How Do Learning Environments Vary by School Sector and Socioeconomic Composition? Evidence from Australian Students

Autor/inn/en	Perry, Laura B.; Lubienski, Christopher; Ladwig, James
Titel	How Do Learning Environments Vary by School Sector and Socioeconomic Composition? Evidence from Australian Students
Quelle	In: Australian Journal of Education, 60 (2016) 3, S.175-190 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
DOI	10.1177/0004944116666519
Schlagwörter	Foreign Countries; Student Attitudes; Educational Environment; Public Schools; Private Schools; Socioeconomic Status; Discipline; Classroom Environment; Teacher Student Relationship; Secondary School Students; Socioeconomic Influences; Teaching Methods; Australia; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Public school; Öffentliche Schule; Private school; Privatschule; Socio-economic status; Sozioökonomischer Status; Disziplin; Klassenklima; Unterrichtsklima; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Sozioökonomischer Faktor; Teaching method; Lehrmethode; Unterrichtsmethode; Australien
Abstract	We examine how students' perspectives of their learning environments vary between private and public schools in Australia. Previous research has shown that educational outcomes do not vary by school sector in most countries after controlling for student social background. Little is known, however, about the ways in which different students' educational experiences vary across sectors. Australia is a good case study for examining this question, because it has one of the largest private school sectors in the world. We used a large and nationally representative dataset to compare sector differences across five measures of learning environments while accounting for the average socioeconomic composition of the school. Very few differences large enough to be considered educationally substantive were found between sectors. On two measures, however, student perspectives varied substantially within sectors and across school socioeconomic contexts. Overall, classroom disciplinary climate varied the most across school sectors and socioeconomic contexts, and teacher scaffolding and structuring strategies varied the least. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01