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1.
This paper identifies the amount of variance in mathematics achievement in high- and low-achieving schools that can be explained by school-level factors, while controlling for student-level factors. The data were obtained from 2679 Iranian eighth graders who participated in the 2007 Trends in International Mathematics and Science Study. Of the total sample, 1422 and 1257 students were from high- and low-achieving schools, respectively. Two-level hierarchical linear modelling was applied. The results indicated that of the total variance in mathematics achievement, 27.95 and 6.70% were due to between-school differences in the high- and low-achieving schools, respectively. Controlling for the school-level factors, the better-performing students were those with a higher level of confidence in learning mathematics in both samples. After controlling for the student-level factors, inadequacies in school resources and school type yielded the strongest link to achievement in the high- and low-achieving schools, respectively. 相似文献
2.
Ebrahim Mohammadpour Mohamed Najib Abdul Ghafar 《Scandinavian Journal of Educational Research》2014,58(2):189-221
Achievement in mathematics of eighth-grade students is modeled as a function of within-school, between-school and cross-country differences. The data were obtained from 217,728 students, within 7,216 secondary schools, in 48 countries, who participated in the 2007 Trends in International Mathematics and Science Study. Multilevel analysis showed that out of the total variance in mathematics achievement, 40.39%, 20.61%, and 38.99% were accounted for within-school, between-school-within-country, and cross-country differences, respectively. Mathematics self-concept followed by socioeconomic status was the strongest predictor of achievement at the student level. At the school level, school location yielded the strongest link to achievement, while at the country level socioeconomic status was the main predictor of national mathematics average. 相似文献
3.
Using data from the 2011 (Chinese) Student Academic Achievement Evaluation, we examined whether within-school socioeconomic gaps in science achievement exist across science subjects, how consistent they are, and whether there are relationships between school average science achievement and within-school socioeconomic gaps in science achievement. Results of multivariate multilevel analyses indicate that for both fathers and mothers within-school socioeconomic gaps in science achievement existed among schools but did not vary much across schools. School mean socioeconomic status and teacher experience were related to these gaps. Schools were strongly consistent in within-school socioeconomic gaps in science achievement across science subjects, and this consistency was independent of (robust to) student and school characteristics. The relationships between school average science achievement and within-school socioeconomic gaps in science achievement were rather weak among schools across science subjects, and the addition of school characteristics to student characteristics effectively demolished the relationships. 相似文献
4.
Burden of Acting Neither White Nor Black: Asian American Identities and Achievement in Urban Schools
Jamie Lew 《The Urban Review》2006,38(5):335-352
Ogbu’s theory of “burden of acting white” has been one of the most frequently cited studies to explain black and white achievement
gap. However, emerging studies have argued that Ogbu’s theory may be limited when examining variability of school achievement
among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks,
and school context may play a significant role when accounting for minority students’ academic aspirations and achievement.
In the midst of this on-going debate, however, there is a limited understanding of how, if at all, theory of “acting white”
plays a role for racial groups other than black and white students. By extending the discussion beyond a black-and-white discourse,
this research examines how Asian American students in two different social and economic contexts, negotiate their race and
ethnic identities. Framed by a prevalent model minority stereotype that conflates Asian Americans with whiteness, the findings
show that portrayal of Asian “success” much like black “failure” cannot be explained solely on their cultural orientation.
By comparing experiences of two groups of Korean American students—both high- and low-achieving—in different economic and
school contexts, this study illustrates how the two groups of Korean American students adopt different racial strategies depending
on their socioeconomic backgrounds, peer networks, and school contexts. Using Korean American students in urban schools as
a case study, this research complicates and challenges our understanding of the role of culture in school achievement and
illustrates how culture intersects with class, race, and schools.
Jamie Lew is an Assistant Professor in the Department of Urban Education, Rutgers University-Newark, 110 Warren Street, Newark,
NY, 07102-1814, USA 相似文献
5.
