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1.
This study investigates how reading achievement relates to student and school characteristics in countries with different reading scores at the fourth grade level. Data comes from the Progress in International Reading Literacy Study (PIRLS) 2011 for Denmark, Sweden, and France and the multilevel analysis includes two levels: student/home and schools. The school effectiveness and the home literacy models informed the selection of the independent variables. Results show that students’ early literacy skills, home literacy practices and resources, and reading behavior are associated with reading scores in all countries. Furthermore, across different countries there are student/home universals and school particulars that explain variation in reading achievement. Educational policies should address home and school literacy skills and practices, school climate, and school composition to improve students’ reading ability.  相似文献   

2.
This study examines whether 3 teacher-rated aspects of school effectiveness differ across school segregation profiles in Stockholm, and to what extent these indicators are associated with the academic achievement of 9th-grade students. Analyses were based on 2 cross-sectional data collections performed in 2014 and 2016, respectively (147 school units), one among teachers (n = 2,024) and the other among 9th-grade students (n = 9,151). Multilevel analysis was applied, estimating 2-level random intercept linear regression models. Results show that teachers’ ratings of school leadership, teacher cooperation, and school ethos, as well as student-reported marks differ across school segregation profiles. Findings further reveal significant associations between these school effectiveness indicators and student performance, even when taking student family background and the school’s student body composition into consideration. In part, these associations are also identified within segregation profiles. Moreover, results show that school ethos acts as a mediator between school segregation profile and student achievement.  相似文献   

3.
中学生年龄段犯罪问题突出,因此提高中学生法制教育实效性刻不容缓。目前中学生法制教育实行过程中存在一些问题,需要从教师、学校、家庭、社会监管及学生自身实际等方面探讨提升中学生法制教育的实效性对策。  相似文献   

4.
Previous studies have shown that both student and school socioeconomic status (SES) are strongly associated with student outcomes, but less is known about how these relationships may vary for different students, schools and nations. In this study we use a large international dataset to examine how student SES, school SES and self-efficacy are associated with mathematics performance among 15-year-old students in Australia. We found that increases in school SES are consistently associated with substantial increases in achievement in mathematics and this phenomenon holds for all groups, regardless of their individual SES. Furthermore, our findings show that the association of school SES with maths achievement persists even when subject-specific self-efficacy is taken into account. However, our findings also suggest modest differences among student groups disaggregated by these factors. In particular, the association between maths achievement and school SES appears moderately stronger for students with higher levels of self-efficacy compared with their peers with lower self-efficacy. Furthermore, among students with similar levels of self-efficacy, the association between maths achievement and school SES tends to be stronger for lower SES students than for their more privileged peers. From these findings, we highlight the importance of the Australian case for comparable systems of education, and provide a discussion of policy implications and strategies for mitigating the influence of school socioeconomic composition on academic achievement more generally.  相似文献   

5.
Increasing teacher quality is a major objective of recent Cambodian education policy. In mathematics education literature, pedagogical content knowledge (PCK) has emerged as a critical component of teacher quality that is strongly linked to student achievement. In this study I use data from a large survey of Cambodian schools to investigate the effect of math teachers’ PCK on third grade student achievement. I use ordinary least squares and Quantile Regression analyses to examine this aspect of teacher quality. I find that pedagogical knowledge is a strong predictor of student math achievement in Cambodia in comparison to other student, school, and background variables, but that the effect is concentrated among higher achieving students. Quantile Regression with this dataset also exposes gaps and thresholds in achievement associated with other explanatory variables. In addition, I investigate the proportional distribution of teacher PCK in Cambodia and find that lower quality teachers are more likely to be teaching lower achieving students of lower socioeconomic status.  相似文献   

6.
In the past decade a growing number of industrialised nations have been concerned with school systems which have attained their goals of academic excellence. Within the research on education in less developed countries, environmental factors, particularly in‐school determinants of student achievement have not been fully explored. This paper examines classroom management and teaching practices as they impact on student achievement in a Caribbean setting. Characteristics of academically persistent environments and school effectiveness strategies are discussed.  相似文献   

