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The impact of school policy and stakeholders' actions on student learning: A longitudinal study
ARTICLE

, Department of Education, Cyprus ; , Faculty of Behavioral and Social Sciences ; , Faculty of Education, United Kingdom ; , , Department of Education, Cyprus

Learning and Instruction Volume 36, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

This paper proposes a theoretical framework on how school policy can promote student learning. School policy is considered to have an indirect effect on student achievement by changing school stakeholders' actions toward improving the School Learning Environment (SLE) and teaching practice. A reciprocal relationship between school policy and stakeholders' actions is also considered. A longitudinal study was conducted to test the framework's main assumptions. A stratified sample of 64 primary schools was selected and students' achievement in Mathematics at the beginning of Grade 4 and at the end of the next three consecutive school years was measured, alongside the school policy and teachers' actions with regards to issues associated with teaching and the SLE. The results of multilevel structural equation modelling analyses supported the main assumptions of the framework. Implications for the development of school policy are drawn and suggestions for further research are provided.

Citation

Kyriakides, L., Creemers, B.P.M., Antoniou, P., Demetriou, D. & Charalambous, C.Y. (2015). The impact of school policy and stakeholders' actions on student learning: A longitudinal study. Learning and Instruction, 36(1), 113-124. Elsevier Ltd. Retrieved April 8, 2020 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2015.01.004

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