TC_1_1999_creme_D_A

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Creemers, Bert P. M.

Educational effectiveness and improvement in developing societies. Some

experiences from the Primary Education Quality Improvement Project in

Indonesia

Tertium comparationis 5 (1999) 1, S. 32-51

Quellenangabe/ Reference:

Creemers, Bert P. M.: Educational effectiveness and improvement in developing societies. Some

experiences from the Primary Education Quality Improvement Project in Indonesia - In: Tertium

comparationis 5 (1999) 1, S. 32-51 - URN: urn:nbn:de:0111-opus-28908 - DOI: 10.25656/01:2890

https://nbn-resolving.org/urn:nbn:de:0111-opus-28908

https://doi.org/10.25656/01:2890

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TC, 1999, 5(1) 1

Tertium Comparationis

Journal für Internationale Bildungsforschung

Vol. 5, No. 1, pp. 32-51, 1999

Educational Effectiveness and Improvement

in Developing Societies: Some Experiences from the Primary

Education Quality Improvement Project in Indonesia

Bert P.M. Creemers

University of Groningen, the Netherlands

Abstract

The improvement of education in developing societies might benefit from theory and research on

educational effectiveness. They provide a useful instrument to various interventions and improvement

projects but also a knowledge base that can be used for the design of projects. The research evidence

points at the importance of factors at the classroom level and the relatively small possibilities that the

school and the above school level have to influence those factors at the classroom level. This is

illustrated by the evaluation of the primary education quality improvement project in Indonesia, a

project that aimed at the improvement of education through teacher professional development, pro-

vision of textbooks, community participation and management of schools. The results tend to support

the general feeling about educational effectiveness. Conclusions stress the importance of the

development of knowledge by (inter)national consultants, the content of the intervention – educational

effectiveness and improvement and the adaptation of the knowledge to national and local

circumstances – and procedural and technical knowledge how to design, implement and evaluate

educational interventions.

1Introduction

Unlike other studies, the present study does not derive from international comparative re-

search nor from consultancy work in developing countries. The origins of this study are

theory and research on educational effectiveness from an international perspective. For

more than a decade, the Groningen Institute for Educational Research and myself are

involved in theory and research on educational effectiveness. During that period research

was carried out in the Netherlands taking as point of departure a more and more

elaborated framework about educational effectiveness and using statistical procedures to

analyse complex data sets. Although effective school research finds its origins in research

in the United States and the United Kingdom, it is rooted more or less in research on

teacher behaviour, quality of instruction, curriculum research, grouping procedures, and

so on. In this way, it was possible for the Groningen Institute to combine different trends

of research into the field of educational effectiveness.

With the start of the International Congress for School Effectiveness and Improve-

ment (ICSEI) and the companion journal School Effectiveness and School Improvement,

the theory and research on educational effectiveness turned more and more international.

TC, 1999, 5(1) 2

That was important, because some of the factors that were significant in specific coun-

tries appeared to be of no importance in other countries. This pointed at the importance of

contextual factors. Furthermore, international comparative research on student outcomes

showed the need to search for factors within classrooms and schools and other levels of

the educational system, that may cause differences between student outcomes within and

between countries.

In our research in The Netherlands, it also became obvious that educational effective-

ness research and theory provide useful instruments for evaluation research. We use de-

signs based on educational effectiveness approach for the evaluation of different school

reforms in The Netherlands, similar to studies done in the USA and the UK (Werf 1995).

Based on intellectual curiosity ( into characteristics of effective schools across countries)

and our experiences in basic projects in the country, it was a challenge to take part in the

evaluation of the Primary Education Quality Improvement Project (PEQIP) in Indonesia,

using our knowledge base and methodology in educational effectiveness research. In

addition to the research questions related to the PEQIP evaluation, i.e. the assessment of

the impact of PEQIP in Indonesia, the Groningen Institute for Educational Research

formulated the following questions: Do factors related to effectiveness travel across

countries and is it possible to use more or less the same research methodology for

evaluation of this kind of projects in developing societies?

In the following sections the design of the evaluation study and the results will be

described shortly. In addition, we will address whether educational effectiveness and im-

provement can work in developing societies, and which lessons can be drawn from our

experience in this project.

