School ethnic composition and bullying in Canadian schools

2016 ◽  
Vol 40 (5) ◽  
pp. 431-441 ◽  
Author(s):  
Irene Vitoroulis ◽  
Heather Brittain ◽  
Tracy Vaillancourt
Keyword(s):  
Ethnic Minority ◽  
Peer Victimization ◽  
Hierarchical Linear Modeling ◽  
Ethnically Diverse ◽  
Ethnic Composition ◽  
School Level ◽  
Linear Modeling ◽  
Bullying Perpetration ◽  
General Physical ◽  
School Ethnic Composition

Bullying in ethnically diverse schools varies as a function of the ethnic composition and degree of diversity in schools. Although Canada is highly multicultural, few researchers have focused on the role of context on ethnic majority and minority youths’ bullying involvement. In the present study, 11,649 European-Canadian/ethnic majority (77%) and non-European Canadian/ethnic minority (23%) students in Grade 4 to Grade 12 completed an online Safe Schools Survey on general, physical, verbal, social, and cyber bullying. Hierarchical Linear Modeling (HLM) analyses indicated significant interactions between the proportion of non-European Canadian children in a school (Level 2) and individual ethnicity (Level 1) across most types of bullying victimization. Non-European Canadian students experienced less peer victimization in schools with higher proportions of non-European Canadian students, but ethnic composition was not related to European Canadian students’ peer victimization. No differences in bullying perpetration were found as a function of school ethnic composition across groups. Our findings suggest that ethnic composition in Canadian schools may not be strongly associated with bullying perpetration and that a higher representation of other ethnic minority peers may act as a buffer against peer victimization.

Outcome Discrepancies Among Racially/Ethnically Diverse Consumers of Vocational Rehabilitation Services: Summary and Critique of the Literature

2007 ◽  
Vol 38 (1) ◽  
pp. 3-11 ◽  
Author(s):  
Sandra LeBlanc ◽  
Julie F. Smart
Keyword(s):  
Vocational Rehabilitation ◽  
Ethnic Minority ◽  
Hierarchical Linear Modeling ◽  
Minority Groups ◽  
Ethnically Diverse ◽  
Linear Modeling ◽  
Vocational Rehabilitation Services ◽  
Parametric Statistics ◽  
Rehabilitation Act ◽  
Racial Ethnic

This article summarizes 27 studies that sought to investigate the experiences of various racial/ethnic minority groups in the public vocational rehabilitation agency. Spanning the years since the 1992 Amendments to the Rehabilitation Act, this body of research has identified and defined a significant question: are the experiences and outcomes of consumers who identify as racial/ethnic minority members different from consumers of the majority culture? Did the amendments to the Rehabilitation Act affect a change in outcome discrepancies? A critique of the various methodologies is presented, including: the use of archival data; the use of univariate, non parametric statistics; and the lack of precision in defining/operationalizing the independent variable of race/ethnicity. The use of hierarchical linear modeling is advocated since many variables of interest can be studied simultaneously. A brief summary of the researchers' recommendation of ways in which to provide higher quality outcomes is presented.

Ethnic Diversity and Perceptions of Safety in Urban Middle Schools

2006 ◽  
Vol 17 (5) ◽  
pp. 393-400 ◽  
Author(s):  
Jaana Juvonen ◽  
Adrienne Nishina ◽  
Sandra Graham
Keyword(s):  
Middle Schools ◽  
Hierarchical Linear Modeling ◽  
Ethnic Diversity ◽  
Ethnically Diverse ◽  
Sixth Grade ◽  
School Level ◽  
Psychological Benefits ◽  
Linear Modeling ◽  
Urban Middle Schools ◽  
Self Worth

