Literaturnachweis - Detailanzeige
| Autor/inn/en | Klitgaard, Robert E.; und weitere |
|---|---|
| Titel | Cognitive Equality and Educational Policies: An Example from Pakistan. |
| Quelle | (1979), (17 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Comparative Analysis; Differences; Equal Education; Essay Tests; Foreign Countries; Government School Relationship; High Schools; Humanities; Institutional Characteristics; Private Schools; Research Reports; School Policy; Secondary Education; Secondary School Science; Socioeconomic Influences; Teacher Influence; Test Results; Pakistan (Karachi) |
| Abstract | It was concluded, in an empirical study of distributions of examination scores within secondary schools in Karachi, Pakistan, that intraschool inequalities in student achievement were relatively large; that variables for socioeconomic background and school policy did not explain the intraschool variations across schools; and that a school which was particularly equal on one test was not particularly equal on another. Data were gathered from a stratified random sample of 207 secondary schools, based on neighborhood socioeconomic status; type of school, including government, nationalized, or private; and the mix of male and female students. Results were analyzed from scores on tenth-grade essay tests in the humanities and sciences. Data on teacher characteristics were used to calculate student-teacher ratio and teacher experience. Schools were classified according to the median income of students' households. Based on results of the study, it was hypothesized that Karachi school personnel were indifferent to the intraschool variations or did not have effective means for closing the gap. Futher research, using longitudinal data, was recommended. (MH) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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