The purpose of this study was to examine differences between school configuration and students' academic and behavioral outcomes. The participants were eighth grade students in K-8 schools who were matched with eighth grade students in 6-8 middle schools on factors including percentage of students receiving free or reduced lunch, percentage of students receiving services for special education and English language learners, average years of teacher experience, and percentage of boys and girls in each school. Eighth grade student's standardized math and reading achievement data were collected at the school level for a 3-year period. Additionally, school-level data on suspensions and expulsions over the same 3-year period were also collected. The data were analyzed using arc-sine transformation, means, standard deviation, and a repeated-measure analysis of variance. No statistical interactions were observed between time and school type for any of the research questions. However, main effects favoring K-8 schools were found for (a) Math Test, (b) Reading Test, (c) In-school Suspensions, (d) Out-of-school Suspensions, and (e) Expulsions. These findings are interpreted with a lens towards assisting school districts as to which school configuration they should consider as it relates to the district's values and long-range goals. / 10000-01-01

The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private schools) with respect to the variables above in the subject domain of mathematics. The study was conducted in Istanbul and Ankara, two largest cities of Turkey, with 577 seventh-grade students (274 boys, 303 girls) from nine private and public schools. Motivated Strategies for Learning Questionnaire (MSLQ) and Mathematics Achievement Test (MAT) were used. By using Linear Stepwise Regression and MANOVA, respectively, the results indicated that (1) The combined effect of three predictor variables (school type, self-efficacy and intrinsic goal orientation) on students&rsquo / mathematics achievement was significant. Boys&rsquo / mathematics achievement at public schools was significantly affected by extrinsic goal orientation and cognitive strategy use whereas self-efficacy and intrinsic goal orientation were two predictors for boys at private schools. Girls&rsquo / mathematics achievement both at public and private schools was significantly affected by self-efficacy. (2) There was no statistically significant mean difference between girls and boys with respect to task value, self-efficacy and test anxiety. Also, there was no statistically significant mean difference between public schools and private schools with respect to extrinsic goal orientation, task value, self efficacy and self-regulation.

Das Lehramtsstudium an der Universität Leipzig ist in der Bachelorphase schulformunspezifisch angelegt. Wie wir jedoch aus quantitativen Studien wissen, legen sich die Studierenden bereits zu Studienbeginn zu einem großen Maße auf die Schulform der späteren Lehrtätigkeit fest. So zeigt Abbildung 1 die Ergebnisse der Befragung von Studienanfängerinnen und –anfängern im Wintersemester 2009 / 2010 (275 Teilnehmende; 43,5 % der 632 Studierenden). Die Befragung erfolgte in der Einführungswoche, also vor dem Kontakt mit Inhalten universitärer Lehrer / innenbildung. Allerdings sagen diese Daten nichts über die Gründe der Studierenden aus, sich für oder gegen eine bestimmte Schulform zu entscheiden. Die Kenntnis der Motivstruktur ist im Hinblick auf Regulierung von Studienplätzen nach Schulformen (sog. Kapazitätslenkung) im Zuge der Wiedereinführung des Staatsexamens von besonderer Bedeutung. Am Zentrum für Lehrerbildung und Schulforschung wurde daher 2010 eine umfassende Interviewstudie mit Studierenden in unterschiedlichen Phasen des Lehramtsstudiums und mit unterschiedlichen Ausrichtungen bzw. Masterprofilen durchgeführt.

This study investigates the effects of student sex, student’s interest in learning science and school characteristics – school type and school size- on 15-year-old scientific literacy in Canada through HLM. Using PISA data in 2006, the results showed 19% of the total variability in scientific literacy could be attributed to schools in Canada. There is a significant sex difference in scientific literacy in Canada at the student level. In addition, students’ interest in learning science is related to their scientific literacy significantly. Students who have a higher interest in learning the subjects of physics, chemistry, human biology, astronomy, and geology are predicted to achieve higher science scores than those students who have less interest in learning these subjects. In terms of the school characteristics variables, students who attend public schools have better scientific literacy scores. Also, students who go to bigger schools significantly outperform in scientific literacy.

