Selective school systems and academic self-concept: How explicit and implicit school-level tracking relate to the big-fish-–little-pond effect across cultures.

2016 ◽  
Vol 108 (3) ◽  
pp. 405-423 ◽  
Author(s):  
Silvia Salchegger
Keyword(s):  
School Level ◽  
Self Concept ◽  
School Systems ◽  
Selective School

Three Paradoxical Effects on Academic Self-Concept Across Countries, Schools, and Students

2019 ◽  
Vol 24 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Herbert W. Marsh ◽  
Philip D. Parker ◽  
Reinhard Pekrun
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Cross Cultural ◽  
Frame Of Reference ◽  
School Level ◽  
Self Concept ◽  
Positive Effects ◽  
International Student Assessment ◽  
Country Level ◽  
Starting School

Abstract. We simultaneously resolve three paradoxes in academic self-concept research with a single unifying meta-theoretical model based on frame-of-reference effects across 68 countries, 18,292 schools, and 485,490 15-year-old students. Paradoxically, but consistent with predictions, effects on math self-concepts were negative for: • being from countries where country-average achievement was high; explaining the paradoxical cross-cultural self-concept effect; • attending schools where school-average achievement was high; demonstrating big-fish-little-pond-effects (BFLPE) that generalized over 68 countries, Organisation for Economic Co-operation and Development (OECD)/non-OECD countries, high/low achieving schools, and high/low achieving students; • year-in-school relative to age; unifying different research literatures for associated negative effects for starting school at a younger age and acceleration/skipping grades, and positive effects for starting school at an older age (“academic red shirting”) and, paradoxically, even for repeating a grade. Contextual effects matter, resulting in significant and meaningful effects on self-beliefs, not only at the student (year in school) and local school level (BFLPE), but remarkably even at the macro-contextual country-level. Finally, we juxtapose cross-cultural generalizability based on Programme for International Student Assessment (PISA) data used here with generalizability based on meta-analyses, arguing that although the two approaches are similar in many ways, the generalizability shown here is stronger in terms of support for the universality of the frame-of-reference effects.

Technical Ceremonies: Rationalization, Opacity, and the Restructuring of Educational Organizations

2020 ◽  
Vol 90 (3) ◽  
pp. 446-473
Author(s):  
MAXWELL M. YURKOFSKY
Keyword(s):  
Teaching And Learning ◽  
School Level ◽  
School Systems ◽  
Educational Organizations ◽  
Surface Level ◽  
External Stakeholders ◽  
Education School ◽  
School Organizations ◽  
Improving Teaching And Learning ◽  
Emerging Pattern

After decades of accountability and market-based reforms in education, school systems are now organizing more around improving teaching and learning. Yet these efforts frequently yield unintended, superficial, or even counterproductive changes at the school level. In this article, Maxwell Yurkofsky develops the concept of technical ceremonies as a way of theorizing this emerging pattern of school organizations. Technical ceremonies involve educators changing their practice to align with new reforms in a way that privileges what is visible and measurable as a way of appeasing external stakeholders over more substantive improvements to practice. He argues that technical ceremonies arise as principals navigate a multitude of surface-level demands from the environment and the uncertainties that pervade efforts to transform teaching and learning.

scholarly journals Impact of a Family Economic Intervention (Bridges) on Health Functioning of Adolescents Orphaned by HIV/AIDS: A 5-Year (2012–2017) Cluster Randomized Controlled Trial in Uganda

2021 ◽  
Vol 111 (3) ◽  
pp. 504-513
Author(s):  
Fred M. Ssewamala ◽  
Julia Shu-Huah Wang ◽  
Rachel Brathwaite ◽  
Sicong Sun ◽  
Larissa Jennings Mayo-Wilson ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Primary Schools ◽  
Controlled Trial ◽  
Well Being ◽  
School Level ◽  
Self Concept ◽  
Sexual Risk Taking ◽  
Positive Health ◽  
Match Rate

Objectives. To investigate the long-term impacts of a family economic intervention on physical, mental, and sexual health of adolescents orphaned by AIDS in Uganda. Methods. Students in grades 5 and 6 from 48 primary schools in Uganda were randomly assigned at the school level (cluster randomization) to 1 of 3 conditions: (1) control (n = 487; 16 schools), (2) Bridges (1:1 savings match rate; n = 396; 16 schools), or (3) Bridges PLUS (2:1 savings match rate; n = 500; 16 schools). Results. At 24 months, compared with participants in the control condition, Bridges and Bridges PLUS participants reported higher physical health scores, lower depressive symptoms, and higher self-concept and self-efficacy. During the same period, Bridges participants reported lower sexual risk-taking intentions compared with the other 2 study conditions. At 48 months, Bridges and Bridges PLUS participants reported better self-rated health, higher savings, and lower food insecurity. During the same period, Bridges PLUS participants reported reduced hopelessness, and greater self-concept and self-efficacy. At 24 and 48 months, Bridges PLUS participants reported higher savings than Bridges participants. Conclusions. Economic interventions targeting families raising adolescents orphaned by AIDS can contribute to long-term positive health and overall well-being of these families. Trial Registration. ClinicalTrials.gov registration no. NCT01447615.

