德国中学能力分组:非学术课程学校对数学能力发展的影响
Sonja Herrmann1, Katharina M Bach2
1German Youth Institute, Munich, Germany.
The British journal of educational psychology
|February 15, 2025
概括
非学术专业的同类学生的数学表现低于学术专业的学生. 这表明,学校的学习环境对学生的能力发展有很大的影响,而不是社会经济地位等先前条件.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 量化研究方法 量化研究方法
背景情况:
- 学生能力的提高往往归因于选择偏见 (小学成绩,社会经济地位).
- 跨学术与非学术课程的同类学生的发展轨迹研究不足.
研究的目的:
- 调查学术和非学术中学课程中同类学生的数学能力差异.
- 为教育分层和潜在的不利因素的辩论作出贡献.
主要方法:
- 准实验性设计,使用国家教育小组研究的纵向数据 (N=4180) 的倾向分数权重 (PSW).
- 从四年级到七年级的数学能力发展比较.
- 对四年级数学/阅读,性别,移民背景,SES和其他学生/学校因素进行控制.
主要成果:
- 发现了对受治疗者的显著平均治疗效应.
- 非学术专业的同类学生在七年级的数学成绩低于学术专业的同龄人.
结论:
- 非学术课程似乎阻碍了学生的充分能力发展.
- 学校学习环境对能力的影响大于假设,超过个人先决条件 (SES,能力,愿望).
- 强调需要制定政策,重新评估学校轨道效应和学习环境.
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