In response to several major curriculum reforms in Hong Kong since 2000, schools were required to initiate policies that catered
for learner diversity. As well academic achievement, the reforms also emphasized the affective and social outcomes of the
learning experience. A whole-school approach to learner diversity includes students with low academic achievement and mild
disabilities, with schools being free to develop policies and practices inline with the needs of the students, teachers, and
parents. Against the Chinese cultural context, where high academic achievement is highly valued, this study describes the
affective and social outcomes of students in one Hong Kong primary school that streamed students according to achievement
level. Four hundred and ten students across Primary 3–5 responded to four instruments measuring academic self-concept, alienation from school, teacher–students relationship, and social integration. The responses showed that, when studying the regular curriculum, students in the low-achievement group reported greater
levels of alienation and lowest levels of social integration compared with students with the highest levels of achievement.
On the other hand, low-achieving students who studied a differentiated curriculum reported affective and social outcomes more
consistent with the responses from the high-achieving students. The results suggest that there is a mismatch between the aims
and practice of the educational policy reflecting learner diversity and the cultural expectations of both parents and students. 相似文献
6.
Socioeconomic Gaps in Academic Achievement Within Schools: Are They Consistent Across Subject Areas?
Xin Ma 《Educational Research and Evaluation》2013,19(4):337-355
Few studies have examined the correlates of within-school socioeconomic gaps in academic achievement corresponding to subject areas across schools. This study addressed this limitation with data from the New Brunswick School Climate Study (N = 6,883 students from 148 schools) which contained measures on academic achievement in four subject areas (mathematics, science, reading, and writing) as well as student and school background characteristics. Results of multivariate, multilevel analyses showed that within-school socioeconomic gaps were similar between reading and writing as well as between mathematics and science. Furthermore, the interrelationships of within-school socioeconomic gaps in academic achievement corresponding to the four subject areas across schools were not much influenced by student background characteristics (gender, Native status, number of parents, and number of siblings) and characteristics of school context and climate (school size, school mean SES, disciplinary climate, academic expectation, and parental involvement). 相似文献
7.
This paper explores parental involvement using principal and parent survey reports to examine whether parents’ involvement in their children’s schools predicts academic achievement. Survey data from principals and parents of seven countries from the PISA 2012 database and hierarchical linear modelling were used to analyse between- and within- school variance in students’ math achievement. Factor analysis of both principal and parent responses revealed three dimensions of parental involvement with schools: parent-initiated involvement, teacher-initiated involvement and parent volunteerism. Principal reports of parent-initiated involvement positively predicted between-school differences in student achievement. Within schools, parent reports of teacher-initiated involvement negatively predicted student achievement. The paper shows the importance of understanding the source of information for survey measures. Information on parental involvement from the parent surveys of the PISA study is suitable for describing within-school variation in student achievement, whereas principal reports can be used to predict variation between schools. 相似文献
8.
Virginia L. J. Bolshakova Carla C. Johnson Charlene M. Czerniak 《Cultural Studies of Science Education》2011,6(4):961-997
In the United States today, urban schools serve the majority of high-poverty and high minority populations including large
numbers of Hispanic students. While many Hispanic students perform below grade level in middle school science, the science
teaching community as a whole is lacking elements of diversity as teachers struggle to meet the needs of all learners. Researchers
have recognized that science teacher effectiveness, one consequence of self-efficacy among teachers, is associated with future
science achievement and science-related careers of their students. This qualitative study explores how three science teachers’
effectiveness in the classroom impacts students’ science self-efficacy beliefs at one urban middle school. Hispanic students
were the focus of this investigation due to demographics and history of underperformance within this district. Teachers’ perspectives,
as well as outside observer evaluations of instructional strategies and classroom climates were triangulated to explore dynamics
that influence students’ interests and motivation to learn science using a framework to link teachers’ sense of efficacy (focusing
on student outcomes). Findings suggest the impact teacher effectiveness can have on student outcomes, including strengthened
student science self-efficacy and increased science achievement. Building awareness and support in teachers’ sense of efficacy,
as well as developing respectful and supportive relationships between educator/facilitator and pupil during the transition
to middle school may construct permanence and accomplishment for all in science. 相似文献
9.
