東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Assessing Non-school and School Base...

Croft, Alicia Suzanne.

FindBook

Google Book

Amazon

博客來

Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden./
作者:	Croft, Alicia Suzanne.
面頁冊數:	133 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
標題:	Sociology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3732306
ISBN:	9781339192208

Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden.
Croft, Alicia Suzanne.

Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden. - 133 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2015.

In the 1990s Sweden and Finland performed roughly equally on international tests of math and reading skills yet today, Swedish students are a year's worth of learning behind their Finnish peers in math and reading and two years' worth of learning behind in science. What explains the "Finland Phenomenon" and why did its Scandinavian neighbor, so similar in many ways, not enjoy the same improvements? The typical lens used to address this kind of question focuses on differences in the countries' school systems. But I consider whether changes in the broader social environment provide leverage for understanding this puzzle. With data from the Programme for International Student Assessment (PISA) 2012, I find that gaps in 15 year old students' math, reading and science test scores between the two countries are better understood as a result of differences in non-school rather than school characteristics. For example, demographic changes to Sweden's population (mostly increased immigration) explain between 23% and 30% of the performance gap between these two countries. Overall, this dissertation highlights the value in exploring how students' lives outside of school can explain trends in international test scores.

ISBN: 9781339192208Subjects--Topical Terms:

516174
Sociology.

Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden.
LDR:02185nmm a2200301 4500 001 2074948
005 20161008135104.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339192208
035 $a (MiAaPQ)AAI3732306
035 $a AAI3732306
040 $a MiAaPQ $c MiAaPQ
100 1 $a Croft, Alicia Suzanne. $3 3190307
245 1 0 $a Assessing Non-school and School Based Explanations of Student Achievement: A Case Study of Finland and Sweden.
300 $a 133 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: Douglas Downey.
502 $a Thesis (Ph.D.)--The Ohio State University, 2015.
520 $a In the 1990s Sweden and Finland performed roughly equally on international tests of math and reading skills yet today, Swedish students are a year's worth of learning behind their Finnish peers in math and reading and two years' worth of learning behind in science. What explains the "Finland Phenomenon" and why did its Scandinavian neighbor, so similar in many ways, not enjoy the same improvements? The typical lens used to address this kind of question focuses on differences in the countries' school systems. But I consider whether changes in the broader social environment provide leverage for understanding this puzzle. With data from the Programme for International Student Assessment (PISA) 2012, I find that gaps in 15 year old students' math, reading and science test scores between the two countries are better understood as a result of differences in non-school rather than school characteristics. For example, demographic changes to Sweden's population (mostly increased immigration) explain between 23% and 30% of the performance gap between these two countries. Overall, this dissertation highlights the value in exploring how students' lives outside of school can explain trends in international test scores.
590 $a School code: 0168.
650 4 $a Sociology. $3 516174
650 4 $a Educational sociology. $3 519608
650 4 $a Scandinavian studies. $3 3176828
650 4 $a Educational evaluation. $3 526425
690 $a 0626
690 $a 0340
690 $a 0613
690 $a 0443
710 2 $a The Ohio State University. $b Sociology. $3 1672138
773 0 $t Dissertation Abstracts International $g 77-04A(E).
790 $a 0168
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3732306