School Mobility and Achievement for Children Placed and Not Placed in Out-of-home Care     

Åse Hansson  Jan-Eric Gustafsson 《Scandinavian Journal of Educational Research》2020,64(2):167-180

ABSTRACT

The aim was to investigate the effects of school mobility on achievement in compulsory school in Sweden for children in out-of-home care (OHC) and not in OHC (NOHC). Register data on background variables from four birth cohorts in the cohort-sequential longitudinal project ETF was relied upon, along with student performance on a test of cognitive ability, and school grades according to the leaving certificate. Yearly data concerning school mobility also was available. Results showed that relocation was associated with lower grades for both the OHC and the NOHC groups. The mean effect of one school relocation was 5 percentiles lower grades, but the effect of relocation was twice as large at the end of compulsory school. Given a higher frequency of relocation for children in OHC, they were more negatively affected. School mobility thus is one of several factors which contribute to the poor school achievement of children in OHC.  相似文献   

The effect of being graded on later achievement: evidence from 13-year olds in Swedish compulsory school     

Alli Klapp  Christina Cliffordson  Jan-Eric Gustafsson 《教育心理学》2016,36(10):1771-1789

The purpose of the study was to investigate how grading of students in primary school affected achievement measured by grades one year later, and how the effect varied as a function of cognitive ability, gender and socio-economic status. The data derive from The Evaluation Through Follow Up longitudinal project. Through a national curriculum change one group of students received grades and one group of students did not receive grades in the 6th Grade, while both groups of students received grades in the 7th Grade. A quasi-experimental design was thus created, with two comparable groups of students. The subjects were 8558 students born in 1967. Several multiple regression models were fitted to the data. The results showed no main effects of grading on subsequent achievement, but there were important differential effects: graded students with low cognitive ability received lower subsequent grades. The results also showed interaction effects between gender and grading and between gender and cognitive ability.  相似文献   

Education,schooling and inclusive practice at a secondary free school in England     

Clara Rübner Jørgensen  Julie Allan 《British Journal of Sociology of Education》2020,41(4):507-522

Abstract

This paper reports the experiences of staff, parents, governors and students at a secondary free school in the West Midlands of England in relation to the inclusion of students with special educational needs (SEN). The paper is based on a qualitative research project carried out at a school that opened in 2015, with the explicit aim of examining the extent to which it developed as an inclusive school, particularly for children with SEN. In the paper, we draw on the classic distinction between ‘education’ and ‘schooling’ to identify tensions and overlaps between process and outcome oriented practices and examine the views of different stakeholders on how such practices impact on inclusion. By focusing on the day-to-day practices of the school and linking them to broader notions of schooling and education, we provide a complementary perspective on the current research on free schools, which is overwhelmingly quantitative and focused on admissions.  相似文献   

Stigma,self-perception and social comparisons in young people with an intellectual disability     

Clara O’Byrne  Orla Muldoon 《Irish Educational Studies》2017,36(3):307-322

Whether individuals who have a diagnosis of intellectual disability (ID) perceive and experience stigma has been a matter of some debate. In this paper, we consider the role of the level of ID and gender on perception of stigma in individuals with ID who attend a segregated special secondary school and whether reports of stigma impact self-perception and social comparison with others. Each participant (N?=?54) completed self-report measures in a cross-sectional survey design. The degree of ID and gender were found to influence experience of stigma and respondents’ social comparison with others. Category of ID (borderline, mild, moderate) was also associated with differences in self-perception of physical appearance and perception of global self-worth. Social comparisons were also negatively related to experience of stigma. Discussion focuses on the heterogeneity of those affected by ID and how this impacts on their experience of stigma.  相似文献   

Diciples School     

Clara Bancroft Beatley 《Religious education (Chicago, Ill.)》2013,108(5):170-172

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Biology and pharmacy under Franco     

Florensa  Clara 《Metascience》2022,31(2):219-222

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Comunicación y aprendizaje en las primeras edades     

Clara Mir  Dolors Dilmé 《Infancia y Aprendizaje》2013,36(11):107-112

RESUMEN

El lenguaje, el dibujo y el gesto son los tres vehículos de comunicación que el preescolar emplea. En la escuela maternal estos tres vehículos pueden convertirse en instrumentos de aprendizaje. Los objetivos pedagógicos del preescolar deben ser: potenciar su autonomía personal y el conocimiento y comprensión de la realidad que le rodea. Tras el análisis de los resultados obtenidos en una experiencia global de comunicación con párvulos de tercer curso, se subraya la importancia de la conversación con el maestro que ayuda a una estructuración correcta de las frases y a una mayor comprensión. Asimismo se destaca la importancia de la mímica para el desarrollo de la función simbólica.  相似文献   

Comparing student learning experiences of in-text commentary and rubric-articulated feedback: strategies for formative assessment     

Lene Nordrum  Katherine Evans  Magnus Gustafsson 《Assessment & Evaluation in Higher Education》2013,38(8):919-940

This study compares students’ experiences of two types of criteria-based assessment: in-text commentary and rubric-articulated feedback, in an assessment design combining the two feedback channels. The main aim is to use students’ responses to shed light on how feedback strategies for formative assessment can be optimised. Following action research methodology, the study discusses key categories of student responses from three sources: reflective texts, a questionnaire, and interviews. Results show that different functions were attributed to the two feedback channels: in-text commentary to lower-order concerns related to language proficiency, and rubric-articulated feedback to higher-order concerns related to an overview of writing achievement. We argue that the different functions have the potential of creating a sufficiently balanced assessment design with the possibility of serving both short-term and continuous learning goals. On the other hand, some students found it difficult to navigate between the two feedback channels. The article therefore ends with a ‘lessons learned’ section where we list possible ways in which the current assessment design can be improved for optimal use of the synergy effects emanating from a combination of in-text commentary and rubric-articulated feedback for formative purposes.  相似文献   

Dimensions of test performance in English as a foreign language in different European settings: a two-level confirmatory factor analytical approach     

Gudrun Erickson  Lisbeth Åberg-Bengtsson  Jan-Eric Gustafsson 《Educational Research and Evaluation》2013,19(3):188-208

The present study explored data from a survey of students’ performance in English at the end of compulsory school in 6 European countries. The aim was to gain deeper knowledge of the internal structure of the test and to discuss similarities and differences between the different settings regarding patterns in language proficiency. The analyses, conducted by a factor analytic approach and 2-level structural equation modelling (SEM) techniques, indicated an overall English achievement factor at both student and school levels. Furthermore, an effect of format differences at the student level, constituted by a factor related to tasks demanding constructed response, was found. Three correlated modality factors related to listening, linguistic, and reading skills were identified but not further elaborated on as they improved the model only modestly. Considerable differences in between-school variation were found in the different settings. The results are discussed in relation to the instrument, student achievements, and the state of English in the participating countries.  相似文献   

Measuring Socioeconomic Status at Individual and Collective Levels   总被引：1，自引：0，他引：1  

Yang Yang  Jan-Eric Gustafsson 《Educational Research and Evaluation》2013,19(3):259-288

This study investigated the multilevel dimensionality of socioeconomic status and its relationship to reading achievement in 23 countries. Different factor structures of SES were found at different levels’ observations and in different countries. The study showed that the cultural dimension strongly related to student reading performance, while the school general capital dimension explained a large part of the between-school reading achievement differences. Most interestingly, the factor relationship between SES and reading achievement at the school level varies greatly across countries. It was argued that these variations might be due to the differences in the centralized versus decentralized educational finance, tracking mechanism and some social characteristics in different countries.  相似文献