Students' perceptions of their safety and vulnerability were investigated in 11 public middle schools (more than 70 sixth-grade classrooms) that varied in ethnic diversity. Results of hierarchical linear modeling analyses indicate that higher classroom diversity is associated with feelings of safety and social satisfaction. African American (n = 511) and Latino (n = 910) students felt safer in school, were less harassed by peers, felt less lonely, and had higher self-worth the more ethnically diverse their classrooms were, even when controlling for classroom differences in academic engagement. Results at the school level were similar to those at the classroom level; higher ethnic diversity was associated with lower levels of self-reported vulnerability (but no difference in self-worth) in both fall and spring of sixth grade. In the spirit of Brown v. Board of Education, the current findings offer new empirical evidence for the psychological benefits of multiethnic schools.

scholarly journals Examining the Effects of Students and School Variables on PISA 2012 Problem-Solving Achievement in Turkey

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Emine Yavuz ◽  
Hakan Yavuz Atar
Keyword(s):  
Problem Solving ◽  
Hierarchical Linear Modeling ◽  
School Attendance ◽  
Hierarchical Linear Model ◽  
School Level ◽  
School Type ◽  
Achievement Scores ◽  
Linear Modeling ◽  
Problem Solving Skills ◽  
Pisa 2012

Problem-solving skills are very important in ensuring effective participation in public life regard and schools play an important role in helping students develop problem-solving skills. The purpose of this study is to determine the student and school level variables that effect students’ problem solving skills using a two-level Hierarchical Linear Modeling (HLM). The data in this study is belongs to 4848 students in 170 schools who participated PISA 2012. Gender, school attendance, openness to problem-solving and perseverance to reach solution variables constituted the student level variables whereas school type, educational resources, dropout rates and student/math teacher ratio variables constituted the school level variables. The findings indicated that all the variables but openness and perseverance have statistically significant effect on students’ PISA 2012 problem-solving achievement scores. The results of the analysis indicate that 54 percent of the variability in the problem-solving achievement scores is attributed to the differences between the mean achievement of the schools. Keywords: PISA; Problem solving; School effect; Two-level Hierarchical Linear Model (HLM) 

Effects of student- and school-level music concert attendance on subjective well-being: A longitudinal study of Korean adolescents

2019 ◽  
Vol 38 (2) ◽  
pp. 240-251
Author(s):  
Seulgi Kwon ◽  
Boungho Choi ◽  
Soowon Park
Keyword(s):  
Longitudinal Study ◽  
Hierarchical Linear Modeling ◽  
Critical Factor ◽  
Well Being ◽  
School Level ◽  
Positive Development ◽  
Subjective Well Being ◽  
Linear Modeling ◽  
School Students ◽  
Grade Point

Students’ subjective well-being is not only an important prerequisite for positive development but also a desired outcome of education. Music concert attendance could be a critical factor in enhancing students’ subjective well-being. This study investigates the effect of music concert attendance on subjective well-being through an examination of the different effects of music concert attendance according to students’ initial subjective well-being. Data from 3,633 middle school students in two waves of the Seoul Education Longitudinal Study (seventh grade, eighth grade) were utilized. Hierarchical linear modeling shows that both student- and school-level music concert attendance predicted subsequent subjective well-being after controlling for initial subjective well-being, peer relation, grade point average, and gender. Furthermore, school-level music concert attendance facilitated increases in subjective well-being among students who showed low subjective well-being during the first wave of the study. The results indicated that student- and school-level music concert attendance could improve students’ subjective well-being, especially for students with lower levels of subjective well-being. Educational contexts or policies to encourage both school and student participation in music concerts should be developed and implemented.

The Effects Of Teacher- And School-Level Factors On Teachers Participation In Professional Development Activities: The Role Of Principal Leadership

2013 ◽  
Vol 9 (4) ◽  
pp. 371-380 ◽  
Author(s):  
Sedat Gumus
Keyword(s):  
Professional Development ◽  
Significant Role ◽  
Hierarchical Linear Modeling ◽  
Teaching And Learning ◽  
School Principals ◽  
Developed Countries ◽  
School Level ◽  
Linear Modeling ◽  
Data Set

It is well reported in the literature that professional development activities have great potential to increase teachers competencies in different areas, resulting in greater learning opportunities for students. In Turkey, however, teachers participation in professional development activities is significantly lower compared to almost all developed countries. In this context, this study aims to explore the different teacher- and school-level factors associated with teachers participation in professional development activities in Turkey by using a nationally representative data set from the Teaching and Learning International Survey (TALIS) and employing a multi-level statistical analysis with Hierarchical Linear Modeling (HLM). Results of the study show that several teacher- and school-level factors are significantly associated with teachers level of participation in professional development activities in Turkey. Specifically, the significant role of school principals in teachers professional development is explored. It is therefore suggested that school principals should be educated on the importance of in-service professional development activities for teachers and their significant role in this matter.

Factors associated with fourth graders' music knowledge assessed by SCAAP

2020 ◽  
Vol 38 (4) ◽  
pp. 644-656
Author(s):  
Xumei Fan ◽  
Ning Jiang ◽  
Ashlee Lewis
Keyword(s):  
South Carolina ◽  
Music Education ◽  
Hierarchical Linear Modeling ◽  
Fourth Graders ◽  
Interactive Effect ◽  
School Level ◽  
Linear Modeling ◽  
Poverty Level ◽  
Factors Associated ◽  
School Poverty

This study investigated factors associated with fourth graders' music knowledge assessed by the South Carolina Arts Assessment Program (SCAAP). Participants included 2,683 fourth-grade students nested within 35 elementary schools in South Carolina, United States. Hierarchical Linear Modeling (HLM) was used to examine both the student-level factors, including gender and ethnicity, and the school-level factors, including school ranking, poverty level, and participation in SCAAP. Results indicated that students' gender, ethnicity, school ranking, and school poverty were significantly associated with students' music scores. There was a statistically significant interactive effect of gender and school ranking and poverty on students' music scores. The findings could inform music teachers, school administrators, and educational policy makers to acknowledge these factors, adopt differentiated music instructional strategies, provide resources, and support students from diverse backgrounds in order to enhance students' learning outcomes in music education.

Distributed leadership and teacher job satisfaction in Singapore

2018 ◽  
Vol 56 (1) ◽  
pp. 127-142 ◽  
Author(s):  
Darlene García Torres
Keyword(s):  
Job Satisfaction ◽  
Teacher Perceptions ◽  
Distributed Leadership ◽  
Hierarchical Linear Modeling ◽  
Teacher Job Satisfaction ◽  
School Level ◽  
Principal Perceptions ◽  
Linear Modeling ◽  
Content Type ◽  
Individual Teacher

Purpose Singapore is a country with low teacher attrition rates and high performance on international assessments (TIMSS 2011/2015 and PISA 2012/2015). Consequently, its education system is often considered as a model for other nations. The purpose of this paper is to extend research on teacher job satisfaction in Singapore and provide comparative information for other education systems. Design/methodology/approach This paper presents a secondary analysis of data from the Organization for Economic Cooperation and Development’s 2013 Teaching and Learning International Survey with a focus on relationships among teacher and principal perceptions of distributed leadership and teachers’ job satisfaction in Singapore. Hierarchical linear modeling is applied to investigate teacher job satisfaction with principal perceptions and aggregate teacher perceptions of distributed leadership as school-level (level 2) variables and individual teacher perceptions of distributed leadership as a level 1 variable. Findings Results indicated that distributed leadership significantly predicted teachers’ work and professional satisfaction; higher distributed leadership scores were associated with higher satisfaction scores. Originality/value The significant positive relationship between distributed leadership and both dimensions of job satisfaction after accounting for individual teacher characteristics is a new finding in the Singapore schooling context.

scholarly journals Ethnic desegregation and ‘resegregation’ in northern English schools

