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The Relevance of the School Socioeconomic Composition and School Proportion of Repeaters on Grade Repetition in Brazil: A Multilevel Logistic Model of PISA 2012
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Ferrão, Maria Eugénia; Costa, Patrícia Mota; Matos, Daniel Abud Seabra – Large-scale Assessments in Education, 2017
The paper extends the literature on grade repetition in Brazil by (a) describing and synthesizing the main research findings and contributions since 1940, (b) enlarging the understanding of the inequity mechanism in education, and (c) providing new findings on the effects of the school socioeconomic composition and school proportion of repeaters…
Descriptors: Foreign Countries, Achievement Tests, International Assessment, Secondary School Students
Cross-Cultural Generalizability of Year in School Effects: Negative Effects of Acceleration and Positive Effects of Retention on Academic Self-Concept
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Marsh, Herbert W. – Journal of Educational Psychology, 2016
Given that the Big-Fish-Little-Pond-Effect, the negative effect of school-average achievement on academic self-concept, is one of the most robust findings in educational psychology (Marsh, Seaton et al., 2007), this research extends the theoretical model, based on social comparison theory, to study relative year in school effects (e.g., being 1…
Descriptors: Cross Cultural Studies, Acceleration (Education), Grade Repetition, Self Concept
The Contribution of Cultural Capital to Students' Mathematics Achievement in Medium and High Socioeconomic Gradient Economies
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Tan, Cheng Yong – British Educational Research Journal, 2015
The present study addresses the issue of how different forms of cultural capital may influence children's mathematics achievement in economies with different socioeconomic gradients. Data from 73,178 parent-child dyads from 10 economies with different socioeconomic gradients who participated in the Programme for International Student Assessment…
Descriptors: Cultural Capital, Mathematics Achievement, Socioeconomic Influences, Parent Child Relationship
Influence of Contextual Challenges and Constraints on Learning-Centered Leadership
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Tan, Cheng Yong – School Effectiveness and School Improvement, 2014
The present study examines from the contingency opportunities perspective the influence of contextual factors on principals' learning-centered leadership using HLM. Participants were 18,641 school principals from 73 jurisdictions who participated in the Programme for International Student Assessment (PISA) 2009. Results showed that principals were…
Descriptors: Principals, Leadership, Performance Factors, Influences