7.
In this article school characteristics linked with educational effectiveness in 14 sub-Saharan African countries are identified. Effectiveness has been defined in terms of students' literacy achievement at the end of Grade 6, after taking their social and academic backgrounds into account. The data used are from the second major educational policy research study conducted by the 14 countries that constitute the Southern African Consortium for Monitoring Educational Quality study (SACMEQ). This study, known as the SACMEQ II Project, collected questionnaire and test survey data from around 42,000 students in 2,300 schools in the 14 countries. Information about schools was obtained from questionnaires administered to teachers and principals. The multilevel methods (HLM) we used are appropriate for such analyses and the SACMEQ II nested data design. Schools are differentiated in terms of their social compositions, contexts, and resources (physical and human). Though student achievement is strongly associated with students' social and academic background in all SACMEQ countries, school effects vary across countries. Evident is a pattern of higher achievement in urban schools, with more resources and higher-quality teachers; achievement is typically lower in large schools and those that offer education in “shifts.” Policy implications are emphasized.  相似文献   

8.
Although many studies have focused on the importance of school composition for student achievement, there is still no consensus on whether school composition matters to student achievement, and, if so, why. Therefore, the present study investigates the association between school composition and mathematics achievement at the end of second grade in Flanders. International research points to the initial ability level, SES, ethnicity and sex composition of the school as potential variables in explaining differences in student achievement. Moreover, some researchers suggest that schools ‘react’ to their student body and for that reason we investigated the possible association between school composition and school processes. Data from the SiBO Project have been analyzed using multilevel regression and multilevel mediation analysis. The results showed no direct school composition effects with respect to prior achievement, SES, ethnicity and sex on math achievement. We found two small differential effects, indicating that mean school prior achievement seems to positively affect initially high achievers, and the proportion of minority students in school seems to negatively affect students speaking a non‐European language except for Turkish, Arabic or Berber at home. Furthermore, two small indirect effects were found which suggest that schools with a high mean prior achievement or a high mean SES keep in regular contact with their students' parents and this, in turn, appears to enhance students' math achievement. Overall, our results seem to indicate that school composition in the early years of primary education hardly matters.  相似文献   

9.
Programs of school choice are based largely on the idea of a free market’. Recent reform efforts have been based on the assumption that market‐driven educational systems would bring higher achievement levels and greater satisfaction among clients. According to popular views, parents would shop for a school just as they do for any other commodity and competition between schools would ensue, with each school trying to improve itself thereby attracting consumers. There is a major drawback to this reasoning. Markets are rarely completely free from regulation and control, and the desires of individuals do not fully explain the social facts of school choice. As a complement to current school choice studies, a structural explanation of school choice within the theory of network analysis is presented. The study analyses choice in terms of inter‐school student transfers and explains choice as the combined result of two factors. The first is the organization of student mobility in schools, in terms of vacant positions (timing and volume) and student body composition, which posits nine ideal types of school organization. The second factor is the ecology of the market, given in the number of schools in each type. Research conducted in a large city in Israel serves as an example for the approach. The more general implications of the study suggest directions for the theoretical refinement of mobility and attainment studies in sociology.  相似文献   

10.
The purpose of this study was to review and analyze effective classroom reading practices for early graders, using information gathered from the existing content-general and content-specific observation protocols measuring teachers’ classroom reading practices. Dimensions and constructs from 28 observation studies were synthesized to identify classroom instructional practices that have positive impacts on student achievement. Findings revealed that (a) instructional support, emotional support, and classroom management have positive impacts on student achievement, (b) the degree to which instructional practices are effective depends on students’ particular learning needs, and (c) students’ entering skills and primary language are associated with instructional effectiveness in reading. Challenges and implications for future research on effective instructional strategies for special education and the development of an observational protocol for special education teacher effectiveness are discussed.  相似文献   

