Do Small Rural Schools Differ? A Comparative Two-Level Model of Reading Achievement among Swedish 9-Year-Olds

Autor/in	Aberg-Bengtsson, Lisbeth
Titel	Do Small Rural Schools Differ? A Comparative Two-Level Model of Reading Achievement among Swedish 9-Year-Olds
Quelle	In: Scandinavian Journal of Educational Research, 48 (2004) 1, S.19-33 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
Schlagwörter	Foreign Countries; Rural Schools; Elementary Education; School Size; Socioeconomic Status; Reading Achievement; Geographic Location + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementarunterricht; Socio-economic status; Sozioökonomischer Status; Leseleistung
Abstract	The aim of this study was to investigate differences, if any, in reading achievement among Swedish pupils 9 years of age with respect to school size and location. Data from the IEA reading tests for approximately 3400 children in 124 different schools were used for the analyses, which were carried out using a structural equation modelling technique. The multi-dimensionality of the performance on the tests, as well as the two-level character of data, was taken into account. The analyses, in which the influence of socio-economic factors was also controlled for, were carried out in several steps. The results showed no significant relationship between type of school and reading performance. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10