ABSTRACT

This paper investigates the sustainability and the impact of offering the dynamic approach (DA) to schools for more than 1 year in improving student achievement in mathematics (quality) and reducing the impact of socioeconomic status (SES) on achievement (equity). A sample of 56 schools in socially disadvantaged areas in three countries (i.e., Cyprus, Greece, and Ireland) and their Grade 4 and 5 students (n = 2,844) participated in this study. Two experimental groups used DA to develop school improvement strategies and action plans. The first experimental group, which employed DA for only 1 school year, was more effective than the control group in promoting student achievement in mathematics and reducing the impact of SES on achievement both at the end of the 1st and 2nd implementation year. Schools which made use of DA for 2 years were found to be the most effective at the end of the 2nd year.

摘要

本文调查了为学校提供动态方法 (DA) 超过 1 年以提高学生数学成绩（质量）和减少社会经济地位 (SES) 对成绩（公平）的影响的可持续性和影响。三个国家（即塞浦路斯、希腊和爱尔兰）社会弱势地区的 56 所学校及其四年级和五年级学生的样本（n= 2,844) 参与了这项研究。两个实验组使用 DA 来制定学校改进策略和行动计划。第一个实验组仅使用了 1 个学年的 DA，在第 1 和第 2 实施年末在促进学生数学成绩和减少 SES 对成绩的影响方面比对照组更有效。使用 DA 2 年的学校在第 2 年结束时被认为是最有效的。