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Serkan Arikan Fons J. R. van de Vijver Kutlay Yagmur 《Educational Assessment, Evaluation and Accountability》2017,29(3):229-246
Lower reading and mathematics performance of Turkish immigrant students as compared to mainstream European students could reflect differential learning outcomes, differential socioeconomic backgrounds of the groups, differential mainstream language proficiency, and/or test bias. Using PISA reading and mathematics scores of these groups, we examined the role of bias and various measures related to immigrant integration policies of the host societies. Results of a multilevel analysis of reading and mathematics tests demonstrated that at individual level, students with higher scores on an index of economic, social, and cultural status obtained higher achievement scores. At country level, MIPEX scores of education and the human development index of participating countries could predict differences in reading results but not in mathematics. After correction for background characteristics, effect sizes showed a difference of .65 SD (down from a value of .96 before correction) for reading and .58 SD (down from .78) for mathematics. However, a similar correction for background variables increased the score differences between Turkish immigrants and mainstreamers. 相似文献
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Serkan Arikan 《美中教育评论》2014,(10):716-727
There are many studies that focus on factors affecting achievement. However, there is limited research that used student characteristics indices reported by the Programme for International Student Assessment （PISA）. Therefore, this study investigated the predictive effects of student characteristics on mathematics performance of Turkish students. In PISA studies, sampling design, sampling weights, and plausible values have to be taken into consideration in order not to have biased multiple regression results. In order to conduct multiple regression analyses in PISA, software called the International Association for the Evaluation of Educational Achievement （lEA） International Database （IDB） Analyzer is required to be used because the dependent variable consists of several plausible values. This study aims to identify student characteristics that are significant in predicting mathematics performance in Turkey. Results showed that being successful in mathematics is a combination of several factors in which students＇ beliefs, motivation, and other factors must be organized to achieve mathematics. Among these beliefs and motivation, strong self-efficacy, positive self-concept, and minimum level of anxiety seem to be the key for success. 相似文献
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ABSTRACTWhere and how does arts activity drive neighbourhood revitalization? We explore the impact of arts establishments on income in US zip codes, nationally and across quantiles (from four to seven subgroups) of zip codes stratified by disadvantage (based on income and ethnicity/race). We focus on what is new here: how neighbourhood scenes or the mixes of amenities mediate relationships between the arts and income. One dramatic finding is that more bohemian/hip neighbourhoods tend to have less income, contradicting the accounts from Jane Jacobs, Richard Florida and others. Arts and bohemia generate opposing effects, which emerge if we study not a few cases like Greenwich Village, but use more careful measures and larger number of cases. Some arts factors that distinctly influence neighbourhood income include the number of arts establishments; type and range of arts establishments; levels of disadvantage in a neighbourhood; and specific pre and coexisting neighbourhood amenities. Rock, gospel and house music appeal to distinct audiences. Our discussion connects this vitalizing role for arts activity to broader community development dynamics. These overall results challenge the view that the arts simply follow, not drive, wealth, and suggest that arts-led strategies can foster neighbourhood revitalization across a variety of income, ethnic, and other contexts. 相似文献
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Arikan Serkan van de Vijver Fons J. R. Yagmur Kutlay 《European Journal of Psychology of Education - EJPE》2020,35(4):819-837
European Journal of Psychology of Education - The few studies on the achievement differences of mainstream and immigrant primary school students in large-scale assessments point to an achievement... 相似文献
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Erdoganl Karta Arda Arikan 《美中教育评论》2010,7(7):93-99
The effects of information and communication technologies, which are rapidly improving and spreading in the current age, can be seen in the field of training and education as well as in all other fields. Unlike previous technologies, the Internet, which is the concrete compound of those technologies, provides users with the trio of audio, text and visual materials digitally and simultaneously. This new learning environment, which allows users to individually plan the learning process according to their preferences, has been also effective in changing traditional attitudes and habits related to reading. Nowadays, parallel to these changes, it has become necessary to teach literature in a virtual environment, or, at least, to make a connection with that environment. In this study, the authors first discuss the condition of literature on the lnternet considering the lnternet-literature connection and the features of reading lnternet-based literary texts. Then, depending on a literature review, the authors propose a new Internet-based learning environment for teaching literature considering the extent of computer literacy, as defined by Shapiro and Hughes （1996）. 相似文献
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The present study examines how changes in the amount of on-screen text will influence student learning from a multimedia instructional
unit on basic concepts of coordinate geometry. The relative effectiveness of two different versions (short-text and whole-text)
of the instructional unit was examined for students who differed in terms of their ability to remember symbolic units, symbolic
systems and symbolic interpretations. A total of 101 seventh graders were randomly assigned to work with either the whole-text
or the short-text version. Student gains were analyzed using pre-test, post-test and retention test scores. Memory ability
was assessed by the sub-tests of the Structure of Intellect-Learning Abilities Test. Results indicated no significant differences
between groups who worked with short-text and whole-text versions. However retention scores of high and low memory groups
who worked with the whole-text version showed significant differences. The whole-text version was observed to favor students
with high memory for symbolic implications. Results suggest that workability of design principles for multimedia instruction
may depend on the nature of the task and characteristics of the learner. 相似文献
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