The Role of Schools in Providing Educational Opportunity: An Integrative Review

Autor/inn/en	Katz, Heidi T.; Acquah, Emmanuel O.
Titel	The Role of Schools in Providing Educational Opportunity: An Integrative Review
Quelle	In: Review of Education, 9 (2021) 3Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Katz, Heidi T.) ORCID (Acquah, Emmanuel O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2049-6613
DOI	10.1002/rev3.3307
Schlagwörter	School Role; Educational Opportunities; Outcomes of Education; Elementary Schools; Secondary Schools; Public Schools; Charter Schools; Vocational Schools; Cognitive Processes; Psychological Patterns; Student Behavior; Inclusion; School Culture; Teaching Methods + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Lernleistung; Schulerfolg; Elementary school; Grundschule; Volksschule; Sekundarschule; Public school; Öffentliche Schule; Charter school; Charter-Schule; Vocational school; Berufsbildende Schule; Berufsschule; Fachschule; Cognitive process; Kognitiver Prozess; Student behaviour; Schülerverhalten; Inklusion; Schulkultur; Schulleben; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The concept of educational opportunity is ubiquitous yet ambiguous; it is frequently discussed within the education world, yet there is no commonly shared understanding of what it means or how to measure it. To address this void, we conducted an integrative review of the literature on school inputs and student outcomes from 2010 to 2019. A total of 39 articles were included in this review, and analysed using a mixed methods approach. A descriptive analysis showed the studies used a range of research designs, including case study (n = 7), comparative (n = 6), correlational and longitudinal (n = 5), exploratory (n = 4), cross-sectional (n = 3), and phenomenological (n = 2). Furthermore, studies were conducted within a variety of primary through secondary school contexts (e.g., public, charter and vocational). A deductive analysis revealed that more than half of the studies looked at cognitive outcomes (n = 25), followed by psychological (n = 22), behavioural (n = 17), and then other (n = 6). Finally, grounded theory was used to analyse specific school factors (inputs) that influence the aforementioned outcomes positively. We identified four input categories through which educational opportunity generally manifests: Inclusive Culture and Environment, Responsive Teaching and Appropriate Training, Resources and Opportunity to Learn, and Curriculum and Instruction. Based on the results, we developed a conceptual framework of educational opportunity that connects school inputs to positive student outcomes. The framework can be used by researchers and educators to inform discussions and assessments of educational opportunity. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01