Input, Process, and Learning in primary and lower secondary schools A systematic review carried out for The Nordic Indicator Workgroup (DNI)
This technical report is a systematic review of international empirical research (1990–2008) on the relationship between school inputs and processes and pupils' learning in primary and lower secondary schools. The study mapped and synthesized quantitative and qualitative studies to identify school factors associated with higher pupil achievement, including leadership, curriculum/opportunity to learn, school climate, teacher practices, pupil composition and parental involvement. The review highlights implications for practice and policy, and notes a lack of studies that can establish causal effects. Methods included comprehensive searches, screening, data extraction using EPPI‑Centre tools, and narrative syntheses weighted by study quality.
Publisert
Eiere
Danish Clearinghouse for Educational Research (DPU, Aarhus University) og Danmarks Evalueringsinstitut (Danish Evaluation Institute)
Utfører
Danish Clearinghouse for Educational Research (DPU, Aarhus University)
Forfattere
Sven Erik Nordenbo, Anders Holm, Eyvind Elstad, Jaap Scheerens, Michael Søgaard Larsen, Michael Uljens, Per Fibæk Laursen og Trond Eiliv Hauge
Språk
Engelsk