Literaturnachweis - Detailanzeige
| Autor/in | Givord, Pauline |
|---|---|
| Institution | Organisation for Economic Cooperation and Development (OECD) (France) |
| Titel | Does Greater Social Diversity in Schools Have an Impact on Equity in Learning Outcomes? PISA in Focus. No. 97 |
| Quelle | (2019), (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISSN | 2226-0919 |
| Schlagwörter | Equal Education; Outcomes of Education; Diversity (Institutional); Educational Environment; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Socioeconomic Status; Disadvantaged; Academic Achievement; Program for International Student Assessment |
| Abstract | A student's performance in school is influenced by personal characteristics, but also, amongst other influences, by those of his or her schoolmates. Schoolmates can motivate and help each other overcome learning difficulties; but they can also disrupt instruction, require disproportionate attention from teachers, and be a source of anxiety. The way students are allocated to schools, and whether that results in greater socio-economic or academic differences across schools, may thus have an impact on education outcomes at the country level. In which PISA-participating countries and economies are students concentrated in certain schools, depending largely on their ability or socio-economic status? How is socio-economic segregation across schools related to the achievement gaps between students of different socio-economic status? (As Provided). |
| Anmerkungen | OECD Publishing. 2, rue Andre Pascal, F-75775 Paris Cedex 16, France. Tel: +33-145-24-8200; Fax: +33-145-24-8500; Web site: http://www.oecd.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2021/2/06 |
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