Student Background and Teacher Effects on Achievement and Attainment in Mathematics: A Longitudinal Study

Autor/inn/en	Muijs, Daniel; Reynolds, David
Titel	Student Background and Teacher Effects on Achievement and Attainment in Mathematics: A Longitudinal Study
Quelle	In: Educational Research and Evaluation, 9 (2003) 3, S.289-314 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
Schlagwörter	Social Environment; Socioeconomic Background; Academic Achievement; Mathematics Achievement; Student Characteristics; Teacher Influence; Social Influences; Classroom Environment; Teacher Behavior; Foreign Countries; Elementary School Teachers; Elementary School Students; United Kingdom (England); United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Soziales Umfeld; Sozioökonomische Lage; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Sozialer Einfluss; Klassenklima; Unterrichtsklima; Teacher behaviour; Lehrerverhalten; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	In this article, we have studied the effect of student social background, classroom social context, classroom organisation, and teacher behaviours on mathematics achievement and attainment in English and Welsh primary schools. Data were collected over 2 years as part of a programme evaluation, for which we observed 138 teachers and tested and collected background data on over 3,000 students. Results were analysed using multilevel modeling, and point to the importance of student background and teacher behaviours to achievement and attainment. The implications of these findings are explored. (Contains 10 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10