000			01844nam a22002057a 4500
005			20250204162406.0
008			250204b |||||||| |||| 00| 0 eng d
040			_cLDD
100			_aBernhard, Roland
245			_aA focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools
260			_aRoutledge Taylor & Francis Group, 2024
300			_bp. 506-530
490			_aJournal Of School Effectiveness And School Improvement _vVol. 35(4)
500			_aThis article investigates the relationship between school-level factors associated with school quality and progress in student attainment in English secondary schools. Furthermore, it examines the relationship between frequency of classroom observation of teaching (by school leaders or by fellow teachers) in English secondary schools and progress in student attainment. It details findings of a quantitative phase of analysis within a broader mixed-methods study with the purpose of informing best practice in school development in Austria. Results suggest that students attending schools in which leaders and teachers perceive a greater emphasis on policy concerning quality of teaching tend to achieve greater progression in attainment relative to peers. Whilst frequency of classroom observation by leadership staff does not appear to be associated with progress in student attainment, students attending schools in which classroom observation is undertaken by fellow teachers with greater frequency tend to achieve greater progress in attainment relative to peers.
650			_aQuality Of Teaching
650			_aClassroom Observation
700			_aMcDermott, Tiarnach
856			_yclick here to access online _uhttps://www.tandfonline.com/doi/full/10.1080/09243453.2024.2398601
942			_2ddc _cARTICLES
999			_c194591 _d194591