School-Based Elements Related to Achievement and Elements Related to Student Success in Schooling and Education. Executive Summary. Two Reviews of the Literature Commissioned by the Minister's Advisory Committee on Student Achievement.

Autor/inn/en	Fedigan, Larry; Gay, Gary
Institution	Alberta Dept. of Education, Edmonton. Ministers Advisory Committee on Student Achievement.
Titel	School-Based Elements Related to Achievement and Elements Related to Student Success in Schooling and Education. Executive Summary. Two Reviews of the Literature Commissioned by the Minister's Advisory Committee on Student Achievement.
Quelle	, (18 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Affective Objectives; Cognitive Objectives; Community Characteristics; Educational Environment; Educational Research; Elementary Secondary Education; Environmental Influences; Family Environment; Foreign Countries; Institutional Characteristics; Research Reviews (Publications); Student Characteristics; Success; Teacher Characteristics; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Kognitives Lernziel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsforschung; Pädagogische Forschung; Environmental influence; Umwelteinfluss; Familienmilieu; Ausland; Erfolg; Kanada
Abstract	A literature review is summarized on the effects of educational and environmental factors on student achievement. Environmental factors include background and community influences, such as social, economic, racial, educational and achievement levels; home environment; and qualities of students, such as academic readiness, motivation, and social behavior. Educational factors are comprised of such variables as teacher characteristics, the structure, of the teaching-learning situations, school facilities, and pupil personnel services. Fifty-five studies are synthesized and the factors which are positively and negatively related to student achievement are summarized. Some of the findings based on a review of American, Canadian, and British research of the relationship of school based factors to student achievement are: direct teaching is more effective than indirect methods, especially in the lower elementary grades and with low socioeconomic status students; indirect teaching may be more effective with older, higher socioeconomic status students and in subject areas like English; teachers' different expectations of students (based on sex and socioeconomic status) perpetuate social stratification and cultural sex differences; experimental instructional approaches show no consistent pattern of achievement gains over traditional materials; and mastery learning is conducive to student success and efficient learning. (MH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC