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Short- and long-term effects of the home learning environment and teachers on student achievement in mathematics: a longitudinal study
School Effectiveness and School Improvement ( IF 2.620 ) Pub Date : 2019-07-24 , DOI: 10.1080/09243453.2019.1642212
Andria Dimosthenous 1 , Leonidas Kyriakides 1 , Anastasia Panayiotou 1
Affiliation  

ABSTRACT

This paper investigates the short- and long-term effects of both the home learning environment (HLE) and the teacher factors of the dynamic model of educational effectiveness upon student mathematics achievement. Written tests were administered to Grade 1 students (N = 1,444) of 48 primary schools at the beginning of Year 1 and at the end of Year 1, Year 2, and Year 3. A parent questionnaire measured student background factors and the HLE, whereas external observations measured the teacher factors. One aspect of the HLE (i.e., home learning materials) was associated with student achievement, not only at the end of Year 1 but also at the end of Year 3. Almost all teacher factors were associated with student achievement at the end of Year 1 and at the end of Year 3. The long-term effect of teachers was stronger than their short-term effect. Implications for research, policy, and practice are drawn.



中文翻译:

家庭学习环境和教师对数学学习成绩的短期和长期影响:一项纵向研究

摘要

本文研究了家庭学习环境(HLE)和教育因素动态模型的教师因素对学生数学成绩的短期和长期影响。对1年级学生进行笔试(N 1年级开始,1年级,2年级和3年级结束时,共有48所小学的1444例)。父母问卷调查了学生的背景因素和HLE,而外部观察调查了教师因素。HLE的一方面(即家庭学习材料)与学生成绩相关,不仅在第一年末,而且在第三年末。几乎所有教师因素都与第一年末的学生成就相关并在三年级末。教师的长期效果要强于短期效果。得出了对研究,政策和实践的启示。

更新日期:2019-07-24
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