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AutorenAdamuti-Trache, Maria; Bluman, George; Tiedje, Thomas
TitelStudent Success in First-Year University Physics and Mathematics Courses: Does the High-School Attended Make a Difference?
QuelleIn: International Journal of Science Education, 35 (2013) 17, S.2905-2927 (23 Seiten)
PDF als Volltext    Verfügbarkeit 
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0950-0693
DOI10.1080/09500693.2012.667168
SchlagwörterForeign Countries; College Freshmen; College Science; Physics; Science Instruction; College Mathematics; Mathematics Instruction; High Schools; Institutional Characteristics; Correlation; Science Achievement; Mathematics Achievement; Geographic Location; Private Schools; Public Schools; Reputation; Neighborhoods; Gender Differences; Required Courses; Socioeconomic Status; Canada
AbstractThis paper considers school factors that contribute to a successful transition from high school to first-year university Physics courses at the University of British Columbia by employing a two-level hierarchical model. It is assumed that there is a relationship between student performance and the high school they graduated from. It is shown that school location and type affect student performance: students from public schools in the Metro Vancouver area perform better in first year compared to students from independent schools and schools in distant communities. The study also considers rankings of schools based on student performance in first-year university Physics and Calculus courses. These university-based rankings differ significantly (essentially in reverse order) from the well-known Fraser Institute rankings based on measures internal to high schools. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2017/4/10
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