Brahm Fleisch 《Journal of Educational Change》2008,9(1):53-70
Despite significant and sustained gains recorded on the national secondary school leaving examinations between 1999–2004,
South Africa’s large-scale secondary school reform has receive little international attention. Defenders of the reforms have
argued that the ‘success’ in raising student achievement extended beyond gains in the percentage pass rates to include increased
numbers of students completing secondary schooling, a growth in the number of students eligible for admissions to university
and a decline in the number of ‘collapsed’ secondary schools in disadvantaged communities. Using a comprehensive dataset that
includes national examination results for all candidates between 1996 and 2004, survey information from a group of ‘collapsed’
secondary schools located in disadvantaged communities, qualitative data from school ethnographies, as well as official and
unofficial documentary sources, the paper locates student achievement within a framework of structural change in the post-apartheid
social order. It shows how student achievement is embedded in complex shifts in the state, economy and civil society. Specifically,
the paper examines how structural shifts are enacted at the levels of time-in-school, student expectations, school choice
and student selectivity.
相似文献
| Brahm FleischEmail: Email: |
10.
Rowhea Elmesky 《Cultural Studies of Science Education》2011,6(1):49-76
Even during an era of cultural globalization where diversity, hybridity, and heterogeneity prevail, educational institutions
remain unchanged and economically and racially marginalized students continue to experience a sense of exclusion in school.
Whereas the science education community often addresses such exclusion in terms of the achievement gap or the lack of materials
and qualified teachers in urban schools, there are also more subtle ways in which these students remain as outsiders to the
culture of science. The study highlights how the acceptance and affordance of students’ cultural capital can encourage a sense
of belonging with school science. Specifically, this paper contributes to the literature by sharing longitudinal findings
that reveal students’ skills of orality, in the form of rap practices, can be rich resources for developing creolized forms
of school science, and how rap creates entryways for students to form and reform hybridized identities in which canonical
science discourse and lyrics about non-science subjects can begin to emerge in integrated, fluid and seamless manners. 相似文献
11.
Since the publication of the Coleman report in 1966, research on the role of schools in influencing student achievement relative to the role of family background has generated considerable interest and controversy. A large volume of international and comparative research has also been devoted to studying school effects on student achievement. Relatively few studies have examined international differences in the importance of schools in bridging achievement gaps based on socioeconomic status (SES). Using PISA 2012 data, this study examines the role of schools in bridging within-school SES gaps in achievement and compares findings across 61 countries. Contrary to prior research, we find that schools may have limited ability in bridging SES gaps that exist within schools. We also find that across all countries included in the study, specific factors such as the school’s learning environment and school context are not systematically associated with within-school SES gaps. 相似文献
12.
Critics of school choice argue that cream-skimming will worsen outcomes for those left behind in public schools. Since “high ability” families may have already sorted themselves out of the schools in question, this paper will examine whether existing within-school heterogeneity leaves any scope for cream-skimming to operate. It asks, “given the current level of within-school heterogeneity, how strong would peer effects have to be to significantly worsen outcomes for those left behind?” In order for cream-skimming to lower math test scores by one half-year's progress, the peer effect would have to be as strong as increasing class sizes by 8–20 students, or cutting per-student funding by $400–2000. These results indicate that current levels of within-school heterogeneity are so low that peer effects would have to be unrealistically strong to give cream-skimming any bite. 相似文献
13.
This study explored the relationship between school achievement levels and teachers’ expectations, locus of control and efficacy
in four elementary schools in Delta, Mississippi in keeping with the self-fulfilling prophecy theory. Data from surveys of
102 teachers, five focus groups, observations, and secondary information on teachers’ grading pattern were used. Analyses
using t-tests and multiple linear regressions revealed that teachers in high achieving schools tended to exhibit an internal locus
of control and base their expectancies on students’ abilities rather than personal characteristics. School achievement level
was found to be the only significant predictor indicating that high achieving schools had a culture of higher expectations
that affected teachers’ perceptions, motivations, and grading pattern. These findings are substantiated by qualitative assessments. 相似文献
14.
