Regional Inequality in Reading Performance: An Exploration in Belgium

Autor/inn/en	Ning, Bo; Van Damme, Jan; Van Den Noortgate, Wim; Gielen, Sarah; Bellens, Kim; Dupriez, Vincent; Dumay, Xavier
Titel	Regional Inequality in Reading Performance: An Exploration in Belgium
Quelle	In: School Effectiveness and School Improvement, 27 (2016) 4, S.642-668 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2016.1202842
Schlagwörter	Reading Instruction; Reading Strategies; Reading Skills; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Low Achievement; Instructional Effectiveness; Comparative Analysis; Reading Achievement; Markov Processes; Monte Carlo Methods; Effect Size; Reading Ability; Reading Difficulties; Regression (Statistics); Belgium; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Reading skill; Lesefertigkeit; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Unterdurchschnittliche Leistung; Unterrichtserfolg; Leseleistung; Markowscher Prozess; Monte-Carlo-Methode; Reading competence; Lesekompetenz; Reading difficulty; Leseschwierigkeit; Regression; Regressionsanalyse; Belgien
Abstract	In the 2009 Programme for International Student Assessment, the Flemish community of Belgium outscored its French community in reading, with low achievers accounting for a large proportion of the score gaps. In this study, between-community comparisons based on the Blinder-Oaxaca decomposition method showed that the Flemish community benefits largely from its policies and practices of giving schools relative autonomy in resource allocation, promoting good student conduct, and decreasing grade retention. Between-community comparisons using the Juhn-Murphy-Pierce decomposition method showed that compared to their Flemish peers in the same percentile, low achievers in the French community are hindered more by their relatively low grade level; disadvantageous school economic, social, and cultural composition; and negative school supportive climate while medium and high achievers benefit more from their advantageous school economic, social, and cultural composition; positive supportive climate; and high proportion of qualified teachers in schools. (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	2020/1/01