Ethnicities ◽  
2021 ◽  
pp. 146879682110440
Author(s):  
Serena Hussain
Keyword(s):  
Ethnic Minority ◽  
Ethnic Group ◽  
South Asian ◽  
White Students ◽  
Ethnically Diverse ◽  
Ethnic Composition ◽  
School Segregation ◽  
School Settings ◽  
The Everyday ◽  
Everyday Realities

This article discusses findings on inter- and intra-ethnic friendship choices among Pakistani, Bangladeshi and white students within three schools characterised by varying ethnic composition and levels of diversity. Although many participants perceived ethnically diverse schools positively, students commonly described the majority of their friends and, in particular, close friends, as belonging to the same ethnic group. Pakistani and Bangladeshi students, although often homogenised as South Asian within academic studies on school segregation, were far more conscious of their own and the others’ cultural distinction than discussed by literature on ethnic minority – and in particular – Muslim youth. The findings demonstrate how presenting ethnic minority concentrations as self-segregated or resegregated can mask the everyday realities of students, who navigate racism, whether subtle or explicit, and find safe and accepting spaces to express their ethnic identities. Through using students’ own accounts of negotiating such challenges, this article adds to our understanding of young peoples’ experiences of multi-ethnic school settings.

scholarly journals Hierarchical linear modeling for determining the effect of ICT literacy on mathematics achievement

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Suci Paramitha Liestari ◽  
Muhardis Muhardis
Keyword(s):  
Mathematics Achievement ◽  
Hierarchical Linear Modeling ◽  
Hierarchical Linear Model ◽  
Negative Influence ◽  
Positive Influence ◽  
School Level ◽  
Ict Literacy ◽  
Linear Modeling ◽  
Digital Devices ◽  
Home And School

This study aims to identify the effect of ict literacy on mathematics achievement in grade 8 by using Indonesian Student Competency Assessment’s (AKSI) 2019 questionnaire data. A multistage probability sample of 13,079 students was analyzed using a two-level hierarchical linear model (HLM) with which student achievement scores are the first level laid in schools as the second level. The results of the analysis revealed that SES, the students' smartphones and computers, the availability of digital devices at home and school, the use of digital devices for education, and perspective on the benefits of ICT have positive influence on mathematics achievement, while the easiness of access to use of digital devices in schools has  negative influence at the student level. At the school level, the high mathematics  achievement of students are influenced by the location of the school and the number of certified teachers. School accreditation and completeness of learning facilities in schools are not factors upon better students toward their mathematics achievement. However, the interaction between the easiness of access to use of digital devices in schools and the completeness of learning facilities in schools have an influence in increasing students' mathematics achievement. Based on the diversity component, it is known that the diversity of students' mathematical achievement explained by the student level and school level variables are 33.24 and 0.18, respectively.

What influences teachers' self-efficacy in East Asia? Evidence from the 2018 Teaching and Learning International Survey

2021 ◽  
Vol 49 (5) ◽  
pp. 1-13
Author(s):  
Yi An ◽  
Li Li ◽  
Xiaoman Wei
Keyword(s):  
East Asia ◽  
Hierarchical Linear Modeling ◽  
Self Efficacy ◽  
Teaching And Learning ◽  
Social Utility ◽  
School Level ◽  
International Survey ◽  
Linear Modeling ◽  
Teacher Student Relationships ◽  
Teacher Student

Teachers' self-efficacy plays an essential role in shaping an effective teaching and learning environment. We investigated the factors influencing teachers' self-efficacy in three typical and influential East Asian countries: China, Japan, and South Korea. Data were sourced from the 2018 Teaching and Learning International Survey. We used hierarchical linear modeling to examine the effects of teacher-and school-level factors on teachers' self-efficacy. Results show that teaching years, teaching practices, disciplinary climate, teacher–student relationships, job satisfaction, and social utility motivation to teach were significantly associated with teachers' selfefficacy in each location. In addition, at the school level, teachers in China who worked in private and urban schools had higher self-efficacy than those who worked in public and rural schools. Implications for improving teachers' self-efficacy in East Asia are discussed.

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