2The History of Educational Effectiveness Research and Improvement

The history of educational effectiveness research can be described in different ways. A

favourite way is to look at educational effectiveness as a reaction to the quite pessimistic

views on teachers, schools and education in general, brought forward by the dis-

appointing results of research. Another, quite different interpretation of the history of

educational effectiveness research considers this research as a natural prolongation of re-

search from the past with respect to teaching, instruction, curriculum, school organisa-

tion, and so on. Depending on one’s views of history, different godfathers for educational

effectiveness research are named, like Coleman et al. (1966). For most educational

effectiveness research the work of Edmonds (1979) and Brookover, Beady, Flood and

Schweitzer (1979) in the United States, and of Rutter, Maughan, Mortimore and Ouston

(1979) in the United Kingdom are important starting points for educational effectiveness

research.

Those studies revealed that schools differ from each other with respect to the out-

comes they generate for comparable groups of students. This holds for academic out-

comes as well as other outcomes ( attitudes towards school, motivation, juvenile de-

linquency, etc.). The crucial question is what kind of characteristics distinguish effective

schools from less effective ones.

Table 1: Effective Schools’ Characteristics Identified in Two Recent Reviews

Levine and Lezotte (1990) Characteristics Sammons, Hillman and Mortimore (1995) Factors

1. Outstanding Leadership

a. Superior Instructional Leadership

b. Support for Teachers

c. High Expenditure of Time and Energy for School

Improvement

d. Vigorous Selection and Replacement of Teachers

1. Professional Leadership

a. The Leading Professional

b. A Participative Approach

c. Firm and Purposeful

TC, 1999, 5(1) 3

e. ‘Maverick’ Orientation and Buffering

f. Frequent, Personal Monitoring of School Activities

and Sense-making

g. Acquisition of Resources

h. Availability and Effective Utilisation of Instructional

Support Personnel

2. Effective Instructional Arrangements of Implementation

a. Effective Teaching

b. Successful Grouping and Related Organisational

Arrangements

c. Classroom Adaptation

d. Active/enriched learning

e. Emphasis on HOTs in Assessing Instructional Out-

comes

f. Co-ordination in Curriculum and Instruction

g. Easy Availability of ... Instructional Materials

h. Stealing Time for Reading, Language, Maths ...

3. Focus on Student Acquisition of Central Learning Skills

a. Maximum Availability and Use of Time for Learning

b. Emphasis on Mastery of Central Learning Skills

4. Productive School Climate and Culture

a. Orderly Environment

b. Faculty Commitment to a Shared and Articulated

Mission Focused on Achievement

c. Faculty Cohesion ... and Collegiality

d. Schoolwide Emphasis on Recognising Positive

Performance

e. Problem Solving Orientation

f. Faculty Input Into Decision

5. High Operationalised Expectations and Requirements for

Students

6. Appropriate Monitoring of Student Progress

7. Practice Oriented Staff Development at the School Site

8. Salient Parental Involvement

9. Others

a. Student Sense of Efficacy/ Futility

b. Multicultural Instruction and Sensitivity

c. Personal Development of Students

2. Purposeful Teaching

a. Efficient Organisation

b. Structured Lessons

c. Adaptive Practice

d. Clarity of practice

3. Concentration on Teaching and Learning

a. Maximisation of Learning Time

b. Academic Emphasis

c. Focus on Achievement

4. Learning Environment

a. An Orderly Environment

b. An Attractive Working Environment

5. Shared Vision and Goals

a. Unity of Purpose

b. Consistency of Practice

c. Collegiality and Co-operation

6. Positive Reinforcement

a. Clear and Fair Discipline

b. Feedback

7. High Expectations

a. High Expectations All Around

b. Communication Expectations

c. Providing Intellectual Change

8. Pupil Rights and Expectations

a. Raising Pupil Self-Esteem

b. Positions of Responsibility

c. Control of Work

9. Monitoring Progress

a. Monitoring Pupil Progress

b. Evaluating School Performance

10. A Learning Organisation ( School Based Staff Development )

11. Home-school Partnership ( Parental Involvement )

Five characteristics are repeatedly mentioned in the literature as correlates of educational

achievement. These are:

• educational leadership;

• high expectations of student achievement;

• emphasis on basic skills;

• safe and orderly climate;

• frequent evaluation of pupils’ progress (see Edmonds 1979).

The status of the five factor-model is correlational. This means that, although the five

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Creemers,BertP.M.Educationaleffectivenessandimprovementindevelopingsocieties.SomeexperiencesfromthePrimaryEducationQualityImprovementProjectinIndonesiaTertiumcomparationis5(1999)1,S.32-51Quellenangabe/Reference:Creemers,BertP.M.:Educationaleffectivenessandimprovementindevelopingsocieties.Someexperie...

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