Literaturnachweis - Detailanzeige
| Autor/inn/en | van Hek, Margriet; Kraaykamp, Gerbert; Pelzer, Ben |
|---|---|
| Titel | Do Schools Affect Girls' and Boys' Reading Performance Differently? A Multilevel Study on the Gendered Effects of School Resources and School Practices |
| Quelle | In: School Effectiveness and School Improvement, 29 (2018) 1, S.1-21 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (van Hek, Margriet) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0924-3453 |
| DOI | 10.1080/09243453.2017.1382540 |
| Schlagwörter | Gender Differences; Reading Achievement; Institutional Characteristics; Educational Resources; Educational Practices; Hierarchical Linear Modeling; School Demography; Evaluation Methods; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Educational Environment; Program for International Student Assessment |
| Abstract | Few studies on male-female inequalities in education have elaborated on whether school characteristics affect girls' and boys' educational performance differently. This study investigated how school resources, being schools' socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being schools' application of well-rounded assessment methods, influenced girls' and boys' reading performance differently. We hypothesised that positive effects of school resources would be greater for boys than for girls, and that more frequent use of well-rounded assessment methods would be associated with increased girls' and decreased boys' reading performance. Using advanced multilevel analyses of 2009 Programme for International Student Assessment (PISA) data, we found that boys profited more than girls from having a large proportion of girls in school. Contrary to our expectations, girls gained more than boys from a school's advantaged socioeconomic composition. These gendered effects of school resources were not explained by differences in school learning climate. (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 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
