Schools, Classrooms and Pupils
Intended for quantitative researchers in education and sociology, graduate students in social science, applied statisticians, and government officials in educational planning and programme evaluation, this book presents new methodological approaches to studying the effects of school organization on teaching and learning in classrooms. The work compiles recent experiences from a number of countries in producing empirical evidence useful for the improvement of the conditions and outcomes of schooling.
- Hardback | 260 pages
- 154.94 x 231.14 x 25.4mm | 657.71g
- 01 Mar 1991
- Elsevier Science Publishing Co Inc
- Academic Press Inc
- San Diego, United States
Table of contents
An introduction to multilevel modelling. Curricular change and science achievement in Israeli elementary schools, R.Zuzovsky and M.Aitkin; schooling and achievement - additive versus interative models, A.Gamoran; using multilevel models to link educational progress with curriculum coverage, I.Plewis; multilevel modelling in an indicator system, C.T.Fitz-Gibbon; trends in attainment in Scottish secondary schools, L.Paterson; interdependency of performance indicators - an empirical study in a categorical school system, R.J.Bosker and H.Guldemond; searching for multivariate outcomes in education, N.T.Longford; school effects on mathematics achievement gain in Thailand, M.E.Lockheed and N.T.Longford; assessing the impact of a decentralized initiative - the British Technical Vocational Education Initative, D.Raffe; the relationship between kindergarten screening measures and grade three achievement, S.Jacobsen; the specialization of teachers' work - an initial exploration, A.S.Bryk and K.Frank; school climate in secondary schools - a multilevel analysis, B.Rowan, et al; sex discrimination in teachers' salaries, V.E.Lee and J.B.Smith.