11.
This paper examined the extent to which gender, academic achievement in social studies and the occupation of the parents of the students may be intervening variables in the citizenship behaviour of students within the school purview. An observational scheme, using Mehlinger's and Okunrotifa's posit, was used to observe 60 students for 3 weeks by trained raters. While the general picture appears satisfactory and gender has no significant influence, academic achievement in social studies and the occupation of parents are significant variables associated with student degree of citizenship behaviour. Therefore, in all school work dealing with civic competence, moral education concepts should be used and students should be associated heterogeneously across sex, intellectual capability and parents’ status.  相似文献   

12.
Although a large body of research exists on students achievement and school effectiveness, recent studies have pointed to major methodological drawbacks associated with research in this field. In the present study, an attempt was made to overcome some of these drawbacks by utilising a hierarchical linear modelling strategy. Applying this procedure on four data sets of 2918 Grade 8 students, 2918 parents, 344 teachers and 152 school principals simultaneously, the findings revealed that the variation in achievement within schools is more than five times as high as the variation between schools (84% compared to 16%). That is, school‐level variables are far less important in affecting academic achievement than student‐level variables. Students background variables included in the model (gender, father education, mother education, home possessions and number of siblings) accounted for 12% of the total variability in students’ achievement.  相似文献   

13.
Abstract

This study examined the effect of two family factors (financial, social capital) and school factors on students’ achievement. One hundred eighty two, seventh-grade female students from nine schools in Muranga district, Kenya, were studied. The statistical procedures included logit regression, cross-tabulations, frequency counting and chi-square analyses. These procedures were used to look at the effects of variables on each other and their effects on students’ study habits and achievement. The researcher found that each of the two family factors (financial and social capital), and the school factors had an independent and significant effect on student achievement and study habits. The results indicated that a student's academic achievement is positively influenced by the education level of both parents. The researcher also found that the father's education had more positive influence to the study habits of the females.  相似文献   

14.
Worldwide, the interest of policy-makers in participating in studies from the International Association for the Evaluation of Educational Achievement (IEA), such as Trends in International Mathematics and Science Study (TIMSS) has been growing rapidly over the past two decades. These studies offer the opportunity to relate the teaching and learning context to student achievement. This article presents the results of a systematic review of the research literature on TIMSS. Its main purpose is to find out to what extent TIMSS has contributed to insights into ‘what works in education and what does not’, particularly with regard to school and classroom factors. The review was guided by a generic framework developed within the tradition of educational effectiveness research. The review showed that: (a) since 2000, the number of publications which use TIMSS data for secondary analyses aimed at explaining differences in student achievement has increased strongly; (b) a number of studies, especially older ones, did not take account of the specific sample and test design of TIMSS; and (c) there are large differences between countries in school and classroom factors associated with student achievement. In the light of these results, we discuss the benefits and limitations of country and system comparisons.  相似文献   

15.
Estimating added value as an indicator of school effectiveness in the context of educational accountability often occurs using test or examination scores of students. This study investigates the possibilities for using scores of educational positions as an alternative indicator. A number of advantages of a value added indicator based on educational positions of students can be formulated, such as: (a) the societal significance of educational position as output measure; (b) the fact that a single indicator can be estimated for an entire school in a differentiated educational system, where not all schools provide education in all tracks; and (c) the expectation that value added based on educational positions leads to other incentives for schools than value added based on test scores. Empirical analysis of Dutch cohort data (VOCL'99) for secondary education showed considerable differences in effectiveness between schools in the positions of students. Furthermore, differential school effects were found for both socio‐economic status and prior achievement. The phenomena of differential school effects for socio‐economic status and prior achievement are linked to differences between schools in the kind of tracks in which the schools provide schooling.  相似文献   

