Disciplinært klima og elevpræstationer

Disciplinary climate has emerged as one of the single most important factors related to student achievement. Using data from the OECD Programme for International Student Assessment (PISA) 2003 for Canada, Denmark, Finland, Iceland, Latvia and Norway we find a significant and nontrivial association b...

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Bibliographic Details
Main Authors: Sortkær, Bent, Reimer, David
Format: Report
Language:English
Published: Danish School of Education, Aarhus University 2016
Subjects:
Disciplinary Climate
Gender Differences
PISA
Multilevel Analyses
Classroom Climate
Canada
Norway
Iceland
Online Access:https://pure.au.dk/portal/da/publications/disciplinary-climate-and-student-achievement(4dafa35a-b5e9-4646-90b2-fe817c73e513).html
https://pure.au.dk/ws/files/103707885/Sortk_r_Reimer_2016_.pdf
http://edu.au.dk/fileadmin/edu/Udgivelser/E-boeger/Working_papers_DPU_2016_-_Disciplinary_Climate_and_Student_Achievement.pdf
Description
Summary:Disciplinary climate has emerged as one of the single most important factors related to student achievement. Using data from the OECD Programme for International Student Assessment (PISA) 2003 for Canada, Denmark, Finland, Iceland, Latvia and Norway we find a significant and nontrivial association between the perceived disciplinary climate in the classroom and students’ mathematics performance in Canada, Denmark and Norway. Furthermore we exploit country specific class-size rules in order to single out a subsample with classroom-level data (PISA is sampled by age and not by classes) and find that the estimates based on school-level data might underestimate the relationship between disciplinary climate and student achievement. Finally we find evidence for gender differences in the association between disciplinary climate and student achievement that can partly be explained by gender-specific perceptions of the classroom environment.

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