This article discusses the use of domains identified by Hattie (2009) as a research framework to conduct a qualitative, single-case study to identify attributes perceived to be instrumental in student success in a Florida Charter middle school. This study examined best practices contributing to the long-term sustained success of the middle school students in an effort to maintain and replicate high student achievement. The following question directed this study: “What school-based attributes do administrators and teachers perceive to be instrumental in student success in a Florida charter middle school?” Through research and synthesis of over 1200 meta-analyses, Hattie and his team of researchers identified 195 influences that impact learning in schools. Hattie categorized these influences into six domains identified as major contributors to learning. This case study addressed those domains under a school’s control: (a) school, (b) teacher, (c) curricula, (d) teaching. These categories provided the framework to examine the factors responsible for student success in the charter school. The data sources for the study were teacher interviews, administrator interviews, and classroom observations. The coding strategy integrated pre-figured codes aligned with Hattie’s (2009, 2011), Hattie’s (Scholarship of Teaching and Learning in Psychology, 1(1), 79–91, 2015) domains (school, teacher, curricula, and teaching) while allowing for the possibility for emergent codes. Research credibility was established by (a) prolonged engagement of the researcher, (b) triangulation of data, (c) identification of potential bias, and (d) peer review. The conceptual framework used as a foundation for the study provided the structure to facilitate reliability of this research. Data collection and analysis led to the identification of three over-arching themes, flexibility, personalized learning, and high expectations, as key attributes contributing to student success.

中文翻译：

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佛罗里达州立宪章中学有助于学生成功的校本属性：形成性案例研究

本文讨论了由Hattie（2009）确定的领域作为研究框架的使用，以进行定性的单例研究，以识别被认为对佛罗里达州立宪章中学的学生成功至关重要的属性。这项研究研究了有助于中学生长期持续成功的最佳实践，以保持和复制高中学生的成就。以下问题指导了这项研究：“管理员和老师认为哪些校本属性对佛罗里达州立宪中学的学生成功有帮助？” 通过对1200多种荟萃分析的研究和综合，Hattie和他的研究人员确定了195种影响学校学习的影响。Hattie将这些影响分为六个领域，这些领域被认为是学习的主要贡献者。此案例研究解决了学校控制下的那些领域：（a）学校，（b）老师，（c）课程，（d）教学。这些类别为检查特许学校学生成功的因素提供了框架。该研究的数据来源是老师访谈，管理员访谈和课堂观察。编码策略整合了预先编码的代码，这些代码与Hattie（2009，2011），Hattie（心理学教学奖学金，1（1），79-91，2015）领域（学校，教师，课程和教学）保持一致允许出现紧急代码。（a）研究人员的长期参与，（b）数据的三角测量，（c）识别潜在的偏见，以及（d）同行评审。作为研究基础的概念框架提供了促进该研究可靠性的结构。数据收集和分析导致确定了三个总体主题，灵活性，个性化学习和高期望，这是有助于学生取得成功的关键属性。