考察选定因素对艾伯塔省学习成就测试成绩的影响

Q3 Social Sciences
W. Rogers, Xin Ma, D. Klinger, Teresa Dawber, L. Hellsten, Denise M. Nowicki, J. Tomkowicz
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引用次数: 18

摘要

在这项研究中,我们确定了影响大城市学校系统中六年级学生在语言艺术和数学方面学习成绩的因素。对于语言艺术,5个学生变量、7个班级变量和2个学校水平变量分别占相应水平初始变量的50%、75%和90%。对于数学,7个学生、5个班级和3个学校级别的变量分别占学校级别初始变异性的大约40%、60%和90%。综上所述,结果表明,大部分的可变性是在学生水平,需要确定额外的变量,以更好地解释这一水平的可变性。关键词:学校有效性,层次线性多层模型,大规模测试,数据分析,重要系统特征,大城市特征,识别特征因素,事件特征,特征特征,语言特征和数学特征。在语言领域中,五个变量和特征变量之间的关系是明确的环境,六个变量和特征变量之间的关系是明确的环境,六个变量和特征变量之间的关系是明确的环境,75%的变量和特征变量之间的关系是明确的环境,两个变量和特征变量之间的关系是明确的,90%的变量和特征变量之间的关系是明确的。在数学中,9个变量在初始化条件下分别为40%,60%和90%,分别为5个变量在初始化条件下为5个变量在初始化条件下为5个变量。整体而言,不可抗力的相关结果将由不可抗力一方决定,不可抗力将由不可抗力一方决定,不可抗力将由不可抗力一方决定,不可抗力将由不可抗力一方决定,不可抗力将由不可抗力一方决定,不可抗力将由不可抗力一方决定。主要特点:效能分析、层次回归、多重回归、测试交流。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
EXAMINATION OF THE INFLUENCE OF SELECTED FACTORS ON PERFORMANCE ON ALBERTA LEARNING ACHIEVEMENT TESTS
In this study , we identified factors that influence the academic performance of grade ‐ 6 students in a large city school system in language arts and mathematics. For language arts, five student variables, seven class variables, and two school level variables accounted for approximately 50 per cent, 75 per cent, and 90 per cent of the initial variability at the corresponding levels. For mathematics, seven student, five class, and three school level variables accounted for approximately 40 per cent, 60 per cent, and 90 per cent of the initial variability at the school level. Taken together, the results reveal that the majority of variability is at the student level, and additional variables need to be identified to better explain the variability at this level. Key words: school effectiveness, hierarchical linear multi ‐ level modeling, large ‐ scale testing Dans cette etude portant sur le systeme scolaire d’une grande ville, les auteurs identifient les facteurs ayant une incidence sur le rendement scolaire d’eleves de 6 e annee en langue (anglais) et en mathematiques. Pour le domaine de la langue, cinq variables ayant trait aux eleves expliquent environ la moitie de la variabilite initiale quant aux eleves, sept variables ayant trait a la classe expliquent environ 75 % de la variabilite initiale quant aux classes et deux variables ayant trait a l’ecole, environ 90 % de la variabilite initiale quant aux ecoles. En mathematiques, sept variables ayant trait aux eleves, cinq ayant trait aux classes et trois aux ecoles expliquent respectivement environ 40 %, 60 % et 90 % de la variabilite initiale. Pris en bloc, les resultats revelent que la majeure partie de la variabilite se situe au niveau des eleves et que d’autres variables doivent etre identifiees afin de mieux expliquer la variabilite a ce niveau. Mots cles : efficacite de l ʹ ecole, regression hierarchique multiple, tests communs.
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来源期刊
Canadian Journal of Education
Canadian Journal of Education Social Sciences-Education
CiteScore
0.80
自引率
0.00%
发文量
60
审稿时长
24 weeks
期刊介绍: The Canadian Journal of Education (CJE) is a national peer-reviewed journal sponsored by the membership of the Canadian Society for the Study of Education. The CJE prioritizes research and scholarly writing that is of relevance to the Canadian education community. The journal is read by scholars worldwide, and aims to represent the valuable contributions that Canadian scholars in education continue to make to the field. The Journal accepts and publishes both French and English articles and book reviews. CJE on occasion also publishes international papers that shed light on shared issues and that include Canadian authors as references.
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