Streaming, Tracking and Reading Achievement: A Multilevel Analysis of Students in 40 Countries

Autor/inn/en	Chiu, Ming Ming; Chow, Bonnie Wing-Yin; Joh, Sung Wook
Titel	Streaming, Tracking and Reading Achievement: A Multilevel Analysis of Students in 40 Countries
Quelle	In: Journal of Educational Psychology, 109 (2017) 7, S.915-934 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000188
Schlagwörter	Track System (Education); Reading Achievement; Socioeconomic Status; Literacy; Reading Tests; Grade 4; Elementary School Students; Hierarchical Linear Modeling; Cross Cultural Studies; Grouping (Instructional Purposes); Reading Attitudes; Student Attitudes; Educational Practices; Teaching Methods; Surveys; Administrator Attitudes; Principals; Teacher Attitudes; Parent Attitudes; Reading Instruction; International Assessment; Achievement Tests; Foreign Countries; Regression (Statistics); Statistical Analysis; Progress in International Reading Literacy Study + Suchen Sie Ihr Suchwort? Leistungsgruppe; Leistungsdifferenzierung; Leseleistung; Socio-economic status; Sozioökonomischer Status; Alphabetisierung; Schreib- und Lesefähigkeit; Lesetest; School year 04; 4. Schuljahr; Schuljahr 04; Cultural comparison; Kulturvergleich; Grouping; Gruppenbildung; Reading behavior; Rading behaviour; Leseverhalten; Schülerverhalten; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; Survey; Umfrage; Befragung; Principal; Schulleiter; Lehrerverhalten; Elternverhalten; Leseunterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Regression; Regressionsanalyse; Statistische Analyse
Abstract	Grouping similar students together within schools ("streaming") or classrooms ("tracking") based on past literacy skills (reported by parents), family socioeconomic status (SES) or reading attitudes might affect their reading achievement. Our multilevel analysis of the reading tests of 208,057 fourth-grade students across 40 countries, and their parents', teachers', principals', and their survey responses yielded the following results. Streaming was linked to higher reading achievement (consistent with "customized instruction"), but tracking was linked to lower reading achievement (consistent with more "help opportunities"). Students had higher reading achievement when classmates had stronger past literacy skills (suggesting "sharing ideas") or extremely poor ones (help opportunities). Also, when classmates have higher family SES, students had higher reading achievement (suggesting "sharing resources"), with diminishing marginal returns. When classmates' family SES differed more (more "diversity"), students with greater past literacy skills had higher reading achievement ("Matthew effect"). Lastly, when classmates had better reading attitudes, students with lower past literacy skills showed higher reading achievement ("modeling, norms"). When classmates' reading attitudes differed more, students had higher reading achievement ("contrasting cases"), although extreme differences weakened this link (less "homophily"). These results suggest that streaming across schools and mixing of students within classrooms (by past achievement, family SES and reading attitudes) are linked to overall reading achievement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01