A Multilevel Analysis of Science and Mathematics Achievement.

Autor/in	Young, Deidra J.
Titel	A Multilevel Analysis of Science and Mathematics Achievement.
Quelle	(1997), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Achievement Tests; Case Studies; Catholic Schools; Educational Environment; Elementary Secondary Education; Foreign Countries; Learning; Mathematics Achievement; Private Schools; Public Schools; Rural Schools; Science Education; Socioeconomic Status; Student Attitudes; Surveys; Urban Schools; Australia + Suchen Sie Ihr Suchwort? Schulleistung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Case study; Fallstudie; Case Study; Katholische Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Private school; Privatschule; Public school; Öffentliche Schule; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Naturwissenschaftliche Bildung; Socio-economic status; Sozioökonomischer Status; Schülerverhalten; Survey; Umfrage; Befragung; Urban area; Urban areas; Stadtregion; Stadt; Australien
Abstract	The effects of academic self-concept and the learning environment on science and mathematics achievement were studied in remote and rural Western Australia. The Western Australian School Effectiveness Study explored achievement in 28 urban and rural high schools. In the first phase, survey instruments were developed and piloted in two schools, and in the second phase, a 3-year longitudinal study of government, Catholic, and independent secondary schools was implemented. The proposed third phase will use a case study approach to examine some exceptionally effective schools. All results tended to be lower for students from remote areas, but it was suspected that these variations may be related to socioeconomic status. Teachers perceived that students were more supportive in metropolitan schools, and students in rural schools thought that their teachers and peers were more supportive. Students in country schools appeared to be more satisfied with their schools. Achievement scores were not readily comparable because of a lack of prior achievement data. Background and context effects explained a large amount of variance in the classroom, but little was found to explain student achievement at the school or classroom level of analysis. Most variation in science and mathematics achievement was at the student level. (Contains 4 figures, 15 tables, and 106 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC