Productive Factors in School Learning: A Quantitative Synthesis of National Assessment Studies.

Autor/inn/en	Borger, Jeanne B.; Walberg, Herbert J.
Titel	Productive Factors in School Learning: A Quantitative Synthesis of National Assessment Studies.
Quelle	(1983), (34 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academic Achievement; Adolescents; Correlation; Educational Assessment; Educational Quality; Elementary Secondary Education; Federal Programs; Followup Studies; Performance Factors; Preadolescents; Predictor Variables; Regression (Statistics); Socioeconomic Influences; Student Attitudes; National Assessment of Educational Progress + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Korrelation; Education; assessment; Bewertungssystem; Quality of education; Bildungsqualität; Follow-up studies; Kontaktstudium; Leistungsindikator; Pre-adolescence; Präadoleszenz; Prädiktor; Regression; Regressionsanalyse; Sozioökonomischer Faktor; Schülerverhalten
Abstract	To integrate findings concerning the influence of productive factors on student achievement and attitudes across various disciplines and ages, nine regression studies of National Assessment of Educational Progress samples containing a total of 15,802 students were quantitatively synthesized. Correlations and standardized regression weights for achievement and attitude and nine productive factors were compiled for four subjects--math, science, social studies and reading,--and two age groups--13- and 17-year olds. The effects of student socioeconomic status (a proxy for ability) and motivation; amount and quality of instruction; school, home, and peer-group environments; and exposure to television, when controlled for one another and for race and gender, are generally significant and consistent across subjects and age for achievement and attitude outcomes. The over-all signs and apparent influences of each factor were positive except for television viewing which was negatively associated with achievement and attitude. (Author/PN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC