Family Background, School Quality and Rural-Urban Disparities in Student 
Learning Achievement in Latvia

Geske, Andrejs; Grinfelds, Andris; Dedze, Indra; Zhang, Yanhong

doi:10.1007/s11125-006-9002-x

Cited by 16 publications

(15 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Moreover, the analyses suggested that the students" ESCS was perceived to be the most important effect on their reading, mathematics, and science achievement. This finding is also supported by various studies (Dinçer and Kolaşin, 2009;Ferrera et al, 2011;Finch and Marchant, 2013;Geske et al, 2006;Nonoyama, 2005;Oral and Mcgivney, 2014;Sarıer, 2016;Xu, 2006;Wolfram, 2005). For example, in the study by Yildirim (2009) concerning the PISA 2006 results, the primary elements that determined the quality of education in Turkey were reported to be the educational level and profession of the mother and father as well as the resources students had at home including socio-economic and socio-cultural factors.…”

Section: Discussion Conclusion and Suggestionssupporting

confidence: 76%

“…The most important components of this structure are student"s economic, social, and cultural status (ESCS) (Dinçer and Kolaşin, 2009;Ferrera, Cebada, Chaparro, and González, 2011;Finch and Marchant, 2013;Geske, Grinfelds, Dedze, and Zhang, 2006;Nonoyama, 2005;Wolfram, 2005;Xu, 2006), and problem-solving skills (Kutlu, Doğan, and Karakaya, 2008;OECD, 2014c;Scherer and Gustafsson, 2015). In Turkey, students" success in the education area is mostly affected by their living conditions.…”

Section: Introductionmentioning

confidence: 99%

“…In these studies, different models have been developed based on the latest technologies and building on previous work to statistically minimise errors. Multilevel approaches adopted in these models can be grouped into predictive regression (Anıl, 2009;Gülleroğlu, Bilican Demir, and Demirtaşlı, 2014;Thorpe, 2006;Tomul and Çelik, 2009;Xu, 2006;Yıldırım, 2009), structural equation (Akyüz and Pala, 2010;Anıl, 2008;Özer and Anıl, 2011;Usta and Çıkrıkçı-Demirtaşlı, 2014), and hierarchical linear models (Akyüz, 2014;Atar, 2014;Atar and Atar, 2012;Geske et al, 2006;Tavşancıl and Yalçın, 2015). However, in the literature, there are only a limited number of studies which have evaluated student achievement as a latent variable and analysed it based on patterns identified in variables by creating homogenous sub-classes (Finch and Marchant, 2013;Lin and Tai, 2015).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Determining the Relationships between Selected Variables and Latent Classes in Students’ PISA Achievement

Yalçın¹

2017

International Journal of Research in Education and Science

View full text Add to dashboard Cite

show abstract

Section: Discussion Conclusion and Suggestionssupporting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Determining the Relationships between Selected Variables and Latent Classes in Students’ PISA Achievement

Yalçın¹

2017

International Journal of Research in Education and Science

View full text Add to dashboard Cite

show abstract

“…Following Torney-Purta (2002b), teachers can also influence civic knowledge, attitudes and behavior of students in schools. Teacher characteristics such as qualification, years working as teachers and teachers' morale can influence the academic development of the students (Geske, Grinfelds, Dedze, & Zhang, 2006).…”

Section: School Variablesmentioning

confidence: 99%

Youth Future Civic Participation in Europe: Differences Between the East and the Rest

2013

View full text Add to dashboard Cite

European countries were economically and politically separated during the Cold War, but since its end processes of globalization and the formation of the European Union have contributed to blur the borders. Previous studies suggest that the social transformations have affected differently civic participation of youths, but shortage of more recent data has precluded researchers from examining the differences in a country-comparative fashion. Along these lines, this paper has two main objectives: to explore the differences in the levels of expected civic participation across Europe, and to evaluate the fit of a theoretical model of civic participation in regard to the different points in time their democracies were established. To achieve these goals, data from 22 European educational systems (9 post-communist and 13 established democracies) participating in the International Civic and Citizenship Study (ICCS 2009) conducted by International Association for the Evaluation of Educational Achievement (IEA) is used. The results, in accordance with the literature, suggest differentiated patterns of future civic participation between the new and established democracies, but they are not that clear, suggesting that convergence between the two groups is ongoing. However, the tested empirical model of civic participation functions in a better way in the established than in the new democracies. In contrast with previous findings, differences in levels of expected civic participation seem to be related not only with the countries' experience with democracy, but also with their cultural similarities and common history.

show abstract

“…Urban learning with the bandwagon of family background affects academic achievement (Geske, Grinfelds, & Dedze, 2003). Further communication with parents has its imprint on the adjustment of students (Agliata & Renk, 2008).…”

Section: Social Adaptationmentioning

confidence: 99%

The Nature of Mother’s Employment on Nurturing Campus Persistence among Undergraduate Students

Vijayalakshmi¹,

Sequeira²

2017

ASS

View full text Add to dashboard Cite

Objective: The study aims to empirically test the relationship between types of campus adaptations across students' mothers' level of nature of occupation among engineering undergraduate B. Tech students pursuing a four-year study at Indian Institutes of Technology (IIT's) and National Institutes of Technology (NIT's) in India. Method:The Multivariate Analysis of Variance (Manova) test was run with SPSS vs. 21 to compare the student's campus adaptations of IIT's and NIT's by students' mothers' level of occupation. Multistage random sampling with n = 1420 students were selected comprising of employed at government (n = 172), employed at private (n =141), own a business (n = 71) employed as unskilled labourer (n = 10), farmer (n = 10), retired from government service or pensioner (n = 06), not alive (n = 03), unemployed (n = 107). Result:In the academic adaptation, students' mothers' who were employed by the government, owned a business, employed as unskilled labourer and pursued farming had positive outcome while students' whose mothers' were employed at private, retired from government service, not alive and unemployed had negative outcomes. In social adaptation students' whose mothers' were employed by the government, owned a business, retired from government service and unemployed had positive outcomes while students' whose mothers' were employed at private, employed as an unskilled labourer, pursued farming and not alive had negative outcomes. In physicalpsychological adaptation, students' mothers' who owned a business, not alive and unemployed had positive outcomes while student's mothers' employed at the government, employed at private, employed as an unskilled labourer, pursued farming and retired from government service had negative outcomes. In the institutional adaptation, students' mothers' employed at the government, employed at private own a business, employed as an unskilled labourer, retired from government service and not alive had positive outcomes and students whose mothers' were farmers and unemployed had negative outcomes.

show abstract

Family Background, School Quality and Rural-Urban Disparities in Student Learning Achievement in Latvia

Cited by 16 publications

References 1 publication

Determining the Relationships between Selected Variables and Latent Classes in Students’ PISA Achievement

Determining the Relationships between Selected Variables and Latent Classes in Students’ PISA Achievement

Youth Future Civic Participation in Europe: Differences Between the East and the Rest

The Nature of Mother’s Employment on Nurturing Campus Persistence among Undergraduate Students

Contact Info

Product

Resources

About