A Comparison of Rural Educational Disadvantage in Australia, Canada, and New Zealand Using OECD’s PISA
A Comparison of Rural Educational Disadvantage in Australia, Canada, and New Zealand Using OECD’s PISA
复制标题
使用 OECD 的 PISA 比较澳大利亚、加拿大和新西兰的农村教育劣势
作者：
K. Sullivan;Andrew McConney;L. Perry
这项研究利用经济合作与发展组织的国际学生评估计划(PISA)的数据，比较了澳大利亚、加拿大和新西兰的农村教育劣势。纵观这三个国家，农村社区的学生阅读能力和学校学习环境不如城市社区积极。此外，与加拿大或新西兰相比，澳大利亚农村在教育成果(阅读)和机会方面的劣势更大。这可能会被视为令人惊讶的，因为学生的社会经济地位(SES)通常是教育结果的有力预测因素，在澳大利亚和加拿大的农村社区类似，但在新西兰更低。在报告教师短缺阻碍学习的三个国家中，澳大利亚的乡村学校校长是最有可能的。这可能表明，政策和结构可以在改善或加剧农村教育劣势方面发挥作用。最后，我们提出了问题并对未来的研究提出了建议。
This study compares rural educational disadvantage across Australia, Canada, and New Zealand using data from the Organisation for Economic Co-operation and Development’s Programme for International Student Assessment (PISA). Across the three countries, student reading literacy and school learning environments are less positive in rural communities than in urban. Furthermore, rural disadvantage in educational outcomes (reading) and opportunities is greater in Australia than Canada or New Zealand. This could be seen as surprising as student socioeconomic status (SES), typically a strong predictor of educational outcomes, is similar for rural communities in Australia and Canada, but lower in New Zealand. Rural school principals in Australia are most likely among the three countries to report that shortages of teaching personnel hinder learning. This could suggest that policies and structures can play a role in ameliorating or exacerbating rural educational disadvantage. We conclude with questions and recommendations for future research.
师生关系的动态：整个小学的稳定性和变化以及对儿童学业成功的影响。
影响因子：
4.6
作者：
Spilt,JantineL;Hughes,JanN;Wu,Jiun-Yu;Kwok,Oi-Man
通讯作者：
Kwok,Oi-Man
影响因子：
4.6
作者：
Yeung, WJ;Linver, MR;Brooks-Gunn, J
通讯作者：
Brooks-Gunn, J