Abstract
The purpose of this study was to investigate whether a relationship exists between school-level environment and student outcomes. The study involved 620 teachers and 4645 students from 57 Australian secondary schools. Student outcome measures included mathematics achievement, career aspirations and students' attitudes and beliefs about success in mathematics. Teachers' perceptions of their school environment were measured using the School-Level Environment Questionnaire (SLEQ). Because previous research has shown that factors at the school level, such as environment, influence education at the classroom level, data regarding the instructional practices of teachers were included in the analysis in order to investigate this further. The results of these analyses show that various factors of the school-level environment were linked to improved student outcomes. Relationships were also found between teaching practices and student outcomes.
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Webster, B.J., Fisher, D.L. School-Level Environment and Student Outcomes in Mathematics. Learning Environments Research 6, 309–326 (2003). https://doi.org/10.1023/A:1027383925394
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DOI: https://doi.org/10.1023/A:1027383925394