An Investigation of School-Level Factors Associated with Science Performance for Minority and Majority Francophone Students in Canada

Autor/inn/en	Sandilands, Debra; McKeown, Stephanie Barclay; Lyons-Thomas, Juliette; Ercikan, Kadriye
Titel	An Investigation of School-Level Factors Associated with Science Performance for Minority and Majority Francophone Students in Canada
Quelle	In: Canadian Journal of Science, Mathematics and Technology Education, 14 (2014) 2, S.135-153 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1492-6156
DOI	10.1080/14926156.2014.903316
Schlagwörter	French Canadians; Science Instruction; Science Achievement; Foreign Countries; Language Minorities; Socioeconomic Influences; Gender Differences; Achievement Tests; Comparative Education; Secondary School Students; English (Second Language); Second Language Learning; Native Language; Institutional Characteristics; Canada; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Frankokanadier; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Sprachminderheit; Sozioökonomischer Faktor; Geschlechterkonflikt; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Vergleichende Erziehungswissenschaft; Sekundarschüler; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Kanada
Abstract	Minority Francophone students in predominantly English-speaking Canadian provinces tend to perform lower on large-scale assessments of achievement than their Anglophone peers and majority Francophone students in Quebec. This study is the first to apply multilevel modeling methods to examine the extent to which school-level factors may be differentially associated with achievement for minority Francophone students compared to majority Francophone students. Forty-four percent of the variance in science achievement among Francophone schools was explained by the model. After taking into consideration gender as well as student- and school-level socioeconomic status, French-language schools in Ontario and New Brunswick had, on average, lower PISA 2006 science achievement scores compared to schools in Quebec. Findings indicate that differences in performance between linguistic minority and majority Francophone students could not be reduced to differences in socioeconomic status or to the school resource factors investigated in this study. (As Provided).
Anmerkungen	Routledge. 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 von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10