Student-Oriented Teaching Practices and Educational Equality: A Population-Based Study

Autor/inn/en	Saarinen, Aino; Lipsanen, Jari; Hintsanen, Mirka; Huotilainen, Minna; Keltikangas-Järvinen, Liisa
Titel	Student-Oriented Teaching Practices and Educational Equality: A Population-Based Study
Quelle	In: Electronic Journal of Research in Educational Psychology, 18 (2020) 51, S.153-178 (26 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Teaching Methods; Equal Education; Student Centered Learning; Outcomes of Education; Correlation; Mathematics Instruction; Mathematics Achievement; Foreign Countries; International Assessment; Achievement Tests; Secondary School Students; Structural Equation Models; Student Characteristics; At Risk Students; Truancy; Family Structure; Family Income; Educational Attainment; Mothers; Immigrants; Inquiry; Science Achievement; Science Instruction; Finland; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lernleistung; Schulerfolg; Korrelation; Mathematics lessons; Mathematikunterricht; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Schulabsentismus; Schulschwänzen; Schulverweigerung; Familienkonstellation; Familiensystem; Familieneinkommen; Bildungsabschluss; Bildungsgut; Mother; Mutter; Immigrant; Immigrantin; Immigranten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Finnland
Abstract	Introduction: Evidence has remained scarce whether teaching practices might be linked to students' educational equality. This study investigated (i) whether student-oriented teaching practices are associated with students' learning outcomes in mathematics, and (ii) whether student-oriented teaching might increase equality in learning outcomes between students with different backgrounds. Method: We used the Finnish PISA 2012 data (N=5052-5660) that provides a nationally representative sample of the Finnish 15-year-old students. The data were analyzed using structural equation models. Results: Frequent student-oriented teaching practices were associated with students' weaker learning outcomes in mathematics. The effect of frequent student-oriented teaching practices was especially negative among students with risky backgrounds (i.e. risky family structure, low family wealth, low maternal education, immigrant status, student's previous truancy behavior at school). Our additional analyses showed that also frequent inquiry-based teaching practices were related to weaker learning outcomes in science. Discussion and Conclusion: In conclusion, student-oriented teaching practices appear to be linked with students' weaker learning outcomes in comprehensive school. Student-oriented teaching may expand the gaps in learning outcomes between students coming from different backgrounds. (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://ojs.ual.es/ojs/index.php/EJREP/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01