{"title":"学习机会和学校社会经济构成在减少数学成绩中的种族和性别差异方面的作用","authors":"Tyler A. Womack, Gregory J. Palardy, Soojin Park","doi":"10.1080/19345747.2024.2342850","DOIUrl":null,"url":null,"abstract":"Mathematics literacy is crucial in many STEM fields, yet Black and Hispanic students are less likely to achieve high math proficiency. While previous literature investigated potential factors to mi...","PeriodicalId":47260,"journal":{"name":"Journal of Research on Educational Effectiveness","volume":null,"pages":null},"PeriodicalIF":1.7000,"publicationDate":"2024-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The Role of Opportunity to Learn and School Socioeconomic Composition in Reducing Racial and Gendered Disparities in Mathematics Achievement\",\"authors\":\"Tyler A. Womack, Gregory J. Palardy, Soojin Park\",\"doi\":\"10.1080/19345747.2024.2342850\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Mathematics literacy is crucial in many STEM fields, yet Black and Hispanic students are less likely to achieve high math proficiency. While previous literature investigated potential factors to mi...\",\"PeriodicalId\":47260,\"journal\":{\"name\":\"Journal of Research on Educational Effectiveness\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2024-04-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research on Educational Effectiveness\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1080/19345747.2024.2342850\",\"RegionNum\":4,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Research on Educational Effectiveness","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/19345747.2024.2342850","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
The Role of Opportunity to Learn and School Socioeconomic Composition in Reducing Racial and Gendered Disparities in Mathematics Achievement
Mathematics literacy is crucial in many STEM fields, yet Black and Hispanic students are less likely to achieve high math proficiency. While previous literature investigated potential factors to mi...
期刊介绍：
As the flagship publication for the Society for Research on Educational Effectiveness, the Journal of Research on Educational Effectiveness (JREE) publishes original articles from the multidisciplinary community of researchers who are committed to applying principles of scientific inquiry to the study of educational problems. Articles published in JREE should advance our knowledge of factors important for educational success and/or improve our ability to conduct further disciplined studies of pressing educational problems. JREE welcomes manuscripts that fit into one of the following categories: (1) intervention, evaluation, and policy studies; (2) theory, contexts, and mechanisms; and (3) methodological studies. The first category includes studies that focus on process and implementation and seek to demonstrate causal claims in educational research. The second category includes meta-analyses and syntheses, descriptive studies that illuminate educational conditions and contexts, and studies that rigorously investigate education processes and mechanism. The third category includes studies that advance our understanding of theoretical and technical features of measurement and research design and describe advances in data analysis and data modeling. To establish a stronger connection between scientific evidence and educational practice, studies submitted to JREE should focus on pressing problems found in classrooms and schools. Studies that help advance our understanding and demonstrate effectiveness related to challenges in reading, mathematics education, and science education are especially welcome as are studies related to cognitive functions, social processes, organizational factors, and cultural features that mediate and/or moderate critical educational outcomes. On occasion, invited responses to JREE articles and rejoinders to those responses will be included in an issue.
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