学校特色与学生科学和数学成绩关系的元分析——来自大规模研究的证据

IF 4.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Studies in Science Education Pub Date : 2020-01-02 DOI:10.1080/03057267.2020.1735758
D. Holzberger, Sarah Reinhold, O. Lüdtke, T. Seidel
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引用次数: 26

摘要

在本荟萃分析中,我们研究了中学特征——如学校的学术出版、学校气候、物质资源、人力资源、课堂气氛、教学实践、校外活动和社会经济地位(SES)构成——如何为学生从事科学和数学提供机会,以及这些因素如何影响学生的认知和动机情感结果。荟萃分析包括71篇(国际)大型研究的文章,共涉及3,960,281名学生,260,390所学校,285个效应量转化为相关系数。进行了多水平荟萃分析。结果确定了一些学校变量,这些变量可以被视为与学生成绩的差异有关,同时也受到教育的影响。这些是指学校的变量,如学校的学术出版,课堂气氛,教学实践和校外活动。此外,社会经济地位构成与学生成绩显著相关。物质和人力资源以及学校氛围的影响接近于零。在认知和动机情感结果变量之间以及科学和数学之间没有发现差异。研究结果指出了促进学生成绩的最有希望的学校特点,并强调了学校在学生参与科学和数学方面的潜力。
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A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies
ABSTRACT In the present meta-analysis, we examine how secondary school characteristics – such as schools’ academic press, school climate, material resources, personnel resources, classroom climate, instructional practices, out-of-school activities, and socioeconomic status (SES) composition – provide opportunities for students to engage in science and maths, and how these matter with regard to students’ cognitive and motivational-affective outcomes. The meta-analysis includes 71 (international) articles from large-scale studies with a total of 3,960,281 students, 260,390 schools, and 285 effect sizes that were transformed to correlation coefficients. Multilevel meta-analyses were performed. Results identified a number of school variables that can be regarded as relevant for making a difference in student outcomes and at the same time be influenced by education. These refer to school variables such schools’ academic press, classroom climate, instructional practices, and out-of-school activities. Moreover, SES composition was significantly related to student outcomes. Material and personnel resources as well as school climate yielded a close to zero effect. No differences were found between cognitive and motivational-affective outcome variables or between science and maths. The results point to the most promising school characteristics for promoting students’ outcomes and emphasise schools’ potential for students’ engagement in science and maths.
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来源期刊
Studies in Science Education
Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
15.30
自引率
2.00%
发文量
7
审稿时长
>12 weeks
期刊介绍: The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.
期刊最新文献
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