school: Students in small

schools learn more, are more pass their course, are less prone to resort to violence, and are more to attend college than those attending large schools.

Smaller classes: Studies indicate that smaller classes are associated with increased student learning. Children in classes of fifteen outperform students in classes of twenty-five, even when have more teacher.

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BEYOND FIVE FACTORSIncreased learning time: More study results in more learning. Longer school days, longer school years, more efficient use of school time, and more graded homework are all proven methods of enhancing academic learning time and student performance.

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BEYOND FIVE FACTORS Assessment. Assessing how effectively

the time is spent is also important. Teacher training. Researcher Linda

Darling-Hammond reports that best way to improve school effectiveness is by investing in teacher training.

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BEYOND FIVE FACTORS What about technology: School

districts that are hesitant to spend funds on teacher training, class size reductions, or early childhood education programs nevertheless are quick to invest significant sums in computers and upgraded technology.

How can we improve school so that they enhance both psychological well-being and academic success.

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SUMMARYo Teachers keep busy in class, while students

their students sitting, waiting and respond by daydreaming or training themselves to deny their desire to be active.

o Flanders, Bellack, Goodlad found that teachers lecture a great deal and ask questions, while students are reduced to passive listening, active only when respond to the teachers.

o Goodlad: “when teachers spend more time teaching, students learn more”.

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SUMMARYo Being tracked into slower classes has a

negative impact on students’ self-esteem.o Beginning in elementary school, peer pressure

wields great power in children’s lives.o Educational reform efforts have focused on

adolescent’s social and personal needs.o Schools increasing number of roles

traditionally filled by parents, from sex education to drug and pregnancy counselling.

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CONCLUSIONStrong

Leadership

Clear Mission

Safe Climate

Learning Process

High Expectati

on

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Question and answer

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QUESTION

1. What are five factors of effective school?2. Which factor is the most effective one?

Why?3. What do you think about teachers’

expectations on students’ progress?4. Are there any factor on effective school?

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