An Analysis of Associations between Residential and School Mobility and Educational Outcomes in South African Urban Children: The Birth to Twenty Cohort

Autor/inn/en	Ginsburg, Carren; Richter, Linda M.; Fleisch, Brahm; Norris, Shane A.
Titel	An Analysis of Associations between Residential and School Mobility and Educational Outcomes in South African Urban Children: The Birth to Twenty Cohort
Quelle	In: International Journal of Educational Development, 31 (2011) 3, S.213-222 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0738-0593
DOI	10.1016/j.ijedudev.2010.03.006
Schlagwörter	Grade Repetition; Educational Objectives; Outcomes of Education; Numeracy; Foreign Countries; Urban Youth; Correlation; Student Mobility; Place of Residence; Literacy; Cultural Context; Trend Analysis; South Africa + Suchen Sie Ihr Suchwort? Repeat a school year; Repeating; Sitzen bleiben; Sitzenbleiben; Educational objective; Bildungsziel; Erziehungsziel; Lernleistung; Schulerfolg; Rechenkompetenz; Ausland; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Korrelation; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Wohnort; Alphabetisierung; Schreib- und Lesefähigkeit; Trendanalyse; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Using data from Birth to Twenty, a cohort of South African urban children, the current paper investigates the relationships between residential and school mobility and a set of educational outcomes. The findings provide some evidence of a positive association between changes in residence and numeracy and literacy scores, and school mobility was found to be associated with grade repetition, however, no relationship was observed between changes in school and competency in numeracy and literacy. The South African study provides a counter example to trends observed in higher-income countries, while highlighting that associations are likely to be context specific. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10