Quantifying quality: The impact of measures of school quality on children's academic achievement across diverse societies
Quantifying quality: The impact of measures of school quality on children's academic achievement across diverse societies
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量化质量：学校质量衡量标准对不同社会儿童学业成绩的影响
DOI：
10.1111/desc.13434
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发表时间：
2023
影响因子：
3.7
通讯作者：
Erut, Alejandro
中科院分区：
文献类型：
--
作者：
Rawlings, Bruce S.;Davis, Helen Elizabeth;Anum, Adote;Burger, Oskar;Chen, Lydia;Morales, Juliet Carolina Castro;Dutra, Natalia;Dzabatou, Ardain;Dzokoto, Vivian;Erut, Alejandro
近几十年来，由于世界各地采取了旨在为所有儿童提供上学机会的举措，全球参与正规教育的速度迅速加快。在高收入国家进行的研究表明，学校质量指标对参与日益全球化的经济所需的计算能力和识字技能具有重大的积极影响。然而，世界各地的学校在种类、资源和教师培训方面差异很大，在具有不同教育背景的人群中使用不同的学校质量衡量标准的有效性仍不清楚。首先，我们评估了儿童的算术和识字能力是否随着年龄的增长而提高，作为一般学校相关学习效果的证据。接下来，我们研究了几个学校质量的措施有关的课堂经验和组成，以及教育资源，是否相互关联。最后，我们研究了它们是否与儿童（4-12奥尔兹，N= 889）的算术和识字表现在10个文化和地理上不同的人群中，这些人群在历史上与正规教育的参与程度不同。在所有人群中，年龄是学业成绩的一个强有力的积极预测因素。与课堂经验和组成相关的措施相互关联，因为获得教育资源和课堂经验和组成的措施。每个班级的教师人数和获得写作材料的机会是预测算术和识字能力的关键因素，而每个教室的学生人数往往与学习成绩有关，但不是。我们在最大化儿童学习环境的背景下讨论了这些结果，并强调了研究的局限性，以激励未来的研究。研究亮点我们研究了四种学校质量指标之间的关联程度，以及它们是否预测了10个文化和地理多样性社会中儿童的学业成绩。与课堂体验和作文相关的测量指标与获得教育资源的测量指标、课堂体验和作文相关。年龄、每班教师人数、和获得写作材料的机会是整个人群学术成就的关键预测因素。我们的数据对设计有效的教育举措以提高全球学校质量具有重要意义。
Recent decades have seen a rapid acceleration in global participation in formal education, due to worldwide initiatives aimed to provide school access to all children. Research in high income countries has shown that school quality indicators have a significant, positive impact on numeracy and literacy—skills required to participate in the increasingly globalized economy. Schools vary enormously in kind, resources, and teacher training around the world, however, and the validity of using diverse school quality measures in populations with diverse educational profiles remains unclear. First, we assessed whether children's numeracy and literacy performance across populations improves with age, as evidence of general school‐related learning effects. Next, we examined whether several school quality measures related to classroom experience and composition, and to educational resources, were correlated with one another. Finally, we examined whether they were associated with children's (4–12‐year‐olds,N= 889) numeracy and literacy performance in 10 culturally and geographically diverse populations which vary in historical engagement with formal schooling. Across populations, age was a strong positive predictor of academic achievement. Measures related to classroom experience and composition were correlated with one another, as were measures of access to educational resources and classroom experience and composition. The number of teachers per class and access to writing materials were key predictors of numeracy and literacy, while the number of students per classroom, often linked to academic achievement, was not. We discuss these results in the context of maximising children's learning environments and highlight study limitations to motivate future research.Research HighlightsWe examined the extent to which four measures of school quality were associated with one another, and whether they predicted children's academic achievement in 10 culturally and geographically diverse societies.Across populations, measures related to classroom experience and composition were correlated with one another as were measures of access to educational resources to classroom experience and composition.Age, the number of teachers per class, and access to writing materials were key predictors of academic achievement across populations.Our data have implications for designing efficacious educational initiatives to improve school quality globally.