Literaturnachweis - Detailanzeige
Autor/inn/en | Ali, Elias; Heck, Ronald H. |
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Titel | Comparing the Contexts of Middle-Grade Schools, Their Instructional Practices, and Their Outcomes: A Regression Discontinuity Approach |
Quelle | In: NASSP Bulletin, 96 (2012) 2, S.93-118 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0192-6365 |
DOI | 10.1177/0192636512444715 |
Schlagwörter | Middle Schools; School Effectiveness; Measurement Techniques; Research Design; Comparative Analysis; Student School Relationship; Institutional Characteristics; School Role; Outcomes of Education; Educational Practices; Age; Academic Achievement; Teaching Methods |
Abstract | The purpose of this study is to describe an alternative means of estimating school effectiveness, referred to as an "absolute year" of schooling and demonstrate its usefulness as a measure of school effectiveness in the middle grades. More specifically, the study investigated (a) whether the absolute schooling effect in math and reading outcomes varied across a statewide sample of 53 secondary schools (e.g., middle, intermediate) and (b) whether differences in school variables explained the variability in the absolute-schooling effect. (Contains 3 figures, 1 table, and 3 notes.) (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |