Search results for: Demographics
Page 1/1 9 items
Linking demographic variables to motivation: investigating the motivation to choose teaching among Arab and Jewish students in Israel
The purpose of this paper is to explore the kinds of motivation driving Arab and Jewish students in Israel to choose teaching as a career. This study addressed several issues that have been largely overlooked in previous research such as the focus on Content Value motives (the motivation to teach specific subjects) as well as linking demographic variables to motivational factors, particularly cultural diversity and prior pedagogical experience. The present study yielded three central findings: the importance of Content Value motives; similar motivational patterns have been found between the two sectors despite demographic differences between them; prior teaching experience has been found to have an effect on the kinds of motivations for choosing teaching as career. The paper concludes by exploring the implications of the present study on teacher preparation programs and on future research on the motivation to choose teaching as a career especially in culturally diverse educational contexts.
Updated: Jul. 11, 2022
The Effects of Student Demographics and School Resources on California School Performance Gain: A Fixed Effects Panel Model
The primary objective of this study is to investigate how APIs change with student demographics and school resources within individual schools. While California places great responsibility on individual schools for student growth, little policy consideration is given to the likely effects of demographic and resource changes on school performance within the school. Moreover, this study’s confirmation of the positive impact of teachers’ advanced degree and full teaching credential on performance gains suggests that teacher qualifications may hold the key to improving student achievement.
Updated: Feb. 26, 2013
This article explores the effect that the proportion of children of immigrants in a school has on all students’ expectations and examines the differential effects of school composition on the expectations of children of immigrants as compared with nonimmigrants. This analysis demonstrates that comparative and normative theories of school effects are not accurate for children of immigrants, at least not to the same degree as they are for nonimmigrants.
Updated: Jun. 01, 2010
Family, Neighborhood, and School Settings Across Seasons: When Do Socioeconomic Context and Racial Composition Matter for the Reading Achievement Growth of Young Children?
This quantitative study employs a seasonal perspective to assess the degree to which neighborhood and school contexts affect the reading achievement growth of young children. The authors found that neighborhood social context mattered substantially for students’ reading achievement levels at school entry and for their reading achievement growth during the summer.The authors recommend that policy makers attend to the quality of neighborhood and school settings as a means of promoting literacy development for young children.
Updated: Jun. 01, 2010
An Organizational Perspective on the Origins of Instructional Segregation: School Composition and Use of Within-Class Ability Grouping in American Kindergartens
The authors conduct secondary analyses of national data from the Early Childhood Longitudinal Study –Kindergarten Cohort to investigate the degree to which the racial and ethnic composition of schools is associated with use of ability grouping practices as early as kindergarten. The authors focus on within-class ability grouping for reading instruction. The authors find that this form of grouping is practiced by a majority of kindergarten teachers and schools, although frequency of use is quite varied, and some teachers and schools use it only sporadically.
Updated: Jun. 01, 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
Research suggests that substantial pre-service student teaching is essential for the preparation and retention of special educators. The purpose of this study is to contrast the effects of length of pre-service student teaching received against other variables that exist within a pre-service preparation program. It was found that substantial pre-service student teaching experience has a strong effect on the probability that a beginning special educator will remain in the field 1 year. In addition, none of the effects of aspects of teacher pre-service preparation or teacher or school demographics analyzed had an impact on attrition, when controlling for the number of weeks of student teaching.
Updated: Nov. 24, 2009
The paper describes the theoretical framework, research base, structure, and content of a video-based professional development program. This program was implemented during 2 consecutive years with sixth-grade mathematics teachers from five low-performing schools.First, difficulties teachers encountered in responding to video-based prompts during the 1st year are summarized. Changes that were made to the program to address teachers’ needs in the 2nd year are then described.
Updated: Mar. 23, 2009
The paper offers a theory regarding the pattern of distribution of new teachers into the teaching field, and its effect on disadvantaged learners. The study follows two beginning teachers and examines the strategies that place them in particular schools and the reasons for their relocation following their first year of teaching.
Updated: May. 01, 2008