Secondary School Choices in Italy: Ability or Social Background?

2010 ◽  
pp. 223-245 ◽  
Author(s):  
Dalit Contini ◽  
Andrea Scagni
Keyword(s):  
Secondary School ◽  
Social Background

INFLUENCE OF HEIGHT ON ATTAINED LEVEL OF EDUCATION IN MALES AT 19 YEARS OF AGE

2007 ◽  
Vol 39 (4) ◽  
pp. 575-582 ◽  
Author(s):  
ALICJA SZKLARSKA ◽  
SŁAWOMIR KOZIEŁ ◽  
TADEUSZ BIELICKI ◽  
ROBERT M. MALINA
Keyword(s):  
Secondary School ◽  
Social Background ◽  
Educational Status ◽  
School Level ◽  
Social Variables ◽  
School Students ◽  
Level Of Education ◽  
Trade School ◽  
The Social ◽  
Logistic Regressions

SummaryIn this study it is hypothesized that taller individuals are more likely to move up the scale of educational attainment compared with shorter individuals from the same social background. Three national cohorts of 19-year-old males were considered: 29,464 born in 1967 and surveyed in 1986, 31,062 born in 1976 and surveyed in 1995, and 30,851 born in 1982 and surveyed in 2001. Four social variables were used to describe the social background of each conscript in the three surveys: degree of urbanization, family size, and parental and maternal educational status. The educational status of each conscript was classified into two groups: (1) those who were secondary school students or graduates, or who had entered college, and (2) those who had completed their education at the primary school level or who had gone to a basic trade school. Multiple binomial logistic regressions were used to estimate the relative risk of achieving higher educational status by 19-year-old males relative to height and the four social factors. Consistently across the three cohorts the odd ratios (ORs) indicate that height exerts an independent and significant effect on the attained level of education at the age of 19 years in males (1986: OR=1·24, p<0·001; 1995: OR=1·24, p<0·001; 2001: OR=1·20, p<0·001). Two possible, not mutually exclusive, selective mechanisms are postulated and discussed: ‘passive’ and ‘active’ action.

scholarly journals Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes

2021 ◽  
Vol 35 (2-3) ◽  
pp. 85-106
Author(s):  
Ricarda Steinmayr ◽  
Rebecca Lazarides ◽  
Anne F. Weidinger ◽  
Hanna Christiansen
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Academic Outcomes ◽  
School Engagement ◽  
Online Survey ◽  
Social Background ◽  
Independent Learning ◽  
Teaching Activities ◽  
Teacher Communication ◽  
Learning Progress

Abstract. Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science/biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and/or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable “child has own bedroom” additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.

How Educational Systems Shape the Relationship between Social Origin and Educational Deprivation

2020 ◽  
Vol 19 (2) ◽  
pp. 279-303
Author(s):  
Dennis Köthemann
Keyword(s):  
Secondary School ◽  
Participation Rate ◽  
Social Background ◽  
Early Years ◽  
Educational Systems ◽  
Logistic Regression Models ◽  
Educational Disadvantage ◽  
Preschool Participation ◽  
The Relationship ◽  
Educational Deprivation

Abstract This paper addresses how features of educational systems influence the association between social background and educational disadvantage up to the end of secondary school. Boudon’s ideas about the primary effects are brought together with preschool participation and the secondary effects are argued to be strongly related to the stratification of the educational system. The analyses are based on around 35,000 respondents from 29 countries provided by PIAAC. Two-step estimations combining logistic regression models within educational systems (first step) with estimated dependent variable models between educational systems (second step) are applied. The results suggest that a higher preschool participation rate is associated with a lower dependency of educational deprivation (low achievement) on social background in the early years after finishing secondary school.

scholarly journals Niveau D’etudes, Style Educatif Des Parents Et Resilience Scolaire Chez Des Enfants Deficients Auditifs De L’ecole Ivoirienne Pour Les Sourds (ECIS)

2016 ◽  
Vol 12 (28) ◽  
pp. 219
Author(s):  
Kouassi Affoué Mélissa
Keyword(s):  
Secondary School ◽  
School Environment ◽  
Social Background ◽  
Academic Resilience ◽  
Rorschach Test ◽  
Child Relationship ◽  
Relationship Of ◽  
The Relationship ◽  
Impaired Children

The present work analyzes from the perception of disability, which means that it is an inability to be gifted in some areas, including the school environment. In this perspective, it analyses the operation of parent and disabled child relationship. Carters of the relationship between the level of education, the educational style of parents and school resilience in hearing impaired children, of Ivorian school of deaf. To this end, we were interested in 18 ivoirians children and their parents, 9 girls and 9 boys aged 10 to 12years, from disadvantaged social background. From the scale of parental educational styles of Terrisse and Larose (2000), the inventory forms of resilience of Békaert, Masclet and Caron (2011) and the Rorschach test (1921), we observed the different educational styles and types of resilient behavior. Overall, the results obtained show that, the educational level and educational style parents, influence the different forms of academic resilience, in hearing deficient children. However, this work could not demonstrate the relationship of the level of secondary school and academic resilience challenge type. The results validate the whole analysis of certain theoretical constructs and the facts noted by other studies, according to which, parents play a role in the autonomy and self-determination of disabled children.