This study investigated the relationship of parents' achievement-oriented and self- development goals (for their children) on youth reported anxiety, while taking parents' psychological control and responsiveness into account as possible mediating factors. More specifically, the purpose of this study was to further investigate the direct/indirect effects of (a) parents' reported achievement-oriented goals on youth anxiety via parental psychological control in two types of schools (key school for more academically advanced students and typical school for students with lower academic achievement); and (b) parents' reported self-development goals on youth anxiety via parental psychological control in key and typical schools. The current study also introduced parents' responsiveness as a new mediator and single-child family/ multiple- child family (family type/size) as a new moderator to investigate their effect on the overall model as related to youth anxiety. is study included 1,044 participants, reflecting 522 dyads (student and primary caregiver) from an urban city in Eastern Mainland China. Participating students were enrolled in the 11th grade in senior high school. Due to the high correlations of parents' achievement- oriented goals and parents' self-development goals (r = 0.975, p < 0.001), we combined and created one new variable--parents' achievement/self-development goals. Therefore, in the final multigroup SEM analyses we used this new variable in place of the previously hypothesized two goal-related variables. Additionally, rather than the initially proposed two types of schools, due to constricting limitations in the data, we were limited to making comparisons between single- child and multiple-child families. In our data analyses, no indirect effects were found among the identified variables. However, data analyses indicated a direct effect from parents' psychological control on youth anxiety in the key school regardless of family composition (single-child or multiple-child families), and in youth attending the typical school and from a single-child family. In general, the data analyses identified two major findings: (a) We found a positive relationship between parents' psychological control and youth anxiety for youth attending a typical school and living in a single-child family and for youth attending a key school, regardless of family type/size (single-child or multiple-child family); and (b) A marginally significant relationship (p = 0.053) was identified between parents' reported achievement/self-development goals and youth reported parent responsiveness. Some concerns were voiced among research team members about cultural sensitivity to one of the parents' survey questions. For example, one question referred to students being interested in and joining extracurricular activities. Students in China may or may not have had opportunities to participate in these types of activities. Data were reanalyzed after seven items were removed. In post hoc exploratory analyses, a new variable was defined and created, parents' reported achievement goals. Parents' reported achievement goals were found to be youth reported parents' psychological control only in (a) the typical school and single child family model and (b) the key school and multiple-child family model. Youth reported parents' psychological control is positively related to youth anxiety in all the models. Indirect paths were found from parents' achievement goals on youth anxiety via youth reported parents' psychological control were only found in (a) the multiple child model, (b) the multiple child and key school model, and (c) the single child and typical school model. We acknowledge that our data were collected in China during the COVID-19 global pandemic. During this pandemic, professionals note that youth, including youth in China, reported significantly higher levels of anxiety, making our current data more difficult to compare with pre-COVID-19 data collected in China. Future research should further explore the development of youth anxiety across time (longitudinal studies). To inform prevention and intervention efforts targeting youth anxiety, researchers must consider numerous variables that may directly or indirectly mitigate or exacerbate youth anxiety. Future research may consider and investigate the following variables: family composition; parenting styles and cultural factors that are embedded in parenting styles; parents' goals for and expectations of their children's academic achievement; family composition, including sibling relationships; and the type of school youth attend.

The current study mapped trajectories of perceived educational control (PEC) through its association with age, parental educational attainment (PEA), school type (public or private) and sex. The study surveyed 280 Australian formal students, in a cross-sectional design, between the ages of 17 and 25. Results displayed increased age predicting higher levels of PEC. Having one educated parent predicted greater PEC across age than did having no educated parents. Interestingly, having two educated parents did not significantly elevate PEC. Awaited, was the insignificance of sex in the predictions of PEC, meanwhile school type, yet also an insignificant predictor has opened up for further discussion. No differences were found in PEC levels between school types or genders. Future research should include cultural background of the participant and school attended. Another useful perspective would be measured PEC in relation to likelihood of studying; for those finishing secondary school, or currently not studying. / Den aktuella studien mäter upplevd utbildningskontroll genom sin koppling till ålder, föräldrarnas utbildningsnivå, skolform (offentlig eller privat) och kön. I studien undersöktes 280 australienska studerande, i en tvärsnittsdesign, mellan åldrarna 17 och 25. Resultaten visar på att högre ålder förutsäger ökningar i upplevd utbildningskontroll. Att ha en utbildad förälder förutspår högre upplevd utbildningskontroll (över ålder) än att inte ha någon utbildad förälder. Dock visar det sig att ha två utbildade föräldrar inte signifikant höjer upplevd utbildningskontroll. Som väntat, förutsåg inte kön upplevd utbildningskontroll, likaså förutsåg inte skolform nivåer av upplevd utbildningskontroll, men denna prediktor har öppnat upp för vidare diskussion. Inga skillnader påträffades i upplevd utbildningskontroll nivåer mellan skoltyperna eller könen. Framtida forskning bör omfatta kulturell bakgrund av deltagaren samt skolan som respondenten gått i. Ett annat användbart perspektiv mäter upplevd utbildningskontroll i förhållande till sannolikheten att studera i framtiden; för dem som för närvarande inte studerar, eller avslutar gymnasiet.

