The Distribution of Primary School Quality within High- and Low-Income Countries

Heyneman, Stephen P.; Loxley, William

doi:10.1086/446348

Cited by 31 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Potential qualitative differences between schools (e.g., top 5 vs. top 30) were represented as an ordinal variable ranking each school's quality into five groups corresponding to U.S. News and World Report () rankings. This conserved degrees of freedom in the regression models by representing 10 schools with one ordinal variable instead of nine dummy variables, and was consistent with empirical studies in education (Heyneman & Loxley, ) and with the nature of business school rankings (Dichev, ). Sex was represented as a dichotomous variable.…”

Section: Methodssupporting

confidence: 76%

Self‐Determined Feedback Seeking: The Role of Perceived Supervisor Autonomy Support

Beenen

Pichler

Levy

2016

Human Resource Management

View full text Add to dashboard Cite

show abstract

Section: Methodssupporting

confidence: 76%

Self‐Determined Feedback Seeking: The Role of Perceived Supervisor Autonomy Support

Beenen

Pichler

Levy

2016

Human Resource Management

View full text Add to dashboard Cite

show abstract

“…In richer countries, perceived teacher support's and teacher-student relations' positive links with reported classroom discipline were stronger. This result rejects the claim that the greater resources of parents in richer countries weaken the impact of teachers on classroom discipline, in contrast to the results of academic achievement studies (Gamoran & Long, 2006;Heyneman & Loxley, 1983). Instead, this result contributes to the teacher research literature by showing the greater importance of teachers in richer countries for classroom discipline.…”

Section: Country Wealthcontrasting

confidence: 78%

Classroom Discipline Across Forty-One Countries: School, Economic, and Cultural Differences

Chiu

Chow

2011

Journal of Cross-Cultural Psychology

View full text Add to dashboard Cite

This study examined classroom discipline and its determinants through multilevel analyses of 107,975 students in 7,259 schools from 41 countries. In schools with proportionately more girls, better school discipline, higher achieving students, more teacher support, or better teacher-student relations, students reported better classroom discipline. Countries' economies and cultural values were linked to reported classroom discipline. In countries that were poorer, more equal, or had more rigid gender roles, students reported higher classroom discipline. Moreover, school variables' links to classroom discipline differed across countries. Specifically, in richer countries, teacher support and teacher-student relations had stronger, positive links to reported classroom discipline. In more equal countries, students' mathematics achievement had stronger, positive links to reported classroom discipline. Moderation effects of cultural values were also explored.Effective classroom discipline promotes students' learning and responsibility by facilitating quality instruction and helping students internalize self-discipline. Disruptive student behaviors interfere with teacher instruction and student learning by wasting instructional time on order and control (e.g., Infantino & Little, 2005), by creating an anxious classroom atmosphere (e.g., Bacon, 1990), and by raising teacher stress (e.g., Borg, Riding, & Falzon, 1991). By minimizing disruptive behaviors and encouraging responsible behaviors, effective classroom discipline not only allows teachers to provide quality instruction and enhance their psychological well-being (Borg et al., 1991), but also promotes students' sense of responsibility, academic achievement, and positive behavioral outcomes (e.g., Ma & Willms, 2004).

show abstract

“…For the past decade, researchers have documented the effect of textbooks on student achievement in developing countries (Heyneman & Loxley, 1983). A review of this research notes that of 18 correlational studies of textbook effects on student learning, 15 (83%) report statistically significant positive results (Heyneman, Farrell, & Sepulveda-Stuardo, 1981).…”

mentioning

confidence: 99%

How Textbooks Affect Achievement in Developing Countries: Evidence From Thailand

Lockheed

Vail

Fuller

1986

Educational Evaluation and Policy Analysis

View full text Add to dashboard Cite

For the past decade, researchers have documented the effects of textbooks on achievement in developing countries, but no research has explored the mechanisms that account for this contribution. This paper analyzes longitudinal data from a national sample of eighthgrade mathematics classrooms in Thailand and explores the effects of textbooks and other factors on student achievement gain. The results indicate that textbooks may affect achievement by substituting for additional postsecondary mathematics education of teachers and by delivering a more comprehensive curriculum.

show abstract

The Distribution of Primary School Quality within High- and Low-Income Countries

Cited by 31 publications

References 0 publications

Self‐Determined Feedback Seeking: The Role of Perceived Supervisor Autonomy Support

Self‐Determined Feedback Seeking: The Role of Perceived Supervisor Autonomy Support

Classroom Discipline Across Forty-One Countries: School, Economic, and Cultural Differences

How Textbooks Affect Achievement in Developing Countries: Evidence From Thailand

Contact Info

Product

Resources

About