Asset Details
Do you wish to reserve the book?
探討學校層級的社經文化背景對學習成就之影響及其制度性成因
Hey, we have placed the reservation for you!
By the way, why not check out events that you can attend while you pick your title.
Oops! Something went wrong.
Looks like we were not able to place the reservation. Kindly try again later.
Are you sure you want to remove the book from the shelf?
探討學校層級的社經文化背景對學習成就之影響及其制度性成因
Do you wish to request the book?
探討學校層級的社經文化背景對學習成就之影響及其制度性成因
Please be aware that the book you have requested cannot be checked out. If you would like to checkout this book, you can reserve another copy
We have requested the book for you!
Your request is successful and it will be processed during the Library working hours. Please check the status of your request in My Requests.
Oops! Something went wrong.
Looks like we were not able to place your request. Kindly try again later.
Journal Article
探討學校層級的社經文化背景對學習成就之影響及其制度性成因
2022
Overview
This study analyzes the PISA data for Taiwan from 2006 to 2018. Using a multilevel model (MLM), the individual SES indicator is aggregated to form a contextual variable named MESCS (mean index of economic, social, and cultural status). In this study, MESCS is treated as an indicator of educational equity. We found that MESCS has a considerable influence on academic achievement, implying that students who attended schools with higher MESCS have better academic achievement. Further, the effect of MESCS is exacerbated by the educational tracking system, which has the effect of assigning students of similar family backgrounds and academic achievement to the same school. In addition, this study also analyzes and discusses the theoretical and functional aspects of the MESCS. We hope to expand the application of the indicator in future studies
Publisher
臺灣教育社會學學會
