Literaturnachweis - Detailanzeige
Autor/in | Huang, Min-Hsiung |
---|---|
Titel | After-School Tutoring and the Distribution of Student Performance |
Quelle | In: Comparative Education Review, 57 (2013) 4, S.689-710 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0010-4086 |
DOI | 10.1086/671346 |
Schlagwörter | After School Education; Tutoring; Student Participation; Mathematics Education; Science Education; High Achievement; Low Achievement; Educational Benefits; Grade 4; Grade 8; Elementary School Students; Secondary School Students; Mathematics Achievement; Science Achievement; Scores; Comparative Analysis; Foreign Countries; Questionnaires; Australia; Canada; Hong Kong; Iran; Italy; Japan; New Zealand; Norway; Philippines; Singapore; Taiwan; United Kingdom (Scotland); United States; Trends in International Mathematics and Science Study After-school programs; After school programs; Out of school education; Out-of-school education; Außerschulische Jugendbildung; Förderkonzept; Nachhilfeunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Mathematische Bildung; Naturwissenschaftliche Bildung; Unterdurchschnittliche Leistung; Bildungsertrag; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Sekundarschüler; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Fragebogen; Australien; Kanada; Hongkong; Italien; Neuseeland; Norwegen; Philippinen; Singapur; USA |
Abstract | As more primary and secondary students worldwide seek after-school tutoring in academic subjects, concerns are being raised about whether after-school tutoring can raise average test scores without widening the variability in student performance, and whether students of certain ability levels may benefit more than others from after-school tutoring. To address these questions, I compared the distributions of student performance across countries with differing levels of participation in after-school tutoring, while controlling for country-level unobserved heterogeneity using a fixed-effects model. Participating in either mathematics or science tutoring after school is found to raise national average performance without widening the dispersion in student performance. In science, low-performing students benefit more from tutoring than do high-performing students. In mathematics, high-performing students benefit more from tutoring than do low-performing students. (As Provided). |
Anmerkungen | University of Chicago Press. Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 877-705-1878; Tel: 773-753-3347; Fax: 877-705-1879; Fax: 773-753-0811; e-mail: subscriptions@press.uchicago.edu; Web site: http://www.press.uchicago.edu |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |