Class composition influences on pupils' cognitive development.

Autor/inn/en	Peetsma, Thea; Veen, Ineke van der; Koopman, Pjotr
Titel	Class composition influences on pupils' cognitive development.
Quelle	In: School effectiveness and school improvement, 17 (2006) 3, S. 275-302Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0924-3453; 1744-5124
DOI	10.1080/13803610500480114
Schlagwörter	Längsschnittuntersuchung; Kognitive Kompetenz; Soziale Entwicklung; Kind; Schulklasse; Primarbereich; Schüler; Lernerfolg; Schülerleistung; Lernschwierigkeit; Sprachkompetenz; Datenanalyse; Mathematische Kompetenz; Sozioökonomische Lage; Heterogenität; Wirkung; Zusammensetzung; Ethnische Gruppe; Migrant; Niederlande
Abstract	The proportion of low-achieving children in a class can affect the progress of individual pupils in that class. Having a large proportion of low achievers in a class could slow down growth in cognitive achievement but, might also boost such growth, due to the effects of specialist teaching geared to low achievers' needs. In a longitudinal study of 8,684 pupils aged 9 - 12, cognitive and social-emotional development were analysed. In classes with a comparatively large number of pupils with migrant parents, the increase in pupils' mathematics achievement was smaller. In classes with a comparatively large number of pupils with parents with a low level of education, the increase in pupils' achievement in Dutch language proficiency was smaller. No relationship was found between class composition and either well-being at school or academic self-concept. The effects of class composition appeared to be differential for different groups of pupils. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2007/1