Between-context variability of the effect of schooling on cognitive development: evidence from the Middle East
Between-context variability of the effect of schooling on cognitive development: evidence from the Middle East
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DOI：
10.1080/09243453.2014.944546
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发表时间：
2015-07
影响因子：
3
通讯作者：
Dua Jabr;Sorel Cahan
中科院分区：
文献类型：
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作者：
Dua Jabr;Sorel Cahan
本研究通过关注影响上学效应（学校教育质量和学生从学校教育中受益的平均能力）大小的三个不同特征的案例，有助于调查教育系统之间上学效应对认知发展的可变性及其潜在因素：联合国救济和工程处（近东救济工程处）在西岸巴勒斯坦难民营的教育系统和以色列教育系统的两个部分：犹太和阿拉伯教育系统。与我们的预期一致的是，在以色列的犹太体系中，学校教育的绝对和相对效果最高。相比之下，在两个阿拉伯系统中获得的结果，即在西岸更贫穷和更受压迫的难民营中发现的高等教育效果令人惊讶，需要进一步调查。
This study contributes to the investigation of the variability of the schooling effect on cognitive development between educational systems and its underlying factors, by focusing on 3 cases differing in the characteristics assumed to affect the magnitude of the schooling effect (the quality of the schooling and students’ mean ability to benefit from their schooling): the United Nations Relief and Works Agency (UNRWA) educational system in the Palestinian refugee camps in the West Bank and the 2 sectors of the Israeli educational system: the Jewish and Arab systems. Congruent with our expectations, the highest absolute and relative effects of schooling were found in the Israeli Jewish system. In contrast, the results obtained in the 2 Arab systems, namely, the higher schooling effect found in the poorer and more oppressed refugee camps of the West Bank, are surprising and require further investigation.