کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
956079 | 928308 | 2009 | 11 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Classroom homogeneity and the distribution of student math performance: A country-level fixed-effects analysis
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی اجتماعی
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چکیده انگلیسی
Is the homogenous grouping of students by ability conducive to learning for all students alike, or does it affect students of different ability levels differently? To address this question, I compare the distributions of math performance for students between Grade 8 and Grade 4 across countries with different levels of between-classroom ability grouping, controlling for country-level unobserved heterogeneity using a fixed-effects model. Homogeneous grouping, relative to heterogeneous grouping, is found to have no significant impact on mean performance, but it does increase performance inequality by benefiting the high achievers at the expense of the low achievers.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Social Science Research - Volume 38, Issue 4, December 2009, Pages 781–791
Journal: Social Science Research - Volume 38, Issue 4, December 2009, Pages 781–791
نویسندگان
Min-Hsiung Huang,