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Pustjens Heidi, Van de Gaer Eva & Van Damme Jan et al. (2007). « The short-term and the long-term effect of primary schools and classes on mathematics and language achievement scores ». British Educational Research Journal, vol. 33, n° 3, avril, p. 419–440. En ligne : <http://ejournals.ebsco. ... ContributionID=11626424>. 
Added by: Marie Gaussel (21 Jun 2010 11:18:41 Europe/Paris)   Last edited by: Marie Gaussel (13 Jul 2010 14:35:38 Europe/Paris)
Resource type: Journal Article
BibTeX citation key: Pustjens2007a
Categories: General
Keywords: alphabétisation, enseignement primaire, mathématiques
Creators: Onghena, Pustjens, Van Damme, Van de Gaer, Van Landeghem
Collection: British Educational Research Journal
Views: 744/1521
Views index: 20%
Popularity index: 5%
URLs     http://ejournals.e ... ibutionID=11626424
Abstract     
A considerable body of previous research has demonstrated that differences between schools and classes have an impact on students' learning and acquisition of skills. It is not yet clear, however, whether the effects persist in the longer term. The present study examines the effect of primary schools and classes on language and mathematics achievement over a period of two years after leaving primary education. Considerable short-term effects of the primary school and class on achievement levels at the end of primary education were found. Multilevel models with a cross-classified structure were constructed to estimate the long-term effects. Differences between secondary schools and classes turned out to be much more important for achievement in secondary education than the long-term effects of primary schools and classes, which were small and died out fast.
Added by: Marie Gaussel  Last edited by: Marie Gaussel
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