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1.
The Effects of Public School Choice on Those Left Behind: Evidence from Durham,North Carolina 总被引：2，自引：2，他引：0
Using student-level data from Durham, North Carolina, we examine the potential impact of school choice programs on the peer environments of students who remain in their geographically assigned schools. We examine whether the likelihood of opting out of one's geographically assigned school differs across groups and compare the actual peer composition in neighborhood schools to what the peer composition in those schools would be under a counterfactual scenario in which all students attend their geographically assigned schools. We find that many advantaged students have used school choice programs in Durham to opt out of assigned schools with concentrations of disadvantaged students and to attend schools with higher achieving students. Comparisons of actual peer compositions with the counterfactual scenario indicate only small differences in peer composition for nonchoosers on average. More substantial differences in peer environment emerge, however, for students in schools with concentrations of disadvantaged students and schools located near choice schools attractive to high achievers. The results suggest that expansions of parental choice may have significant adverse effects on the peer environments of a particularly vulnerable group of students. 相似文献
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The study used learning environment variables in investigating changes occurring as students transfer from primary to secondary
school, including the role of student sex and school size pathway as influencing factors in changes in learning environment
perceptions. The My Class Inventory (MCI) and Questionnaire on Teacher Interaction (QTI) were used in two data-gathering stages,
one in the penultimate month of primary schooling and the other in the fourth month of secondary schooling. The sample comprised
1500 students from 47 feeder primary schools and 16 linked secondary schools. The primary schools ranged from very small isolated
country schools to larger city schools with hundreds of students. Five different school size transition pathways were defined
for analysis: small-to-medium, medium-to-medium, small-to-large, medium-to-large and ‘within-school’ (involving schools with
a K-10 structure, but with separate primary and secondary school sites within the same campus). Although the classroom climate
in secondary schools was perceived more favourably than in primary schools (especially in terms of less friction and competitiveness),
the quality of teacher-student interaction was perceived to deteriorate on most dimensions assessed by the QTI (e.g. a reduction
in teachers' leadership, helping/friendly, understanding and student responsibility/freedom behaviours). But changes in environment
perceptions across transition varied with student sex and school size pathway. For example, perceptions of class satisfaction
across transition deteriorated for girls, but improved for the boys. The findings have implications for administrators and
teachers, particularly those with a role within the ‘middle school’ years.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
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学校是否会形塑学生身体?为回答这一问题,基于"中小学生学习情况及学习环境调查(2020)"数据,通过"以个体为中心"的研究视角,运用潜在剖面分析、多层次次序Logistic回归,探讨基础教育阶段学校层面的校际差异与个体层面的时间分配模式是否对中小学生的肥胖程度产生影响。研究发现:(1)在小学阶段和初中阶段,学校评级与学校性质分别会对小学生与初中生的肥胖程度造成影响;高中阶段学校因素的影响不显著。(2)肥胖程度在时间分配模式上呈现出两种不同表征并随学段发生变化。在小学与初中阶段,作业型、均衡型与游戏型3种较多静态时间分配模式的学生更容易发胖。(3)中小学生肥胖的时间分配随着校际差异存在异质性表征,初中阶段尤为明显。相较于民办初中,公办初中的学生更容易因时间分配的不均衡而"致胖"。因此,在学校及学生健康政策制定中应当充分考虑中小学生肥胖的结构性特征,通过对作业、手机(游戏)、运动以及睡眠的时间进行政策性干预,进而从影响肥胖的外部因素角度有效遏制超重、肥胖现象的发生。 相似文献
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This study examines the impact of secondary school culture on the dual student outcomes of academic achievement and engagement
with the institution attended. Elements of school culture were identified, specifically the roles played by administrators,
the professional teaching staff, and the adolescent peer group. A mixed-method research design was employed with the primary
research instrument taking the form of a survey questionnaire that was distributed to 268 Grade 11 students attending two
composite secondary schools in a mid-sized Canadian city. The results demonstrated that institutional culture had a limited
impact on student academic achievement but a significant influence on students' perceptions of engagement with their schools. 相似文献
7.
