Literaturnachweis - Detailanzeige
Autor/inn/en | Parker, Philip D.; Marsh, Herbert W.; Jerrim, John P.; Guo, Jiesi; Dicke, Theresa |
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Titel | Inequity and Excellence in Academic Performance: Evidence from 27 Countries |
Quelle | In: American Educational Research Journal, 55 (2018) 4, S.836-858 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Parker, Philip D.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0002-8312 |
DOI | 10.3102/0002831218760213 |
Schlagwörter | Equal Education; Educational Quality; Academic Achievement; Achievement Tests; Foreign Countries; International Assessment; Secondary School Students; Hypothesis Testing; Robustness (Statistics); Statistical Significance; Educational Trends; Correlation; Scores; Statistical Analysis; Germany; Poland; Sweden; Iceland; Program for International Student Assessment Quality of education; Bildungsqualität; Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Sekundarschüler; Hypothesenprüfung; Hypothesentest; Widerstandsfähigkeit; Bildungsentwicklung; Korrelation; Statistische Analyse; Deutschland; Polen; Schweden; Island |
Abstract | Research suggests that a country does not need inequity to have high performance. However, such research has potentially suffered from confounders present in between-country comparative research (e.g., latent cultural differences). Likewise, relatively little consideration has been given to whether the situation may be different for high- or low-performing students. Using five cycles of the Programme for International Student Assessment (PISA) database, the current research explores within-country trajectories in achievement and inequality measures to test the hypothesis of an excellence/equity tradeoff in academic performance. We found negative relations between performance and inequality that are robust and of statistical and practical significance. Follow-up analysis suggests a focus on low and average performers may be critical to successful policy interventions. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |