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Improving quality and equity in schools in socially disadvantaged areas
Educational Research ( IF 2.968 ) Pub Date : 2019-07-03 , DOI: 10.1080/00131881.2019.1642121
Leonidas Kyriakides 1 , Evi Charalambous 1 , H. P. M. (Bert) Creemers 2 , Andria Dimosthenous 1
Affiliation  

ABSTRACT Background: Recent effectiveness studies have investigated the relationship between two dimensions of effectiveness – namely, quality and equity. Specifically, the question of whether effective schools can also reduce the initial differences in student outcomes attributed to student background factors has been examined. In this context, the Dynamic Approach to School Improvement (DASI) makes use of theory and the research findings of effectiveness studies to try to improve school effectiveness in terms of quality and equity. Purpose: This study aimed to examine whether the implementation of DASI in primary schools in socially disadvantaged areas in four European countries (Cyprus, England, Greece and Ireland) was able to promote student learning outcomes in mathematics and to reduce the impact of student background factors on student achievement in mathematics. Design and methods: A sample of 72 primary schools across the four countries was randomly split into experimental and control groups. At the beginning and at the end of the school year, mathematics tests were administered to all students of Grades 4–6 (n = 5560; student ages 9–12 years). The experimental group made use of DASI. Within-country multilevel regression analyses were conducted to evaluate the impact of the intervention and search for interaction effects between the use of DASI and student background factors on final achievement. Results: In each country, the experimental group achieved better results in mathematics than the control group. At the beginning of the intervention, the achievement gap based on socio-economic status (SES) was equally large in the experimental and the control groups. Only in the experimental group did the achievement gap based on SES become smaller. However, DASI was not found to have an effect on equity when the equity dimension was examined by focusing on the achievement gap based on either gender or ethnicity. Conclusions: Implications of findings are drawn and the importance of measuring equity in terms of student achievement gaps based on different background factors, rather than only on SES, is emphasised. We propose the evaluation of the impact of interventions on promoting equity by the use of various criteria.

中文翻译:

提高社会弱势地区学校的质量和公平性

摘要 背景:最近的有效性研究调查了有效性的两个维度——即质量和公平性——之间的关系。具体来说,有效的学校是否也可以减少归因于学生背景因素的学生成绩的初始差异的问题已经过研究。在此背景下,学校改进的动态方法(DASI)利用理论和有效性研究的研究结果,试图在质量和公平方面提高学校有效性。目的:本研究旨在考察四个欧洲国家(塞浦路斯、英国、希腊和爱尔兰)能够促进学生在数学方面的学习成果,并减少学生背景因素对学生数学成绩的影响。设计和方法:将四个国家的 72 所小学作为样本随机分为实验组和对照组。在学年开始和结束时,对所有 4-6 年级的学生(n = 5560;9-12 岁的学生)进行数学测试。实验组使用了DASI。进行了国内多级回归分析以评估干预的影响并寻找 DASI 的使用与学生背景因素对最终成绩之间的交互作用。结果:在每个国家,实验组的数学成绩都优于对照组。在干预开始时,基于社会经济地位(SES)的成就差距在实验组和对照组中同样大。只有在实验组中,基于 SES 的成就差距变小了。然而,当通过关注基于性别或种族的成就差距来检查公平维度时,未发现 DASI 对公平有影响。结论: 得出了研究结果的含义,并强调了根据不同背景因素(而不仅仅是 SES)衡量学生成绩差距的公平性的重要性。我们建议使用各种标准来评估干预措施对促进公平的影响。只有在实验组中,基于 SES 的成就差距变小了。然而,当通过关注基于性别或种族的成就差距来检查公平维度时,未发现 DASI 对公平有影响。结论: 得出了研究结果的含义,并强调了根据不同背景因素(而不仅仅是 SES)衡量学生成绩差距的公平性的重要性。我们建议使用各种标准来评估干预措施对促进公平的影响。只有在实验组中,基于 SES 的成就差距变小了。然而,当通过关注基于性别或种族的成就差距来检查公平维度时,未发现 DASI 对公平有影响。结论: 得出了研究结果的含义,并强调了根据不同背景因素(而不仅仅是 SES)衡量学生成绩差距的公平性的重要性。我们建议使用各种标准来评估干预措施对促进公平的影响。得出了研究结果的含义,并强调了根据不同背景因素(而不仅仅是 SES)根据学生成绩差距衡量公平的重要性。我们建议使用各种标准来评估干预措施对促进公平的影响。得出了研究结果的含义,并强调了根据不同背景因素(而不仅仅是 SES)根据学生成绩差距衡量公平的重要性。我们建议使用各种标准来评估干预措施对促进公平的影响。
更新日期:2019-07-03
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