Does greater social diversity in schools have an impact on equity in learning outcomes?:
A student's performance in school is influenced by personal characteristics, but also, amongst other influences, by those of his or her schoolmates. Schoolmates can motivate and help each other overcome learning difficulties; but they can also disrupt instruction, require disproportionate atten...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2019
|
| Schriftenreihe: | PISA in Focus
no.97 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | A student's performance in school is influenced by personal characteristics, but also, amongst other influences, by those of his or her schoolmates. Schoolmates can motivate and help each other overcome learning difficulties; but they can also disrupt instruction, require disproportionate attention from teachers, and be a source of anxiety. The way students are allocated to schools, and whether that results in greater socio-economic or academic differences across schools, may thus have an impact on education outcomes at the country level. In which PISA-participating countries and economies are students concentrated in certain schools, depending largely on their ability or socio-economic status? How is socio-economic segregation across schools related to the achievement gaps between students of different socio-economic status? |
| Beschreibung: | 1 Online-Ressource (6 p.) |
| DOI: | 10.1787/35d2ab24-en |
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| spelling | Givord, Pauline VerfasserIn aut Does greater social diversity in schools have an impact on equity in learning outcomes? Pauline, Givord Paris OECD Publishing 2019 1 Online-Ressource (6 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier PISA in Focus no.97 A student's performance in school is influenced by personal characteristics, but also, amongst other influences, by those of his or her schoolmates. Schoolmates can motivate and help each other overcome learning difficulties; but they can also disrupt instruction, require disproportionate attention from teachers, and be a source of anxiety. The way students are allocated to schools, and whether that results in greater socio-economic or academic differences across schools, may thus have an impact on education outcomes at the country level. In which PISA-participating countries and economies are students concentrated in certain schools, depending largely on their ability or socio-economic status? How is socio-economic segregation across schools related to the achievement gaps between students of different socio-economic status? Education Parallele Sprachausgabe Französisch Le renforcement de la mixité sociale à l'école a-t-il un impact sur l'équité des résultats d'apprentissage ? FWS01 ZDB-13-SOC FWS_PDA_SOC https://doi.org/10.1787/35d2ab24-en Volltext |
| spellingShingle | Givord, Pauline Does greater social diversity in schools have an impact on equity in learning outcomes? Education |
| title | Does greater social diversity in schools have an impact on equity in learning outcomes? |
| title_auth | Does greater social diversity in schools have an impact on equity in learning outcomes? |
| title_exact_search | Does greater social diversity in schools have an impact on equity in learning outcomes? |
| title_full | Does greater social diversity in schools have an impact on equity in learning outcomes? Pauline, Givord |
| title_fullStr | Does greater social diversity in schools have an impact on equity in learning outcomes? Pauline, Givord |
| title_full_unstemmed | Does greater social diversity in schools have an impact on equity in learning outcomes? Pauline, Givord |
| title_short | Does greater social diversity in schools have an impact on equity in learning outcomes? |
| title_sort | does greater social diversity in schools have an impact on equity in learning outcomes |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/35d2ab24-en |
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