Examining the Configuration of School Policies for Language in Effective and Ineffective Primary Schools

• In Event: Marriott Roundtable Session 31
  In Roundtable Session: Centering Vulnerable Students in School Policy and Practices and Structures

Abstract

Single factors related to school-based policies for language (SPL) have been empirically linked with educational effectiveness. However, little is known about the configuration of SPLs in schools as a whole. This study examines how six primary schools shape their SPL and to what extent differences can be found in effective versus ineffective schools. At each school, two focus group interviews were conducted with teachers and administrative team members in order to investigate the configuration of their SPL. The results show considerable differences in SPL between effective and non-effective schools, indicating that the way in which school teams configure their SPL matters.

Authors

• Marieke Vanbuel, KU Leuven

• Kris Van den Branden, KU Leuven