Literaturnachweis - Detailanzeige
Autor/inn/en | Ning, Bo; Van Damme, Jan; Gielen, Sarah; Vanlaar, Gudrun; Van den Noortgate, Wim |
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Titel | What Makes the Difference in Reading Achievement? Comparisons between Finland and Shanghai |
Quelle | In: Scandinavian Journal of Educational Research, 60 (2016) 5, S.515-537 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0031-3831 |
DOI | 10.1080/00313831.2015.1062413 |
Schlagwörter | Foreign Countries; Reading Achievement; Comparative Education; Instructional Effectiveness; Achievement Tests; International Assessment; Secondary School Students; Predictor Variables; Educational Practices; Efficiency; Student Characteristics; Input Output Analysis; School Culture; Effect Size; Databases; Hierarchical Linear Modeling; Scores; Correlation; School Demography; Statistical Significance; Educational Resources; Teacher Student Relationship; Cultural Differences; Markov Processes; Monte Carlo Methods; China (Shanghai); Finland; Program for International Student Assessment Ausland; Leseleistung; Vergleichende Erziehungswissenschaft; Unterrichtserfolg; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Prädiktor; Bildungspraxis; Effectiveness; Effektivität; Wirkungsgrad; Schulkultur; Schulleben; Datenbank; Korrelation; Schulbesuchsrate; Bildungsmittel; Teacher student relationships; Lehrer-Schüler-Beziehung; Kultureller Unterschied; Markowscher Prozess; Monte-Carlo-Methode; Finnland |
Abstract | Finland and Shanghai are strong performers in the Program for International Student Assessment (PISA). The current study explored the similarities and differences in educational effectiveness between these 2 strong performers. To this end, 14 predictors representing student background and school process characteristics were selected from the PISA 2009 database. The results show that the Finnish educational system is more efficient in transforming given inputs, specially student background characteristics, into reading achievement, while the general condition of the school climate in Shanghai, in terms of value and effect size of the predictors, contributes a large part to its comparative strength in reading achievement. Suggestions for improvement at school and system level are given. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |