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Identifying that what matters
Instead, we should be asking where the major source of variance in student’s achievement lie, and concentrate on enhancing these sources of variance to truly make the difference. There have been many studies over the past few years that have asked this question about wherein lies the variance. Most have been conducted using Hierarchical Linear Modelling, which decomposes the variance of many influences such as what the student brings to the task, the curricula, the policy, the principal, the school climate, the teacher, the various teaching strategies, and the home. Ignoring the interaction effects, which are too often, minor, then the major sources of variance are six-fold.
Students — which account for about 50% of the variance of achievement. It is what students
brings to the table that predicts achievement more than any other variable. The correlation between ability and achievement is high, so it is no surprise that bright students have steeper trajectories of learning than their less bright students. Our role in schools is to improve the trajectory of all these students, and I note the recent PIRLS
and TIMMS studies which have shown that our irajccloi'y for the not so bright students is one of the Haue.sl in the OECD worlds.
Home--which accounts for about 5-10% of tlie variance - considering that the major effects of the home are already accounted for by the attributes of the student. The home effects are more related to the levels of expectation and encouragement, and certainly not a function of the involvement of the parents or caregivers in the management of schools.
Schools — which account for about 5-10% of the variance. Schools barely make a difference to achievement. The discussion on the attributes of schools — the finances, the school size, the class size, the buildings are important as they must be there in some form for a school to exist, but that is about it. Given NZ schools are well resourced with more uniformity in the minimum standards than most countries, it should be less surprising that in NZ the school effects are probably even lower than in other countries.
Principals —are already accounted for in the variance attributed to schools and mainly, I would argue, because of their influence on the climate of the school. Principals who create a school with high student responsiveness rather than bureaucratic control (i.e., more like a primary school atmosphere than an Intermediate and unlike so many NZ secondary schools), who create a climate of psychological safety to learn, who create a focus of discussion on student learning have the inHuence, The effect on learning is trickled through these attributes rather than directly on learning.
Peer effects — which accounts for about 5-10% of the variance. It does not matter too much who you go to school with, and when students are taken from one school and put in another the influence of peers is minimal (of course, there are exceptions, but they do not make the norm). My colleagues, lead by ian Wilkinson, completed a major study on peer influences and perhaps we are more surprised by the under utilisation of peers as co-teachers in classrooms, and the dominance of the adult in the room to the diminution of the power of the peer. Certainly peers can have a positive effect on learnings but the discussion is too quickly moving to the negative powers with the recent increase in discussion on builying (which is too 】.eal)，and on the manner students create reputations around almost anything other than pride in learning.
Teachers ~ who account for about 30% of the variance. It is what teachers know, do, and care about which is very powerful in this learning equation.
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简单理解按照重要性排序：
1。学生自身的天资和努力占50%：基因决定论。
2。老师的作用占30%：碰到好老师，找到好老师第二重要；
3。家庭占5-10%：华人家庭，没有问题；
4。学校占5-10%：校区房就是商业炒作；
5。同学占5-10%：同学是猪头没关系；
6。校长
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同意老师的作用很大，但澳洲这种情况家长没法选老师，只能选学校，通过选学校来间接选老师，所以学校的作用也是不可低估的。
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1.学生第一
2.学校第二，再好的老师如果学校风气不正，也不行
和家长关系不大和家庭氛围有关系，如果爸妈都是学习型的，孩子也会自然受熏陶，而不是每天教育孩子该如何如何，自己从不看书学习
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这是新西兰的研究结果？
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怎么没有补习学校？最起码占30%
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补习学校很重要
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补习学校一般联系与这个学校的环境，如果这个学校的学生都愿意去补习，一般会影响其他学生一起去补习，如果学校的风气不是这样，就不会这么要求去补习。
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