Chit-Kwong Kong 《Learning Environments Research》2008,11(2):111-129
It is generally believed that classroom learning experiences very much influence students’ academic development. However,
relatively little is known about whether classroom learning experiences have much effect on students’ affective and social
development. In this study, we argued for the importance of learning experiences on students’ affective and social development.
From research on Accelerated Schools Project and active learning, we conceptualised Positive Learning Experiences, Teacher
Support in Learning, and Active Learning Experiences as three components of learning experiences and developed relevant measures
to tap these learning experiences. Using research data from a large-scale student survey in Hong Kong (N = 19,477), we examined the construct validity of learning experiences and quality of school life. Confirmatory factor analysis
provided very strong support for the measures and the underlying constructs that they tap. In two-way analysis of variance,
the effects of gender and school level (secondary versus primary) on learning experiences and quality of school life were
examined. Significant gender and school-level main effects, as well as gender by school-level interaction effects, were found
for students’ ratings of their learning experiences and quality of school life. Female students gave more favourable ratings
than male students, and primary students gave more favourable ratings than secondary students. In addition, gender differences
in these ratings in secondary schools were relatively smaller than in primary schools. In subsequent multilevel modelling,
learning experiences were strong predictors of quality of school life after controlling for the effects of gender, school
level and average school achievement. These findings provide strong empirical support for the significance of classroom learning
experiences for students’ social and affective development.
相似文献
| Chit-Kwong KongEmail: |
15.
The determinants of demand for private tutoring in South Korea 总被引：2，自引：0，他引：2
This study investigated the determinants of the demand for private tutoring (PT) in South Korea, especially focusing on the
effectiveness of governmental regulations regarding the operating hours of cram schools in decreasing expenditure on PT. Survey
data from 3,605 parents of 12th grade students were collected from 45 proportionally stratified high schools and analyzed
using Tobit and censored least absolute deviation models. Results showed that among student and family background characteristics,
students’ achievement level, household income, and parents’ educational level were positively associated with a higher consumption
of PT. At the school level, students attending schools with higher student–teacher ratios were expected to spend more on PT.
Urban schools under the high school equalization policy (HSEP) showed larger expenditure on PT than non-HSEP schools. Despite
the public perception of the ineffectiveness of government policy on PT, this study finds that the local governmental regulation
of PT positively contributes to decreasing the demand for PT. 相似文献
16.
The effect of using a video clip presenting a contextual story on low-achieving students’ mathematical discourse 总被引：1，自引：0，他引：1
The question of how to enhance the learning of low-achieving students in mathematics presents an important challenge to researchers
and teachers alike. We investigated whether and how the use of a contextual story presented in a video clip facilitated low-achieving
students’ understanding of the meaning of fraction expansion. To this end, we (a) videotaped one group of three such students
during a guided interaction session, (b) interviewed students and teachers about their first impressions of the use of the
video clip, and (c) conducted pre–post-tests to examine the discourse students choose to employ to discuss expansion. Despite
the interviewees’ impression that the use of the video clips makes it easier to remember the story, the analysis of the guided
interaction session revealed that the students did not use it spontaneously when asked to explain why a fraction and its expanded
form are equivalent. Rather, their explanations revolved around the expansion procedure. It was the tutor’s careful interventions
in the discourse, building on the students’ recall of the story, which led to a synergy effect that facilitated the students’
understanding and articulation of the meaning of fraction expansion. This combination proved to be a potentially successful
strategy in effectively promoting low-achieving students’ understanding in mathematics, as demonstrated in the students’ discourse
and post-test performance. At the same time, our results highlight the delicate scaffolding required to achieve a beneficial
effect. 相似文献
17.
