Effective and Less Effective Junior Schools in France: A Longitudinal Study on the School Environment Variables Influencing the Student's Academic Achievement, Study Skills, and Socio-Affective Development.

Autor/in	Grisay, Aletta
Titel	Effective and Less Effective Junior Schools in France: A Longitudinal Study on the School Environment Variables Influencing the Student's Academic Achievement, Study Skills, and Socio-Affective Development.
Quelle	(1994), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Foreign Countries; Instructional Effectiveness; Intermediate Grades; Interpersonal Competence; Junior High Schools; Longitudinal Studies; Measurement Techniques; Outcomes of Education; School Effectiveness; Social Development; Standardized Tests; Student Attitudes; Student Development; France + Suchen Sie Ihr Suchwort? Schulleistung; Ausland; Unterrichtserfolg; Mittelstufe; Interpersonale Kompetenz; Sekundarstufe I; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Messtechnik; Lernleistung; Schulerfolg; Schuleffizienz; Soziale Entwicklung; Standadised tests; Standardisierter Test; Schülerverhalten; Frankreich
Abstract	National assessments of student academic achievement in various subjects and grades are conducted each year in France. However, there is no formal evaluation of student performance in various cross-curriculum domains, such as study skills, self-image, interest in learning, cooperative attitudes, social competence, or civic knowledge and values. This paper presents findings of a longitudinal study that examined students' growth in these areas, as well as in the subjects of French and mathematics. A stratified sample of 100 schools was drawn in 6 school districts. In each school, a random sample of 80 students entering grade 6 completed 2 cognitive tests and a rotated form of the cross-curriculum instruments. Posttests were administered to the 8,000 students twice--after years and then after 4 years in secondary school. Questionnaires about the school environment and the learning processes were completed by students in grades 6, 7, and 9; 30 teachers; and the school directors. The paper presents findings from phase 1 of the study, which examined students' progress from the beginning of grade 6 through the end of grade 7. Findings indicate that students' academic progress in French and mathematics improved; however, most of their cross-curricular outputs declined. Girls showed improvement in French, civics, study skills, cooperation, and social skills. Boys' mathematics and self-concept scores increased. The following variables correlated highly with student outcomes: positive expectations, school climate, opportunity to learn, time management, discipline, and clear rules. Achievement gaps were reduced in school settings that included students of different socioeconomic (SES) and ethnic backgrounds. High-SES communities demonstrated the highest levels of academic effectiveness. Four tables are included. (LMI)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC