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The role of school resources in stud...

Kim, Hoe Ryoung.

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The role of school resources in student achievement among OECD countries: A structural equation modeling analysis.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The role of school resources in student achievement among OECD countries: A structural equation modeling analysis./
作者:	Kim, Hoe Ryoung.
面頁冊數:	173 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0093.
Contained By:	Dissertation Abstracts International66-01A.
標題:	Education, Finance. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3161631
ISBN:	049695282X

The role of school resources in student achievement among OECD countries: A structural equation modeling analysis.
Kim, Hoe Ryoung.

The role of school resources in student achievement among OECD countries: A structural equation modeling analysis. - 173 p.

Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0093.

Thesis (Ph.D.)--University of Virginia, 2005.

The purpose of this study was to examine the relationship between school resources and student academic achievement in the OECD (Organization of Economic Co-operation and Development) member countries, and investigate whether or not national income level and geographical region make any difference in the relationship between school resources, school mean SES, and student academic achievement.

ISBN: 049695282XSubjects--Topical Terms:

1020300
Education, Finance.

The role of school resources in student achievement among OECD countries: A structural equation modeling analysis.
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245 1 4 $a The role of school resources in student achievement among OECD countries: A structural equation modeling analysis.
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500 $a Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0093.
500 $a Chair: Robert W. Covert.
502 $a Thesis (Ph.D.)--University of Virginia, 2005.
520 $a The purpose of this study was to examine the relationship between school resources and student academic achievement in the OECD (Organization of Economic Co-operation and Development) member countries, and investigate whether or not national income level and geographical region make any difference in the relationship between school resources, school mean SES, and student academic achievement.
520 $a The unit of analysis was the school unit and the country unit, and the final sample size was 5,752 schools from 28 countries in the study. The research questions were examined through conducting structural equation modeling (SEM) analysis.
520 $a Eight independent variables for Research Question 1 through Question 3 were used, which were teacher major, teacher morale, teacher social support, hours of instruction per year, student-teacher ratio, math class size, quality of instructional resources, and school mean SES. The dependent variable for Research Question 1 through Question 3 was student academic achievement, which was measured by school mean math test scores. In addition, two independent variables for Research Question 4 were national expenditures on lower secondary education per student and the ratio of national average teacher salary after 15 years of experience to national average teacher starting salary. The dependent variable for Research Question 4 was national mean math test scores.
520 $a The findings from this study show the strong influence of school mean SES and the weak impact of school resources on student academic achievement between schools in the OECD member countries. School mean SES was found to be the most influential factor in student academic achievement between schools, and school resources such as class size, student-teacher ratio, teacher major, quality of instructional resources, teacher morale were also significant factors in student achievement in school level analysis (p ≤ .05). Expenditures per student and teacher salary ratio were also positive factors in student academic achievement in country level analysis (p ≤ .05).
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