Socioeconomically Disadvantaged Students Who Are Academically Successful: Examining Academic Resilience Cross-Nationally. Policy Brief No. 5

Autor/inn/en	Erberber, Ebru; Stephens, Maria; Mamedova, Saida; Ferguson, Sharlyn; Kroeger, Teresa
Institution	International Association for the Evaluation of Educational Achievement; American Institutes for Research
Titel	Socioeconomically Disadvantaged Students Who Are Academically Successful: Examining Academic Resilience Cross-Nationally. Policy Brief No. 5
Quelle	(2015), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	2215-0196
Schlagwörter	Economically Disadvantaged; Academic Achievement; Resilience (Psychology); Disadvantaged Youth; Grade 8; Incidence; Influences; Predictor Variables; Academic Aspiration; Educational Environment; Mathematics Tests; Mathematics Achievement; High Achievement; Foreign Countries; Armenia; Ghana; Hong Kong; Indonesia; Iran; Italy; Japan; Jordan; Kazakhstan; Lebanon; Lithuania; Malaysia; Morocco; Oman; Palestine; Romania; Russia; Saudi Arabia; Singapore; South Korea; Syria; Taiwan; Thailand; Tunisia; Turkey; United Arab Emirates; United States; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Schulleistung; Benachteiligter Jugendlicher; School year 08; 8. Schuljahr; Schuljahr 08; Vorkommen; Influence; Einfluss; Einflussfaktor; Prädiktor; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Armenien; Hongkong; Indonesien; Italien; Kasachstan; Libanon; Litauen; Marokko; Palästina; Rumänien; Russland; Saudi-Arabien; Singapur; Korea; Republik; Syrien; Tunesien; Türkei; Vereinigte Arabische Emirate; USA
Abstract	Academically resilient students are those students who are academically successful, despite coming from the socioeconomically disadvantaged backgrounds that have typically predicted poorer educational outcomes. These students are an important group to study because if policymakers can understand what factors may have contributed to their succeeding against the odds, then they may be better able to support similar students in improving their academic performance. Raising the performance of socioeconomically disadvantaged students benefits both those individual students and the equity of the system overall. This brief uses 2011 eighth-grade data from the Trends in International Mathematics and Science Study (TIMSS) to explore (1) how prevalent academically resilient students are across education systems, and (2) what factors are associated with academic resilience within those systems. (As Provided).
Anmerkungen	International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01