ABSTRACT

Why do some schools bring forth high achievement levels, whereas others do not? To understand the mechanisms behind school success, one must examine schools as organizations and the social relations and interactions among their members. By integrating the literature on educational effectiveness and sociological institutionalism, this article presents a study of four successful and four failing schools in Sweden regarding the impact of schools’ internal organization on student achievement. The results demonstrate that the two types of schools have distinct organizational characteristics, which show significant stability over time. Linking organizational characteristics and student outcomes, we argue that (a) the varying social reality of teachers and principals among the two types of schools fosters different types of actions and beliefs among teachers and principals, which (b) causes different learning environments for students that subsequently lead to variations in their learning trajectories.

摘要

为什么有些学校的成绩水平很高，而有些学校却没有？要了解学校成功背后的机制，必须将学校视为组织以及其成员之间的社会关系和互动。通过整合有关教育有效性和社会学制度主义的文献，本文对瑞典四所成功学校和四所失败学校进行了一项关于学校内部组织对学生成绩影响的研究。结果表明，两种类型的学校具有明显的组织特征，随着时间的推移表现出显着的稳定性。将组织特征和学生成果联系起来，