Discussion: modeling and maximizing peer effects in school

Wilkinson, Ian A. G.; Parr, Judy M.; Fung, Irene; Hattie, John; Townsend, Mardie

doi:10.1016/s0883-0355(03)00018-1

Cited by 34 publications

(29 citation statements)

References 23 publications

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“…Attending track-specific classrooms, students meet specific curricula and peer contexts (e.g., in terms of the level of problem behaviors among the classmates), which may have an impact on their social-emotional development (Müller & Hofmann, 2014;Van Houtte, 2006;Van Houtte & Stevens, 2008). Based on the premise that compositional effects operate through different levels, it can be assumed that school, classroom and individual factors influence each other (Wilkinson, Parr, Fung, Hattie, & Townsend, 2002). For example, teachers may adapt their teaching style to the level of problem behavior in a classroom, which in turn influences individual students' behavior (see also Buyse, Verschueren, Doumen, Van Damme, & Maes, 2008;Pas, Cash, O'Brennan, Debnam, & Bradshaw, 2015).…”

Section: School Effectiveness Researchmentioning

confidence: 99%

An Overview of Classroom Composition Research on Social-Emotional Outcomes: Introduction to the Special Issue

Müller¹,

Zurbriggen²

2016

J Cogn Educ Psych

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Classroom composition research on social-emotional outcomes (CCRSO) aims to systematically explore how characteristics of classmates are related to the social-emotional outcomes of children and adolescents. In this introduction to the special issue, we first provide an overview of the scientific roots of CCRSO. We then develop a conceptualization of research areas typically of interest in CCRSO, which comprises 4 different fields of inquiry. Based on this, an overview on exemplary studies in these areas of research is given. Finally, we provide an introduction to methodological approaches and current challenges of CCRSO. We end with a brief discussion on potential future research directions.

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Section: School Effectiveness Researchmentioning

confidence: 99%

An Overview of Classroom Composition Research on Social-Emotional Outcomes: Introduction to the Special Issue

Müller¹,

Zurbriggen²

2016

J Cogn Educ Psych

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“…These schools of thought -such as feminist theory (Abbott, Tyler and Wallace, 1990;Stromquist, 1990), the effective schools approach (Edmonds, 1986;Fernández, 1999;Hanushek, Link and Woessmann, 2012) and the school composition and peer effects theory (Wilkinson and others, 2002;Sacerdote, 2001;Graham, 2008;De Giorgi, Pellizzari and Redaelli, 2010 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 Basic cycle completed: 15-17 years of age Basic cycle completed: 18-20 years of age Secondary education completed: 18-20 years of age Secondary education completed: 21-23 years of age Source: Prepared by the authors, on the basis of data from the Central Administrative Council of the National Public Education Administration. a 1st to 3rd year of secondary education.…”

Section: Inequality and Education: A Difficult Relationshipmentioning

confidence: 99%

Education system institutions and educational inequalities in Uruguay

Bogliaccini¹,

Rodríguez²

2016

CEPAL Review

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This article shows how certain aspects at the secondary level of Uruguay's public school system produce inequalities in student achievement. The 2006 edition of the Programme for International Student Assessment (pisa) (oecd, 2006a) points to three key aspects of the institutions that regulate secondary education that play a part in reproducing inequalities of origin, hindering the equalizing role that guides the education system. First, the teacher assignment mechanism has the dual effect of sending a revolving door of young and inexperienced teachers to schools in unfavourable sociocultural contexts as well as concentrating teachers with more experience in schools in favourable contexts.Second, the geography-based system for assigning students to schools reproduces the residential segregation process. Lastly, the centralized system for supplying educational and technological materials is inadequate to the needs of the schools.

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“…Estas corrientes -como la teoría feminista (Abbott, Tyler y 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 2006 2007 Wallace, 1990;Stromquist, 1990)-, el enfoque de las escuelas eficaces (Edmonds, 1986;Fernández, 1999;Hanushek, Link y Woessmann, 2012), la composición social de la escuela y los efectos de los pares (Wilkinson y otros, 2002;Sacerdote, 2001;Graham, 2008;De Giorgi, Pellizzari y Redaelli, 2010) fueron surgiendo e incorporando miradas específicas que permitieran comprender las desigualdades que operaban en la sociedad y cómo el ámbito escolar se hacía eco de ellas o, por el contrario, constituía una forma de combatirlas. En particular, resultan relevantes para la presente investigación los hallazgos reportados por Hanushek y Woessmann (2010) sobre la relación entre las pruebas de logro educativo y el tipo y la calidad de trabajos obtenidos en el mercado laboral.…”

Section: La Desigualdad Y La Educación: Una Relación Conflictivaunclassified

Regulación del sistema educativo y desigualdades de aprendizaje en el Uruguay

Bogliaccini

Rodríguez

2016

Revista De La CEPAL

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RESUMENEn este artículo se muestra cómo determinados aspectos del sistema uruguayo de educación secundaria pública inciden en rendimientos desiguales de los alumnos. Al utilizar la edición 2006 del Programa Internacional de Evaluación de Estudiantes(pisa) (ocde, 2006a) resaltan tres aspectos clave de las instituciones reguladoras de la educación secundaria que contribuyen a reproducir las desigualdades iniciales, inhibiendo el papel igualador que orienta al sistema educativo. En primer lugar, el mecanismo de asignación de docentes produce un doble efecto de alta rotación de profesores jóvenes en establecimientos de enseñanza de contextos socioculturales desfavorables, así como un anquilosamiento de aquellos docentes más experimentados en establecimientos de contextos favorables. En segundo lugar, el sistema de distribución de alumnos basado en el radio escolar reproduce tel proceso de segregación residencial existente. Finalmente, con el sistema centralizado de provisión de materiales educativos y tecnológicos no se logra cubrir las necesidades de los establecimientos. PALABRAS CLAVEEducación, enseñanza secundaria, rendimiento escolar, calidad de la educación, evaluación, personal docente, establecimientos de enseñanza, material didáctico, Uruguay CLASIFICACIÓN JEL I24, I28, D31

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Discussion: modeling and maximizing peer effects in school

Cited by 34 publications

References 23 publications

An Overview of Classroom Composition Research on Social-Emotional Outcomes: Introduction to the Special Issue

An Overview of Classroom Composition Research on Social-Emotional Outcomes: Introduction to the Special Issue

Education system institutions and educational inequalities in Uruguay

Regulación del sistema educativo y desigualdades de aprendizaje en el Uruguay

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