Search results for: Student achievement
Page 2/3 30 items
International Evidence on Ability Grouping With Curriculum Differentiation and the Achievement Gap in Secondary Schools
This article reviews international research on the connection between various forms of ability grouping with curriculum differentiation and the achievement gap. The article concludes that such practices are likely to increase the gap between initially high- and low-achieving students. Furthermore, there is a stronger link between students’ social backgrounds and their achievement in educational systems with more curriculum differentiation and in those with earlier placement in differentiated educational programs as compared with others.
Updated: Jun. 01, 2010
This study examines how high school graduates got to where they were in terms of mathematics attainment. In addition, the study explored what factors might predict students’ attainment and their growth trajectories in mathematics during secondary school years. The study uses a three-level longitudinal and multilevel modeling framework to address the key research questions.
Updated: May. 30, 2010
Does the SES of the School Matter? An Examination of Socioeconomic Status and Student Achievement Using PISA 2003
The present study examines the relationships among student socioeconomic status (SES), school SES, and academic achievement using data from the 2003 Programme for International Student Assessment (PISA) for Australia. The study finds that increases in the mean SES of the school are associated with increases in a student's academic achievement and that this relationship is similar for all students regardless of their individual SES. The article concludes with a discussion of policy implications and possible strategies for mitigating the influence of school socioeconomic composition on student outcomes.
Updated: May. 30, 2010
How Do School Peers Influence Student Educational Outcomes? Theory and Evidence From Economics and Other Social Sciences
This study describes and compares theories from multiple disciplines about how peers (classmates) influence one another. The study then compares the empirical predictions of the theories with empirical evidence about peer influences on student achievement and draws tentative conclusions about which theories are most consistent with the evidence. A new hybrid theory, group-based contagion, is proposed that seems most consistent with the evidence.
Updated: May. 30, 2010
This study examines the relationships among school composition, several aspects of school and classroom context, and students’ literacy skills in science. School composition is also associated with the extent to which school systems are segregated “horizontally,” based on the distribution among schools of students from differing SES backgrounds, or “vertically,” due mainly to mechanisms that select students into different types of schools. The findings have implications for educational policy that concern the differential allocation of human and material resources and the stratification of students into different types of schools and school programs.
Updated: May. 26, 2010
This study examines the relationship between students’ English language learner (ELL) status and their level of opportunity to learn (OTL) as a factor that may explain performance difference between ELL and non-ELL students. Results indicate that measures of classroom OTL are associated with student performance. Further, ELL students report a lower level of OTL as compared with non-ELLs. Such differential levels of OTL may indeed play a role in the lower performance of ELLs. The results of this study suggest that students’ ability to understand teacher instructions influences reported levels of OTL.
Updated: May. 25, 2010
Critical action research is contextualized in a low socioeconomic, multicultural urban school in Auckland, New Zealand. The research was part of a meta project which aimed to raise the achievement of Mori students. Research processes incorporated Freirean dialogical processes, cross cultural learning and teacher professional development.
Updated: Jan. 12, 2010
Using Common Formative Assessments as A Source of Professional Development in An Urban American Elementary School
By implementing a system of common formative assessments, the teachers at an American urban elementary school improved student achievement. Furthermore, using this system, the teachers facilitated their own professional development.
Updated: Jun. 08, 2009
The Prosocial Classroom: Teacher Social and Emotional Competence in Relation to Student and Classroom Outcomes
The authors describe a model of the prosocial classroom. This model highlights the importance of teachers' social and emotional competence (SEC) and well-being in the development and maintenance of supportive teacher-student relationships, effective classroom management, and successful social and emotional learning program implementation. The model proposes that these factors contribute to creating a classroom climate that is more conducive to learning and that promotes positive developmental outcomes among students. Finally, the authors propose a research agenda to address the potential efficacy of intervention strategies designed to promote teacher SEC and improved learning outcomes for students.
Updated: May. 21, 2009
This study links professional development through teacher practices to investigate their separate and combined effects on student achievement. The study uses students nested within teachers. The results indicate that professional development has moderate effects on teacher practice. There are also very small but sometimes significant effects on student achievement when the effects of professional development are mediated by teacher practice.
Updated: Mar. 16, 2009