留在k-8学校的青少年和那些过渡到初中的青少年之间的成就差异

Q3 Social Sciences

Canadian Journal of Education Pub Date : 2007-01-01 DOI:10.2307/20466657

J. Whitley, J. Lupart, Tanya N. Beran

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引用次数: 41

摘要

关于早期生活经历如何影响成就的研究已经很多了。在这篇文章中，我们调查了从小学到初中的过渡，在一个发展阶段，许多变化对学生的影响。使用具有全国代表性的调查数据，我们发现从小学转到七年级的学生与留在同一所学校的学生相比，学业成绩没有差异。我们确实发现，在五年级到七年级之间，孩子们的数学成绩明显下降，无论他们的过渡状态如何。我们提出了一种发展而非环境的解释。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

DIFFERENCES IN ACHIEVEMENT BETWEEN ADOLESCENTS WHO REMAIN IN A K-8 SCHOOL AND THOSE WHO TRANSITION TO A JUNIOR HIGH SCHOOL

There has been abundant research examining how early life experiences affect achievement. In this article, we investigate the transition from elementary to junior high school at a developmental stage where numerous changes have an impact on students. Using nationally representative survey data, we found no differences in academic achievement between students who transitioned to grade seven from an elementary school in comparison to those who remained in the same school. We did find a significant decline in mathematics achievement between grade five and grade seven for children, regardless of their transition status. We present a developmental, rather than environmental, explanation.

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来源期刊

Canadian Journal of Education Social Sciences-Education

CiteScore

0.80

自引率

0.00%

发文量

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.