One of the most consistent themes evident in the literature dealing with rural education is that of rural disadvantage. Much research and literature indicates that students from rural schools receive an education that is inferior to that of students from larger urban or suburban schools. Of the matrix of factors reported to lead to that disadvantage, geographical isolation and the extent to which it restricts access is reported to result in rural schools not having the same standard of resource allocation as urban schools where access is not a problem. This study addresses the issue of resource availability in rural and urban Australian schools and includes the variables: students' attitudes towards science and mathematics and career aspirations of these students. The analysis includes socioeconomic status and gender of these students and investigates how these variables relate to student achievement. Do students in rural schools have the same educational opportunity as students in urban schools? In this study a multilevel model is used which takes into account the classroom level variance in student achievement as well as individual variance and school level variance. 相似文献
18.
Karin Guill Oliver Lüdtke Jasmin Schwanenberg 《British Educational Research Journal》2020,46(2):437-457
More and more students attend private supplementary tutoring to improve their academic achievement. Private tutoring might be understood as a reaction to insufficient instructional quality in school, especially regarding individual support. However, it might also be possible that parents generally see insufficient grades as an indicator of lacking support and engage a tutor in hopes of improvement or to enhance a competitive edge for their children. So far, the relationship between tutoring attendance and perceived individual learning support during classroom lessons has not been tested. We used multilevel analyses based on N = 2,842 students in 102 Grade 5 classrooms at German academic track schools to test for a relationship between private tutoring in several subjects and students’ shared perception of the instructional quality in these subjects. On the individual level, we controlled for typical predictors of private tutoring such as academic achievement and family income, as well as for additional variables such as working behaviour and parental homework assistance. In classrooms with more individual support, students were less likely to start private tutoring in English. However, we did not find comparable relationships for tutoring in mathematics and German. Therefore, school principals and educational policy-makers should monitor the incidence of private tutoring and consider within-school structured tutoring programmes as an effective measure to improve academic achievement and to meet parents’ desire for individualised instruction. 相似文献
19.
Joshua Gisemba Bagaka��s 《International Journal of Science and Mathematics Education》2011,9(4):817-842
The study identified two dimensions of teacher self-efficacy and practices and five dimensions of students’ mathematics self-efficacy
and sought to determine the extent to which teacher characteristics and practices can enhance secondary school students’ self-efficacy.
Data were collected from 13,173 students in 193 teachers’ classrooms from 141 schools in the 10 districts of Lake Victoria
Region of Kenya. Two-level hierarchical linear model revealed that teachers’ frequent use of mathematics homework, their level
of interest and enjoyment of mathematics, as well as their ability and competence in teaching mathematics were found to play
a key role in promoting students’ mathematics self-efficacy. Teachers’ ability and competence in teaching were also found
to be effective in narrowing the gender gap in students’ self-confidence and competence in mathematics. The study recommends
that teacher training colleges emphasize such teacher practices and values in order to enhance students’ mathematics self-efficacy,
reduce their level of anxiety and fear of mathematics, and consequently, enhance their achievement in mathematics. Professional
development opportunities should also be made available to in-service teachers to continually update their knowledge and skills
and develop new strategies for teacher effectiveness. 相似文献
20.
《The Journal of educational research》2012,105(5):319-326
ABSTRACT The authors explored the moderating effect of teachers’ expectancies and general sense of efficacy on the relationship between students’ achievement and their cognitive engagement and achievement 1 year later. They used hierarchical linear modeling with a longitudinal sample of 79 mathematics teachers and their 1,364 secondary school students coming from 33 schools serving disadvantaged communities in Québec (Canada). Results indicate that teachers’ self-reported beliefs directly influenced student academic experience. However, they did not influence more importantly low-achieving than high-achieving students. Such findings suggest that in schools serving low socioeconomic status students, teachers should be made aware of the role their attitudes can play on students’ cognitive engagement and achievement. Special efforts should also be made to help them develop positive attitudes toward all students. 相似文献