16.
Hand-raising is an everyday student behavior during classroom discourse. The present study investigates hand-raising as an observable indicator of behavioral engagement and its relation to student achievement. We examine students’ hand-raising behavior during a videotaped lesson in high school classrooms (N = 266 students). Results from multilevel regression modeling linked the frequency of students’ engagement in hand-raising to academic achievement. Further, structural equation modeling was applied to investigate the interrelations between hand-raising, cognitive engagement, and teacher emotional support. Results indicate that hand-raising is associated with cognitive engagement and perceptions of teacher support and suggest that hand-raising may mediate the relation between teacher emotional support and academic achievement. The discussion highlights the utility of student hand-raising as a proxy for students’ active participation and engagement. We emphasize the study’s contribution to the engagement literature.  相似文献   

17.
This study examined the effects of social influences in the lives of an ethnically diverse sample of fifth through eighth grade students with and without learning disabilities (LD) using survey data and academic achievement scores collected in 19 Chicago public schools from 1993–1997. Similarities and differences in student perceptions of school, family, and peer group contexts were examined. In addition, longitudinal data were analyzed using hierarchical linear modeling (HLM) to identify contextual influences on changes in student reading achievement over time. Comparisons of student responses confirm and extend existing findings in the literature concerning the perceptions of students with LD of their social environments. In particular, having a learning disability was associated with consistent, mostly negative, effects on social relations across the contexts of students’ lives, regardless of gender, race, grade, and socioeconomic status. In addition, student perceptions of their friendship groups were found to have small, but significant, effects on their growth in reading achievement over the course of middle school. While students with and without LD had somewhat different views of their social contexts, the processes working within these environments appeared to affect their reading achievement in similar ways. The results suggest that careful attention should be paid to the social contexts of students’ lives when planning academic interventions.  相似文献   

18.
校长领导力是如何影响学生成绩的?为什么说一个好校长就是一所好学校?对于这些问题,国外关于校长领导力与学生成绩关系的大量实证研究已经初步形成了五个具有影响力和说服力的理论模型:校长领导力三元理论模型、学校氛围中介效应模型、校长领导行为涟漪效应模型、以学习为中心的校长领导力模型和成功校长领导模型,可以很好地解释校长领导力影响学生成绩的方式与关系,对于校长如何提高学校办学质量以及如何提高学生成绩具有实践的指导价值。其中学校发展的政策背景、校长的专业培训、学生的家庭背景、利益相关者的需要等都会对校长领导力产生影响,而校长领导力与这些变量的相互作用又会对学校条件、教室条件以及教师质量产生影响,进而影响学生成绩。  相似文献   

19.
ABSTRACT

Since the 1980s, education in Canada has been through a process that led to school choice, targeting the improvement of students’ performance through school competition. These policies fostering an education quasi-market became an ideal framework for the expansion of IB schools. Since the Diploma Programme of the International Baccalaureate (IBDP) offers a differentiated international curriculum and is perceived as a program that contributes to students’ achievements, it has been increasingly adopted in school districts and schools. This paper explores the marketing strategies developed in schools and districts in response to school competition by tracing the incorporation of the IBDP in high schools in different districts in British Columbia, Ontario and Quebec. Based on interviews with school staff, district officials and IB local association representatives, this study analyzes schools’ marketing decisions from a consumer and producer orientation taking into account the macro environment (federal government) and micro-environment (provincial government and districts). Rather than fostering efficiency and improving students’ achievement as intended, marketization policies resulted in an increased focus on the recruitment of high achieving students, which led to a competition between schools, between districts and between other programs in the districts or in other words –an ‘all against all’ competition.  相似文献   

20.
This study investigates school effects on primary school students’ language and mathematics achievement trajectories in Chile, a context of particular interest given its large between-school variability in educational outcomes. The sample features an accelerated longitudinal design (3 time points, 4 cohorts) together spanning Grades 3 to 8 (n = 19,704 students in 156 schools). The magnitudes of school effects on students’ growth trajectories were found to be sizeable (generally larger than school effects in Western industrialised countries) and moderately consistent across school subjects. School composition effects on student achievement status were found for both school subjects. However, there was no evidence of composition effects on student achievement growth. The study provides new evidence on the size and nature of school effects in a developing country context based on state-of-the-art methods (i.e., accelerated longitudinal and growth curve models).  相似文献   

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