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Autor/inn/en | Borger, Jeanne B.; Walberg, Herbert J. |
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Titel | Productive Factors in School Learning: A Quantitative Synthesis of National Assessment Studies. |
Quelle | (1983), (34 Seiten) |
Sprache | englisch |
Dokumenttyp | gedruckt; Monographie |
Schlagwörter | Academic Achievement; Adolescents; Correlation; Educational Assessment; Educational Quality; Elementary Secondary Education; Federal Programs; Followup Studies; Performance Factors; Preadolescents; Predictor Variables; Regression (Statistics); Socioeconomic Influences; Student Attitudes; National Assessment of Educational Progress Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation; Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität; Follow-up studies; Kontaktstudium; Leistungsindikator; Pre-adolescence; Präadoleszenz; Prädiktor; Regression; Regressionsanalyse; Sozioökonomischer Faktor; Schülerverhalten |
Abstract | To integrate findings concerning the influence of productive factors on student achievement and attitudes across various disciplines and ages, nine regression studies of National Assessment of Educational Progress samples containing a total of 15,802 students were quantitatively synthesized. Correlations and standardized regression weights for achievement and attitude and nine productive factors were compiled for four subjects--math, science, social studies and reading,--and two age groups--13- and 17-year olds. The effects of student socioeconomic status (a proxy for ability) and motivation; amount and quality of instruction; school, home, and peer-group environments; and exposure to television, when controlled for one another and for race and gender, are generally significant and consistent across subjects and age for achievement and attitude outcomes. The over-all signs and apparent influences of each factor were positive except for television viewing which was negatively associated with achievement and attitude. (Author/PN) |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |