Zobrazeno 1 - 10
of 15
pro vyhledávání: '"Gudrun Vanlaar"'
Publikováno v:
School Effectiveness and School Improvement. 30:177-193
The purpose of this study was to conduct a direct replication of the study of Bressoux and Bianco of 2004 regarding long-term effects of teachers in primary education on language and mathematics ac...
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::153662e21fb191c9afd47deaccd51ac3
https://doi.org/10.1080/09243453.2018.1556164
https://doi.org/10.1080/09243453.2018.1556164
Publikováno v:
Studies in Educational Evaluation. 57:6-15
This study investigates whether group composition effects (GCE) can help to explain why achievement gaps encountered by low-SES students with or without migration background are not fully reduced or even widen in the course of their primary school ca
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::be871e38a370b7d5445ddf7abe6d36ed
https://doi.org/10.1016/j.stueduc.2017.07.006
https://doi.org/10.1016/j.stueduc.2017.07.006
Publikováno v:
Studies in Educational Evaluation. 55:83-93
Educational effectiveness research has always displayed an interest in long-term effects of schools. However, over the past decades only few studies examined such effects. Moreover, investigating non-cognitive outcomes as an effectiveness indicator h
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::70f4063075fdab24289707ecf2a7ff59
https://doi.org/10.1016/j.stueduc.2017.07.005
https://doi.org/10.1016/j.stueduc.2017.07.005
Publikováno v:
British Educational Research Journal. 43:1131-1148
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::f037abe8057c87a43ff930a69795ccc1
https://doi.org/10.1002/berj.3311
https://doi.org/10.1002/berj.3311
Publikováno v:
School Effectiveness and School Improvement. 28:167-190
Although the importance of primary schools in the long term is of interest in educational effectiveness research, few studies have examined the long-term effects of schools over the past decades. In the present study, long-term effects of primary sch
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::784d717f62eb5586a543ef8dffb09783
https://doi.org/10.1080/09243453.2016.1245667
https://doi.org/10.1080/09243453.2016.1245667
Autor:
Dickson Anumendem, Gudrun Vanlaar, Chandra A. Reynolds, Jan Van Damme, Henry Nsubuga Kiwanuka, Speranza Namusisi, Wim Van Den Noortgate
Publikováno v:
School Effectiveness and School Improvement. 28:1-21
This study investigated the effects of student and classroom characteristics on math self-confidence, perceived usefulness, and enjoyment of mathematics as multiple outcomes. A sample of 7th-grade students from 78 classes of 49 schools was studied. T
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::1591595adb28beaf5416943b3c0d0ca0
https://doi.org/10.1080/09243453.2016.1201123
https://doi.org/10.1080/09243453.2016.1201123
Autor:
Orhan Agirdag, Gudrun Vanlaar
Publikováno v:
International Journal of Bilingualism, 22(1), 123-137. SAGE Publications Ltd
Aims and objectives: As some Programme for International Student Assessment (PISA) studies claimed that native speaking (NS) students outperform language minority (LMi) students, far-reaching inferences have been drawn by policymakers. However, previ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::bcffeb9ae7ca74138c8a61d8c8466de8
https://lirias.kuleuven.be/handle/123456789/549877
https://lirias.kuleuven.be/handle/123456789/549877
Publikováno v:
Scandinavian Journal of Educational Research. 60:515-537
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 predict
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::81992183a1d54bbbe28f859e710ed0d9
https://doi.org/10.1080/00313831.2015.1062413
https://doi.org/10.1080/00313831.2015.1062413
Publikováno v:
Educational Psychology. 36:1354-1389
Kindergarten retention is a popular practice for children who are considered unready for primary school. However, past research has not yet succeeded to find consistent, strong empirical evidence supporting the practice. In the current study, kinderg
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::cf8ee547faed6ed464849d6b7e597938
https://doi.org/10.1080/01443410.2014.950194
https://doi.org/10.1080/01443410.2014.950194
Publikováno v:
Research Papers in Education. 30:305-326
When a child does not seem to be ready for primary school, a popular practice is to grant the child more time by letting it repeat kindergarten. However, previous quasi-experimental research demonstrated negative, though diminishing, effects of kinde
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::272e1a85a345b411ee219dc75bf0b21e
https://doi.org/10.1080/02671522.2014.919523
https://doi.org/10.1080/02671522.2014.919523