This diploma thesis deals with issues of pupils' behavior and discipline at elementary schools. It consists of a theoretical and practical part. The theoretical part deals with basic concepts and general problems of discipline and inexplicably with available literature. The practical part is focused on the research of the frequency of individual manifestations of disruptive behavior, it is determined whether the lack of discipline is associated with one of the selected characteristics of the pupil, such as the type of school, gender, socio - economic situation of the family and the development of the frequency of individual manifestations of disruptive behavior from the sixth to ninth grade. The aim of the thesis is to find out the extent of undesirable behavior in selected schools. The research method used is the statistical analysis of the data and the collection method is in the form of questionnaire. The result is a summary of the most frequently occurring unruly behavior at second level of the elementary school and its comparison within selected characteristics from the pupilś point of view. Self-evaluation is compared with the evaluation of unruly behavior from the point of view of the class and with the assessment of hypothetical person's suggestion. Key words Discipline, school discipline,...

The purpose of this study was to investigate the relationship among secondary school students&rsquo / attitudes, motivation and self-efficacy beliefs toward chemistry lessons and to determine the effect of grade levels, gender and school type on each dependent variable. The study was conducted during fall semester of 2011&ndash / 2012 academic year in four high schools which are general public high school, Anatolian public high school, vocational public high school, and general private high school in Ankara. Cluster random sampling method was applied and 813 students taking chemistry course participated to the study. Attitude Scale Toward Chemistry (ASTC), Motivated Strategies for Learning Questionnaire-Turkish Version (MSLQ-TV), and High School Chemistry Self Efficacy Scale for cognitive skills (HCSS) were used as measuring instruments. The collected data were analyzed with correlational analysis and with three-way analysis of variance (ANOVA) for each dependent variable. v The results of the analyses displayed that there were high correlations among students&rsquo / attitudes, motivation, and self-efficacy beliefs toward chemistry lessons. Furthermore, the results showed that school type and gender of the students had ignificant effect on their attitudes, motivation, and self-efficacy beliefs toward chemistry lessons. For instance, students in private public high school had the highest and students in vocational public high school had the lowest attitudes, and girls were more motivated than boys toward chemistry lessons. However, grade level of the students had no significant effect on their attitude, motivation, and self-efficacy beliefs toward chemistry lessons.

The purpose of this study is to invetigate the causal relationships among 12th grade students&rsquo / geometry knowledge regarding prisms and pyramids, spatial ability, gender, and school type. Path analysis was used to test the relationships among knowledge factors (declarative, conditional, and procedural knowledge), spatial ability factors (spatial visualization, mental rotation, and spatial perception ability), gender (female and male), and school type (general high schools and Anatolian high schools). Knowledge factors and spatial ability factors were determined by carrying out confirmatory factor analysis for the Prisms and Pyramids Knowledge Test and Purdue Spatial Visualization Test separately. Results revealed the bilateral relations among students&rsquo / declarative, conditional and procedural knowledge / and the bilateral relations among spatial visualization, mental rotation, and spatial perception ability. When relations among spatial ability factors and knowledge factors were examined, the importance of the students&rsquo / spatial abilities on geometry performance was exposed explicitly. Spatial visualization and mental rotation ability have positive direct effects on all knowledge factors. Additionally, spatial perception ability have positive direct effect on declarative and procedural knowledge. On the other hand, school type has positive direct effects on students&rsquo / geometry knowledge factors and spatial ability factors. These effects exposed the superiority of students in Anatolian high schools in respect of students in general high schools. Moreover, direct effects of gender on mental rotation ability, spatial perception ability, and declarative knowledge were found. Although, results presented the male superiority in mental rotation and spatial perception abilities, direct effect of gender on declarative knowledge indicate the female advantage.

Das Lehramtsstudium an der Universität Leipzig ist in der Bachelorphase schulformunspezifisch angelegt. Wie wir jedoch aus quantitativen Studien wissen, legen sich die Studierenden bereits zu Studienbeginn zu einem großen Maße auf die Schulform der späteren Lehrtätigkeit fest. So zeigt Abbildung 1 die Ergebnisse der Befragung von Studienanfängerinnen und –anfängern im Wintersemester 2009 / 2010 (275 Teilnehmende; 43,5 % der 632 Studierenden). Die Befragung erfolgte in der Einführungswoche, also vor dem Kontakt mit Inhalten universitärer Lehrer / innenbildung. Allerdings sagen diese Daten nichts über die Gründe der Studierenden aus, sich für oder gegen eine bestimmte Schulform zu entscheiden. Die Kenntnis der Motivstruktur ist im Hinblick auf Regulierung von Studienplätzen nach Schulformen (sog. Kapazitätslenkung) im Zuge der Wiedereinführung des Staatsexamens von besonderer Bedeutung. Am Zentrum für Lehrerbildung und Schulforschung wurde daher 2010 eine umfassende Interviewstudie mit Studierenden in unterschiedlichen Phasen des Lehramtsstudiums und mit unterschiedlichen Ausrichtungen bzw. Masterprofilen durchgeführt.