1994-2018年美国学生和学校地理成绩的预测因子

IF 2.6 3区地球科学 Q1 GEOGRAPHY

Journal of Geography Pub Date : 2021-11-26 DOI:10.1080/00221341.2021.2000009

M. Solem, Phillip Vaughan, Corey Savage, Alessandro S. De Nadai

{"title":"1994-2018年美国学生和学校地理成绩的预测因子","authors":"M. Solem, Phillip Vaughan, Corey Savage, Alessandro S. De Nadai","doi":"10.1080/00221341.2021.2000009","DOIUrl":null,"url":null,"abstract":"Abstract This paper examines national gaps and trends in geography achievement in eighth grade from 1994 to 2018. Statistical models comprising student- and school-level variables were developed to predict achievement using data provided by the National Assessment of Educational Progress (NAEP). Although there were statistically significant relationships between achievement and school-level attributes such as geographic region and school sector, the magnitudes of the coefficients were relatively minor and inconsistent over time compared with student-level characteristics such as gender, race, ethnicity, and parental education. The results inform current policy directions and efforts to foster educational equity in K-12 geography.","PeriodicalId":51539,"journal":{"name":"Journal of Geography","volume":"110 1","pages":"201 - 211"},"PeriodicalIF":2.6000,"publicationDate":"2021-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"10","resultStr":"{\"title\":\"Student- and School-Level Predictors of Geography Achievement in the United States, 1994–2018\",\"authors\":\"M. Solem, Phillip Vaughan, Corey Savage, Alessandro S. De Nadai\",\"doi\":\"10.1080/00221341.2021.2000009\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract This paper examines national gaps and trends in geography achievement in eighth grade from 1994 to 2018. Statistical models comprising student- and school-level variables were developed to predict achievement using data provided by the National Assessment of Educational Progress (NAEP). Although there were statistically significant relationships between achievement and school-level attributes such as geographic region and school sector, the magnitudes of the coefficients were relatively minor and inconsistent over time compared with student-level characteristics such as gender, race, ethnicity, and parental education. The results inform current policy directions and efforts to foster educational equity in K-12 geography.\",\"PeriodicalId\":51539,\"journal\":{\"name\":\"Journal of Geography\",\"volume\":\"110 1\",\"pages\":\"201 - 211\"},\"PeriodicalIF\":2.6000,\"publicationDate\":\"2021-11-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"10\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Geography\",\"FirstCategoryId\":\"89\",\"ListUrlMain\":\"https://doi.org/10.1080/00221341.2021.2000009\",\"RegionNum\":3,\"RegionCategory\":\"地球科学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"GEOGRAPHY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Geography","FirstCategoryId":"89","ListUrlMain":"https://doi.org/10.1080/00221341.2021.2000009","RegionNum":3,"RegionCategory":"地球科学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"GEOGRAPHY","Score":null,"Total":0}

引用次数: 10

摘要

摘要:本文考察了1994 - 2018年全国八年级地理成绩的差距和趋势。利用国家教育进步评估(NAEP)提供的数据，开发了包含学生和学校水平变量的统计模型来预测成绩。尽管成绩与学校水平属性(如地理区域和学校部门)之间存在统计学上显著的关系，但与学生水平特征(如性别、种族、民族和父母教育)相比，系数的大小相对较小，并且随着时间的推移不一致。研究结果为当前促进K-12地理教育公平的政策方向和努力提供了信息。

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

Student- and School-Level Predictors of Geography Achievement in the United States, 1994–2018

Abstract This paper examines national gaps and trends in geography achievement in eighth grade from 1994 to 2018. Statistical models comprising student- and school-level variables were developed to predict achievement using data provided by the National Assessment of Educational Progress (NAEP). Although there were statistically significant relationships between achievement and school-level attributes such as geographic region and school sector, the magnitudes of the coefficients were relatively minor and inconsistent over time compared with student-level characteristics such as gender, race, ethnicity, and parental education. The results inform current policy directions and efforts to foster educational equity in K-12 geography.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Journal of Geography GEOGRAPHY-

CiteScore

4.90

自引率

6.50%

发文量

期刊介绍： Journal of Geography is the journal of the National Council for Geographic Education. The Journal of Geography provides a forum to present innovative approaches to geography research, teaching, and learning. The Journal publishes articles on the results of research, instructional approaches, and book reviews.