Literaturnachweis - Detailanzeige
| Autor/inn/en | Vanwynsberghe, Griet; Vanlaar, Gudrun; Van Damme, Jan; De Fraine, Bieke |
|---|---|
| Titel | Long-Term Effects of Primary Schools on Educational Positions of Students 2 and 4 Years after the Start of Secondary Education |
| Quelle | In: School Effectiveness and School Improvement, 28 (2017) 2, S.167-190 (24 Seiten)Infoseite zur Zeitschrift
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0924-3453 |
| DOI | 10.1080/09243453.2016.1245667 |
| Schlagwörter | Secondary Education; School Effectiveness; Elementary Secondary Education; Followup Studies; Sustainability; Academic Achievement; School Statistics; Student Records; Hypothesis Testing; Predictor Variables; Outcomes of Education; Student Characteristics; Institutional Characteristics; Data Analysis; Models; Cluster Grouping; Foreign Countries; Belgium |
| Abstract | Although the importance of primary schools in the long term is of interest in educational effectiveness research, few studies have examined the long-term effects of schools over the past decades. In the present study, long-term effects of primary schools on the educational positions of students 2 and 4 years after starting secondary education are investigated. Moreover, it is examined which school factors play a role in this process. We specifically investigated whether effective primary schools make a difference in the long term. This study uses data from the longitudinal SiBO project, which followed 6,000 pupils in primary education in Flanders, Belgium, and has follow-up data during secondary education. Two-level models and cross-classified multilevel models show that primary schools have long-term effects on the educational positions of students in secondary education. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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