Orly Shapira-Lishchinsky Miri Ben-Amram 《International Journal of Leadership in Education》2018,21(3):380-398
The purpose of this paper is to reexamine the effect of internal school factors such as school violence and class size, and external school factors such as family socio-economic resources on student math achievements, based on the social ecological model, eliciting an integrative approach. Data were collected from an Israeli national database, using average percentage scores for each school. The scores were based on results from 20,979 students in 191 junior high schools participating in the study. The study findings showed that in addition to low violence at school, family socio-economic status, including private math tutoring and computer-based math learning at home, predicted high math achievements. School violence partially mediated the relationship between sector and student achievements in math, while family socio-economic status partially mediated the relationship between district and student achievements in math. Our integrative model results may help school leaders to design policy to increase school effectiveness and reduce gaps among districts and sectors. The findings may encourage school leaders to strengthen the relations between schools and students’ homes in order to influence students’ activities there, especially in areas with low socio-economic status, to conduct school activities to reduce school violence, and increase computer-based learning in students’ homes. 相似文献
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Using secondary analysis of a large database from a Statewide Systemic Initiative, we examined the effects of several types of environments on student outcomes. Over 3 years, nearly 7,000 students in 392 classes in 200 different schools responded to a questionnaire that assesses class, home, and peer environments as well as student attitudes. Students also completed an achievement measure that, developed by scientists, teachers, and science educators, was not aligned with any particular curriculum. Students were enrolled in middle‐school science and mathematics classes in schools that had participated in the Statewide Systemic Initiative. Rasch analyses allowed us to compare across student cohorts and across schools. Findings confirmed the importance of extending research on classroom learning environments to include the learning environments of the home and the peer group. Although all three environments accounted for statistically significant amounts of unique variance in student attitudes, only the class environment (defined in terms of the frequency of use of standards‐based teaching practices) accounted for statistically significant amounts of unique variance in student achievement scores. The findings are supported by other studies of systemic reform in the United States. 相似文献
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This article aims to investigate how students in receiving schools are affected by school closures. The effects are analyzed in a quasi-experimental study of all Swedish middle schools that received displaced students from 2000 to 2016, utilizing family fixed effects. The results show that the inflow of displaced students had a negative effect on student outcomes in the receiving schools in terms of average grades and test scores and that this effect increased over time. However, student achievement among nondisplaced students in the receiving schools was not affected by the inflow of displaced students, even when the displaced students came from relatively low-performing schools. 相似文献
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This study is conducted with self-developed questionnaire on 910 middle school students, aimed at describing middle school
students’ academic subjective well-being and exploring its influential factors. Results show that (1) Academic subjective
well-being of middle school students is generally low and there exist differences in different schools and grades. Students
from non-key middle schools have lower academic subjective well-being than those from the key schools. Grade 2 students in
both junior and senior middle schools have the lowest academic subjective well-being. (2) Factors directly affecting middle
school students’ academic subjective well-being are academic experience and the present academic achievements · · with the
former playing a major role. (3) Factors indirectly influencing middle school students’ academic subjective well-being are
social pressure and expected academic achievements, both of which influence students’ academic subjective well-being through
students’ academic experience or their present academic achievements.
