Differences between Secondary Schools: A Study about School Context, Group Composition, School Practice, and School Effects with Special Attention to Public and Catholic Schools and Types of Schools

Autor/inn/en	Opdenakker, Marie-Christine; Van Damme, Jan
Titel	Differences between Secondary Schools: A Study about School Context, Group Composition, School Practice, and School Effects with Special Attention to Public and Catholic Schools and Types of Schools
Quelle	In: School Effectiveness and School Improvement, 17 (2006) 1, S.87-117 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
Schlagwörter	Secondary Schools; Mathematics Achievement; Catholic Schools; Foreign Countries; Institutional Characteristics; Public Schools; Educational Environment; School Size; Student Diversity; Governance; Educational Practices; Belgium + Suchen Sie Ihr Suchwort? Sekundarschule; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Katholische Schule; Ausland; Public school; Öffentliche Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Bildungspraxis; Belgien
Abstract	The results indicate that in Flanders secondary schools of different denomination and of different school type (based on their curriculum offerings) differ with respect to several characteristics. With respect to the educational framework, learning environment and learning climate differences between schools are small and differences are more situated within schools. Multilevel analysis reveals that almost 19 percent of the variance in mathematics achievement is at school level. The effect of denomination is small and disappears when student background (which is related to school practice) is taken into account. The effect of school type remains important when controlled for student background and denomination. Group composition, the social and learning climate, and the opportunity to learn seem to matter and explain almost 90 percent of the school effect. They also explain more than four fifths of the effect of school type (and denomination together) which accounts for 65 percent of the school level variance. (Contains 6 tables and 3 figures.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10