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Duckworth Kathryn (2008). The influence of context on attainment in primary school : Interactions between children, family and school contexts. London : Institute of Education. En ligne : <http://openurl.ingenta. ... ;issue=1\\&spage=37>. 
Added by: Feyfant Annie (28 Feb 2011 12:01:18 Europe/Paris)   Last edited by: Feyfant Annie (04 May 2011 16:35:52 Europe/Paris)
Resource type: Report/Documentation
DOI: 10.1163/187489208X382901
BibTeX citation key: Duckworth2008a
Categories: General
Keywords: famille, parents
Creators: Duckworth
Publisher: Institute of Education (London)
Views: 1769/2463
Views index: 18%
Popularity index: 4.5%
URLs ... issue=1\\&spage=37
This study investigated what determines and influences pupils' attitudes and achievements in life. The study looked particularly at the interplay of parental background (socio-economic and parent child relationships), prior attainment and school characteristics on pupil outcomes at Key Stage 2. The study was based on analysis of data from the Avon Longitudinal Study of Parents and Children (ALSPAC), a longitudinal study of children born in the former Avon Health Authority between1991-1992. Key Findings from the study: 1) Pupils with better individual, school and family backgrounds and experiences achieved higher test scores, in all three Key Stage 2 assessments. 3) Pupils' prior attainment was the most important determinant in predicting Key Stage 2 attainment across all three subjects. Parental background in terms of socio-economic status was the second largest influence. Much weaker in predicting attainment were family relationships and behaviours, with the school-peer context having the weakest influence. 4) Pupils who were advantaged in one sphere of their life were more likely to have good experience in other contexts. This association was strongest between socio-demographic features such as income and parental education and family relationships and behaviours contexts e.g. pupils from more advantaged backgrounds are more likely to have parents who support them at school. 5) For pupils whose contexts were poor i.e. they were disadvantaged in a number of areas of their life, then improvements in one or more of these areas made much more difference to their Key Stage 2 attainment compared to pupils from more advantaged backgrounds. 6) For girls, the social and economic family background was more important both for Key Stage 2 English and maths attainment, whereas for boys family relationships and behaviours had a greater influence on attainment across all three Key Stage 2 subjects [summary from Schools Research Newsletter, September 2008]
Added by: Feyfant Annie  Last edited by: Feyfant Annie
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