__________
Translated from Educational Research and Experiment, 2004:4 相似文献
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This article reports data from the process evaluation of a randomised controlled trial of peer-led sex education in English secondary schools. Data from 52 focus group discussions in 19 schools and selected items from a questionnaire survey completed by 7770 students in 1998/99 are used to compare student views on teacher- and peer-led sex education. Questionnaire data show that a significantly greater proportion of students taught by peer educators than teachers felt that sex education was enjoyable, engaging and useful to them. Data also show that a slightly greater proportion of students taught by teachers felt the classroom was well controlled. Data from an analysis of the focus group discussions are used to explore and illustrate factors which students associated with the acceptability and satisfaction of the peer-led intervention. The importance of peer educator empathy and similarity with students is highlighted and data show how these characteristics are associated with peer educators' choice of teaching methods, the content of lessons and the sexual values and attitudes they espouse. The influence of contextual factors like student prior expectations and experiences of relationships with teachers, school environment and norms are considered along with the potential influence of the research process on responses. 相似文献
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Gary N. Marks 《School Effectiveness & School Improvement》2013,24(3):397-414
The bulk of public debate on education focuses on schools and school differences. Ideally, the characteristics of schools that add value to student performance can be identified and implemented for other schools. However, such scenarios assume that school effects are sizable, stable across cohorts, and consistent across subject areas. This study tests these assumptions by analysing school effects in both primary and secondary schools in 5 achievement domains with administrative data from almost all government school students in Victoria, Australia. Gross school effects are reasonably large but show only moderate stability. However, in net progress models which control for prior achievement, school effects are substantially smaller, display only low levels of stability across cohorts, and are not consistent across achievement domains. Therefore, it is difficult to identify schools that consistently increase (or decrease) student performance across subject areas beyond that expected by students’ intake characteristics, most notably prior student performance. Other policy goals are recommended. 相似文献
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This study examined the nature of teachers' self-efficacy, differences between elementary and middle school teachers' self-efficacy and the implications for observed classroom quality. Teachers (N = 101; 61% female and 85% European American) completed a survey and 96 were observed teaching two different classes. The sample included 6th grade (n = 44) and 7th grade (n = 30) teachers from six middle schools and 5th grade teachers (n = 27) from twelve feeder elementary schools. Exploratory factor analysis indicated that teachers' self-efficacy for managing peer relations is a distinct dimension from teachers' self-efficacy for classroom management, instruction and student engagement. Teachers felt less efficacious about managing peer relations compared to classroom management and instruction. Further, middle school teachers reported lower self-efficacy for classroom management and managing peer relations compared to elementary school teachers. For elementary and middle school teachers, their self-efficacy for classroom management and for managing peer relations was associated with some aspects of observed classroom quality. 相似文献
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L. Mickey Fenzel Rosalind H. Monteith 《Journal of Education for Students Placed at Risk》2013,18(4):381-401
Much continues to be written about the failure of U.S. schools to provide a quality education for at-risk urban students. Private Nativity model schools have been instituted in response to the need to provide quality education at the middle school level for such students. As the number of these and other alternative middle schools increases, a thorough examination of the strengths and weaknesses of the model is needed. This study provides such a multimethod examination of 9 such schools. Analyses of students' self-perceptions, perceptions of the quality of the climate at their schools, and academic performance, as well as classroom observations, interviews with teachers, administrators, and students are provided. Results suggest that the success of the Nativity model rests primarily with: (a) a strong and committed teaching staff, (b) an extended school day in which students receive homework assistance and tutoring, (c) small class sizes and student-teacher ratios that afford considerable individual attention from teachers, and (d) a supportive peer environment. 相似文献
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主要运用问卷调查法,在某中等发达城市的四所学校采用分层随机抽样抽取440名小学生、500名初中生、500名高中生共1 440人对其学校生活满意度进行调查。结果表明：（1）总体上看,中小学生生活满意度成负偏态分布,整体水平较高;（2）学业成绩依然是影响学生学校生活满意度最重要的因素;学生在学校普遍缺乏自我展示的机会;自由度较低;（3）中小学生的校内人际关系自我评价较高,但师生关系和同伴关系对中学生和小学生的学校生活满意度影响呈现出明显差异。 相似文献
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为了解中小学生脑力工作能力在学日学周中的变化特点,对广州市普通中小学校300名学生进行剂量作业测量．结果显示,中学学日神经活动大体符合大脑皮层活动的特性,但学日末工作能力严重下降,出现显著疲劳;小学学周先以早期疲劳为主。后期处于显著疲劳状态,属不良神经活动类型．因此学习负荷偏重或过重值得教育界关注． 相似文献
17.
