School mobility and achievement: a meta-analysis
School mobility and achievement: a meta-analysis
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DOI：
10.1016/j.childyouth.2003.11.004
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发表时间：
2004-01-01
影响因子：
3.3
通讯作者：
Reynolds, AJ
中科院分区：
文献类型：
--
作者：
Mehana, M;Reynolds, AJ
本研究对1975年至1994年间的研究进行meta分析，评估了学校流动性对小学（幼儿园至六年级）阅读和数学成绩的影响。流动性被定义为学校的任何变化。这26项研究的样本量从62到15000不等。统计数据被转换成效应量d。除了由军事人员家属组成的样本外，个体效应量几乎都是负的。阅读和数学的复合效应值分别为-0.25和-0.22，表明流动学生的平均成绩水平仅超过40%的非流动学生。这相当于3-4个月的成绩劣势。影响量变化的主要预测因子是流动频率、社会经济地位和年级。强调了对实践和研究的启示。(C) 2003 Elsevier B.V.版权所有
This study evaluated the effects of school mobility on reading and math achievement in the elementary grades (kindergarten to sixth grade) using meta-analysis for studies dated between 1975 and 1994. Mobility was defined as any change in schools. The sample sizes of the 26 studies examined ranged from 62 to 15000. The statistics were converted into the effect size d. The individual effect sizes were almost all negative except in cases where the sample consisted of military personnel's dependents. The composite effect size -0.25 for reading and -0.22 for math indicated that the average achievement level of mobile students exceeded that of only 40% of the non-mobile students. This is equivalent to a 3-4 month performance disadvantage in achievement. The major predictors of variation in effect sizes were frequency of mobility, socioeconomic status, and grade. Implications for practice and research are highlighted. (C) 2003 Elsevier B.V. All rights reserved.