Literaturnachweis - Detailanzeige
| Autor/in | Schütz, Gabriela |
|---|---|
| Titel | Educational institutions and equality of opportunity. |
| Quelle | München: Ifo-Inst. für Wirtschaftsforschung (2009), XI, 177 S. Zugl.: München, Univ., Diss., 2009. |
| Reihe | Ifo-Beiträge zur Wirtschaftsforschung. 34 |
| Beigaben | grafische Darstellungen |
| Zusatzinformation | Inhaltsverzeichnis |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Monographie |
| ISBN | 3-88512-487-4; 978-3-88512-487-0 |
| Schlagwörter | Chancengleichheit; Bildungssystem; Bildungsökonomie; Schulleitung; Schulerfolg; Schulleistungsmessung; Internationaler Vergleich; Bildungseinrichtung |
| Abstract | This study was prepared by Gabriela Schütz while she was working with the Ifo Institute for Economic Research. It was completed in September 2008 and accepted as a doctoral thesis by the Economics Department of the University of Munich (LMU). The topic of this study is an econometric analysis of the influence of educational institutions on the degree of equality of educational opportunities and on the level of student performance achieved in education systems. The study applies different waves of the international student achievement tests TIMSS and PISA in a cross-country analysis approach. Following an introductory chapter, the datasets are introduced and the aspects of the estimation method discussed. Chapter 3 analyses the impact of school size on the average level of achievement and equality of opportunity. Chapter 4 highlights the differences which various countries demonstrate in terms of equality of educational opportunities and identifies the practice of tracking and the structure of pre-primary education as important determinants for equality. The impact of market-related structures in education systems on the equality of educational opportunities is evaluated in Chapter 5. Subsequently, Chapter 6 investigates the impact of pre-primary education on student achievement in different countries and the significance of diverse quality indicators in pre-primary education. The last chapter concludes the study by discussing the findings' potential implications for education policy. (Verlag). |
| Erfasst von | Deutsches Institut für Erwachsenenbildung - Leibniz-Zentrum für Lebenslanges Lernen, Bonn |
| Update | 2009/4 |
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