Naomi Takashiro 《Educational Assessment, Evaluation and Accountability》2017,29(3):247-267
The author examined the simultaneous influence of Japanese middle school student and school socioeconomic status (SES) on student math achievement with two-level multilevel analysis models by utilizing the Trends in International Mathematics and Science Study (TIMSS) Japan data sets. The theoretical framework used in this study was Bronfenbrenner’s bioecological theory (Bronfenbrenner and Morris 1998). The data sets contained 4,856 students from 146 public and private middle schools. The results indicated that at the student level, different aspects of student SES (i.e., number of books, the possession of computers, paternal, and maternal educational achievements) were positively related to Japanese student math achievement. At the school level, two aspects of school SES (i.e., less populated schools and economically disadvantaged schools) were negatively related to Japanese student math achievement. None of the cross-level interactions were significant, but the random effect for the computer slope was significant. Although this study found both student and school SES effects on student achievement, the proportional reduction of prediction error explained by both student and school SES were was small, meaning the residual variances at student and school levels did not capture the majority of variance explained by math achievement. The implications of theoretical framework and educational policy are discussed. 相似文献
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Observations of the middle school environment: The context for student behavior beyond the classroom
Julie C. Rusby Ryann Crowley Jeffrey Sprague Anthony Biglan 《Psychology in the schools》2011,48(4):400-415
This article describes the use of an observation system to measure middle school staff practices, environment characteristics, and student behavior in the school common areas. Data were collected at baseline from 18 middle schools participating in a randomized controlled trial of school‐wide Positive Behavior Support. The observations were reliable and showed sensitivity to differences between school settings and between schools. Multilevel models with students nested in schools were used to examine the associations of staff practices and the school environment with student behavior. Less effective behavior management and more staff criticism, graffiti, and percentage of low‐income students were associated with student problem behaviors. Greater use of effective behavior management and positive attention, and fewer low‐income students were associated with positive student behavior. The use of data‐based feedback to schools for intervention planning and monitoring is illustrated. Implications for school‐wide efforts to improve student behavior in middle schools are discussed. © 2011 Wiley Periodicals, Inc. 相似文献
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The reported study investigated students’ perceptions of their high-performing classmates in terms of intelligence, social skills, and conscientiousness in different school subjects. The school subjects for study were examined with regard to cognitive, physical, and gender-specific issues. The results show that high academic achievements in particular school subjects lead to negative reactions in the peer group whereas high achievements in other school subjects result in positive peer reactions. In contrast, the respondents’ gender and the gender of the successful classmates had little influence on student perceptions of high achievers. The results are discussed in regard to their implications for gifted education. 相似文献
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Beatrice Schindler Rangvid 《Scandinavian Journal of Educational Research》2013,57(4):331-354
The voucher system in Denmark combines unrestricted generous subsidies with substantial autonomy of private schools as to schedule and teaching methods. This has produced a private school sector with a wide variety of school types. This paper uses data on eight cohorts of students (over 510,000 individuals) to compare educational attainment in public and private voucher schools, including religious schools (Catholic and Protestant) and various types of non‐religious schools. The findings suggest that, after controlling for individual and peer characteristics, the average public student would attain moderately higher levels of education if he/she attended grammar or Catholic school, relative to the public alternative. Attainment of students at Protestant, international and German minority schools is not different from public schools. However, attending free, boarding and, particularly, little and Waldorf schools is associated with substantially lower completion rates at the upper secondary level, which is probably at least partly due to the clustering of special education students in these school types, which cannot be controlled for. At the tertiary level, differences between private and public schools generally vanish. 相似文献