scholarly journals Teaching and Learning During the COVID-19 School Lockdown: Realization and Associations with Parent-Perceived Students’ Academic Outcomes—A study and preliminary overview

2020 ◽  
Author(s):  
Ricarda Steinmayr ◽  
Rebecca Lazarides ◽  
Anne Weidinger ◽  
Hanna Christiansen
Keyword(s):  
Elementary School ◽  
Secondary School ◽  
Academic Outcomes ◽  
School Engagement ◽  
Online Survey ◽  
Social Background ◽  
Independent Learning ◽  
Teaching Activities ◽  
Teacher Communication ◽  
Learning Progress

Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2647 parents participated in an online survey and rated the following activities of teachers in mathematics, language art (German), English, and science/biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and/or parents. Parents also reported student academic outcomes during the school lockdown (child’s learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child’s negative emotionality, school engagement, mathematical and language competencies, and child’s social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students’ academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students’ outcomes during the school lockdown. Parent’s highest school leaving certificate incrementally predicted students’ motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable “child has own bedroom” additionally explained variance in students’ competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children’s characteristics and social background were independently important for students’ motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.

scholarly journals Vær stille! Vi skal have bevægelse

2015 ◽  
Vol 31 ◽  
pp. 23-34
Author(s):  
Jens-Ole Jensen
Keyword(s):  
Social Skills ◽  
Secondary School ◽  
School System ◽  
Social Background ◽  
Physical Activities ◽  
School Law ◽  
New School ◽  
School Day ◽  
Movement Activities ◽  
Primary And Secondary School

A new school law was implemented in the Danish primary and secondary school system from August 2014. One of the main purposes of the law is to lower the consequences of social background in order to achieve better results. This objective should be achieved by a longer and more diversified school day. Physical activities have been seen as a tool to create more varied forms of teaching. By doing fieldwork and interviewing pupils from grade 0-2 the study investigate how movement activities contribute to develop social skills among the pupils and how these activities can be understood as pupil-centred teaching.

scholarly journals Eine Fallstudie über die regionalen Unterschiede der ungarischen Schülerleistungen

2020 ◽  
Vol 46 (2) ◽  
pp. 56-74
Author(s):  
ROLAND HEGEDŰS ◽  
KRISZTINA SEBESTYÉN
Keyword(s):  
Secondary School ◽  
Learning Process ◽  
Social Background ◽  
Foreign Languages ◽  
Socioeconomic Background ◽  
German Language ◽  
Development Patterns ◽  
Learning Success ◽  
And Mathematics ◽  
School Curricula

The sociocultural and socioeconomic background of pupils is a determinant for their learning process and it has an effect on their learning success and on how easily pupils are able to master the requirements set by school curricula and how they perform on different measuring tasks. This is the reason why we compare in our paper the reading and mathematics results of the National Competence Measurement 2013 with the English and German language results of the secondary school-leaving exams in foreign languages regarding the same pupils. We analyse the data using the SPSS program and we present the results using the MapInfo program. We examine the effects of pupils’ social background, the interactions of different subjects and their regional projections as well. The pupils’ achievements show the same pattern as the development patterns of different geographical areas in Hungary.

The Social Origins and Provenance of the English Bishops during the Reign of Edward II

1959 ◽  
Vol 9 ◽  
pp. 51-79
Author(s):  
K. Edwards
Keyword(s):  
Middle Ages ◽  
Social Background ◽  
Early Career ◽  
The Political ◽  
Social Origins ◽  
Political Activities ◽  
Edward Ii ◽  
The Social ◽  
Complete Study ◽  
History Of

During the last twenty or twenty-five years medieval historians have been much interested in the composition of the English episcopate. A number of studies of it have been published on periods ranging from the eleventh to the fifteenth and early sixteenth centuries. A further paper might well seem superfluous. My reason for offering one is that most previous writers have concentrated on analysing the professional circles from which the bishops were drawn, and suggesting the influences which their early careers as royal clerks, university masters and students, secular or regular clergy, may have had on their later work as bishops. They have shown comparatively little interest in their social background and provenance, except for those bishops who belonged to magnate families. Some years ago, when working on the political activities of Edward II's bishops, it seemed to me that social origins, family connexions and provenance might in a number of cases have had at least as much influence on a bishop's attitude to politics as his early career. I there fore collected information about the origins and provenance of these bishops. I now think that a rather more careful and complete study of this subject might throw further light not only on the political history of the reign, but on other problems connected with the character and work of the English episcopate. There is a general impression that in England in the later middle ages the bishops' ties with their dioceses were becoming less close, and that they were normally spending less time in diocesan work than their predecessors in the thirteenth century.

Evaluation of a Summer-School Program for Highly Gifted Secondary-School Students: The German Pupils Academy

2002 ◽  
Vol 18 (3) ◽  
pp. 214-228 ◽  
Author(s):  
Heinz Neber ◽  
Kurt A. Heller
Keyword(s):  
Secondary School ◽  
Summer School ◽  
Secondary School Students ◽  
Social Cognitive ◽  
Gifted Students ◽  
School Program ◽  
School Students ◽  
Positive Effects ◽  
Regulatory Strategies ◽  
Cognitive Framework

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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