scholarly journals Efficacy of Gender and Age on Self-concept of School Level Student

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
Jignesh Jani
Keyword(s):  
Age Groups ◽  
Psychological Research ◽  
School Level ◽  
Self Concept ◽  
School Students ◽  
Gender And Age ◽  
Academic Assignments ◽  
Effect Of Age ◽  
One Way Anova ◽  
Level Student

School students have to deal with a range of tasks, responsibilities, duties and academic assignments. In order to accomplish their individual, social and academic objectives successfully, students required possessing a set of competencies and a required level of intelligence and efficiency. Self concept of school students have become some of the most influential phenomenon in the management of educational and environmental stress. The present research attempt has been made (1) to study the effect of gender on self-concept of school level children (2) to study the effect of age on self-concept of school level students. It was hypothesized that gender and age have no impact on self concept of school students. To measure self-concept, self concept scale for children developed by Singh, H and Singh, S. published by Agra Psychological Research Cell was used. Statics like student ‘t’ and one way ANOVA tests were calculated Results: Self concept of girls were higher than the boys where as age has no impact on self concept of school level student. All the three age groups of school level student have more or less similar self concept.

The Benefit of Gifted Classes and Talent Schools for Developing Students' Competences and Enhancing Academic Self-Concept

2005 ◽  
Vol 19 (3) ◽  
pp. 133-136 ◽  
Author(s):  
Heiner Rindermann ◽  
Kurt A. Heller
Keyword(s):  
School Performance ◽  
School Level ◽  
Self Concept ◽  
Educational Institutions ◽  
Ability Level ◽  
New Knowledge ◽  
Negative Effect ◽  
Individual Ability ◽  
Selective Schools ◽  
Positive Effect

Summary: In a vast amount of educational research, it has been documented that a negative causal relationship exists between class or school ability level and ability self-concept. However, the aim of educational institutions is not to improve self-concept, but rather to support cognitive ability development (acquisition of new knowledge, school performance, etc.). A recent 11-year-long study of six grammar schools in Baden-Württemberg (Germany) involving 22 classes and 544 pupils demonstrated over a 2-year interval that mean class ability lowers individual ability self-concept. Yet it also revealed that this negative effect was compensated for by a positive school effect on self-concept. In particular, it showed that the sum of the effects of class and school level on individual ability development was positive (teachers adapted teaching to the class ability level, and students were stimulated by classmates). Selective schools have a positive effect.

Performance in Timss mathematics test: the influence of self-concept and socio-economic background

CADMO ◽  
2010 ◽  
pp. 91-103
Author(s):  
Elisa Caponera ◽  
Paolo M. Russo
Keyword(s):  
Economic Status ◽  
Geographic Area ◽  
School Level ◽  
Self Concept ◽  
Socio Economic Status ◽  
Mathematics Test ◽  
Economic Background ◽  
Timss 2007 ◽  
Students Attitudes ◽  
Italian Context

The purpose of this study is to evaluate the influence of students' attitudes towards mathematics, mathematics self-concept and socio-economic status on their performance in Timss mathematics test. It also examined the relevance of the different schools' characteristics for the prediction of students' performance. We analyzed data related to 3997 Italian students of 170 schools, a representative sample of students in eight grade school, that participated to the Timss 2007. A multilevel analysis was conducted to distinguish how much of the variability of performance was due to student characteristics and/or to characteristics of schools and of the territorial context in which schools are located. The results showed that self-concept in mathematics helps to explain the differences in performance in mathematics. Further, the socio-economic status, at school level, contributed to the prediction of the performance in mathematics. Furthermore, in the Italian context, significant differences in performance depending on geographic area were evidenced.

The microfoundations of human resources management in US public schools

2016 ◽  
Vol 54 (5) ◽  
pp. 537-557 ◽  
Author(s):  
Ben Pogodzinski
Keyword(s):  
Decision Making ◽  
Social Context ◽  
Human Resources ◽  
Social Dynamics ◽  
Interview Data ◽  
School Level ◽  
School Systems ◽  
Content Type ◽  
Hr Management ◽  
The Social

Purpose – The purpose of this paper is to identify the extent to which human resources (HR) decision making is influenced by the social context of school systems. More specifically, this study draws upon organizational theory focussed on the microfoundations of organizations as a lens identify key aspects of school HR decision making at the district and school level. Design/methodology/approach – Interview data were collected from district-level HR directors and local union presidents across 11 districts in Michigan and Indiana. The interviews provided information on the formal and informal aspects HR management. The interviews were audio recorded and transcribed, and the constant comparative method was used to move from initial codes to higher levels of abstraction (Miles and Huberman, 1994; Strauss and Corbin, 1990). Multiple data collection methods were utilized to help validate the interview data that were collected (Stake, 2004). Findings – The key findings show that social relationships, particularly at the school level, influence the distribution of teachers within a district. The findings support the need for closer attention to be given to the social dynamics of school systems and the impact this has on HR decision making, particular with regard to the influence of informal organizational structures and day-to-day interactions within systems. Originality/value – The current body of research does not fully attend conceptually or empirically to the broader social context of a school system which shape HR decisions. Specifically, researchers and practitioners need to further address the ways that the social dynamics of school systems shape administrative decision making with regard to HR management.

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