Abstract
This study determines effects of social learning contexts (classroom, school and boards) on social and cognitive outcomes of primary school pupils. Central to this research are the differential effects of attending private and public schools for pupils' math achievement and sense of well-being at school. The relationship between pupil backgrounds, sector, characteristics of classrooms, schools and governing bodies on the one hand and pupil outcomes, on the other, have been analyzed using multilevel analysis (VARCL). The sample consisted of 103 schools and 2023 pupils (grade 8, age 11). After controlling for socioeconomic backgrounds, the results show that indicators of cognitive and social effectiveness are mainly climate factors. Basic elements of cognitive school effectiveness (math) seem counter-productive with respect to pupils' sense of well-being at school.
| Original language | English |
|---|---|
| Pages (from-to) | 352-366 |
| Number of pages | 15 |
| Journal | School Effectiveness and School Improvement |
| Volume | 10 |
| Issue number | 3 |
| Publication status | Published - Sept-1999 |
| Event | International Congress for School Effectiveness and School Improvement (ICSEI) - Duration: 1-Jan-1997 → … |
Keywords
- SCHOOL EFFECTIVENESS