School differences and inequities in educational outcomes. PISA 2000 results of reading literacy in Finland.

Autor/in	Malin, Antero
Titel	School differences and inequities in educational outcomes. PISA 2000 results of reading literacy in Finland.
Quelle	Jyväskylä: Inst. for Educational Research (2005), 176 S.Verfügbarkeit Zugl.: Jyväskylä, Univ., Diss., 2005.
Reihe	Research reports / Institute for Educational Research. 15
Beigaben	Illustrationen; Literaturangaben S. 167-172
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISSN	1455-447X
ISBN	951-39-2247-2
Schlagwörter	Qualitative Forschung; Quantitative Forschung; Chancengleichheit; Familie; Bildungspolitik; Chancengleichheit; Deutschland; Eltern; Familie; Finnland; Kind; Schüler; Schule; Schweden; Bildungspolitik; Hochschulschrift; Internationaler Vergleich; Datenanalyse; Ungleichheit; Lesekompetenz; Eltern; Kind; Schule; Schüler; Datenanalyse; Lesefertigkeit; Lesekompetenz; Ungleichheit; Migrationshintergrund; Sozioökonomische Lage; Migrationshintergrund; Internationaler Vergleich; Einflussfaktor; Hochschulschrift; Ethnische Minderheit; Migrant; PISA (Programme for International Student Assessment); Deutschland; Finnland; Schweden
Abstract	This study investigates the level and distribution of reading literacy performance in Finland both at the student and school level from the perspective of equity, using the international PISA 2000 reading literacy data. The main purposes were to find out the amount of the school differences in reading literacy performance, the force of the effects of selected background factors, and the extent to which the between-school as well as the total student variation were attributable to these factors. There were some clear inequities in the student performances in Finland with respect to background factors that the individual students cannot escape or control. These inequity factors were associated with systematic variation between students and schools in reading literacy performance. The results also indicated that the inequities in performances can be reduced with the effort from students, parents and schools. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2008/1