How high school organization influences the equitable distribution of learning in mathematics and science
How high school organization influences the equitable distribution of learning in mathematics and science
复制标题
DOI：
10.2307/2673160
复制
发表时间：
1997-04-01
影响因子：
3.9
通讯作者：
Croninger, RG
中科院分区：
文献类型：
--
作者：
Lee, VE;Smith, JB;Croninger, RG
这项研究使用了来自789所美国高中的9631名学生的样本，以及1988年国家教育纵向研究的三波数据，这项研究是对先前一项研究的扩展，该研究发现，与高中头两年的学习重组运动一致的做法，以及对按社会阶层公平分配学习的做法，具有积极的影响。本研究确定了在高中第一年和最后两年中，与数学和科学学习以及与公平呈正相关的高中组织特征，并调查了这些组织因素是否解释了先前研究的结果。研究发现，尽管学生在最后两年的学习比前两年有所减少，但高中的社会和学术组织的几个特征与这两个时期的学习密切相关。
Using a sample of 9,631 students in 789 U.S, high schools with three waves of data from the National Education Longitudinal Study of 1988, the study presented here was an extension of an earlier study that found positive effects for practices that are consistent with the restructuring movement on learning in the first two years of high school and on the equitable distribution of learning by social class. The current study identified the characteristics of high school organization that are positively related to learning in mathematics and science and to equity during the first and last two years of high school and investigated whether such organizational factors explain the results of the earlier study. it found a that although students learn somewhat less in the last two years than in the first two years, several features of the social and academic organization of high schools are strongly associated with learning in both periods.