Literaturnachweis - Detailanzeige
| Autor/in | van Houtte, Mieke |
|---|---|
| Titel | Tracking Effects on School Achievement: A Quantitative Explanation in Terms of the Academic Culture of School Staff |
| Quelle | In: American Journal of Education, 110 (2004) 4, S.354 (35 Seiten)Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0195-6744 |
| Schlagwörter | Foreign Countries; Teaching Methods; Students; Academic Achievement; Belgium |
| Abstract | Research into educational stratification has consistently demonstrated an effect of tracking on pupils' achievement. Teachers' instructional practice forms a possible mechanism through which tracking affects achievement. I aim to test quantitatively this mediating role of instructional practice. I use data of 3,760 pupils and 745 members of staff in 34 secondary education schools in Flanders (Belgium). Multilevel analyses show that the school type (general or technical-vocational) affects the pupil's chance of failing, controlling for individual pupil features (e.g., ability), and that the academic staff culture mediates this effect of school type. (Author). |
| Anmerkungen | University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: subscriptions@press.uchicago.edu. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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