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Catalogue Information
Field name	Details
Nuova numerazione	77326
Collocazione	UPS BIBL CENTR SL-II-990
Autore	VAN KEK, M.
Titolo	Do schools affect girls’ and boys’ reading performance differently? : a multilevel study on the gendered effects of school resources and school practices. Parte componente di periodico
Descrizione fisica	pp. 1-21.
Nota generale	Estratto da: School Effectiveness and School Improvement 2018, 29, 1.
Riassunto	Few studies on male–female inequalities in education have elaborated on whether school characteristics affect girls’ and boys’ educational performance differently. This study investigated how school resources, being schools’ socioeconomic composition, proportion of girls, and proportion of highly educated teachers, and school practices, being schools’ application of well-rounded assessment methods, influenced girls’ and boys’ reading performance differently. We hypothesised that positive effects of school resources would be greater for boys than for girls, and that more frequent use of well-rounded assessment methods would be associated with increased girls’ and decreased boys’ reading performance. Using advanced multilevel analyses of 2009 Programme for International Student Assessment (PISA) data, we found that boys profited more than girls from having a large proportion of girls in school. Contrary to our expectations, girls gained more than boys from a school’s advantaged socioeconomic composition. These gendered effects of school resources were not explained by differences in school learning climate.
Tipo di documento	RICERCA.
Soggetto	RENDIMENTO.
	STUDENTI.
	ADOLESCENTI.
	SCUOLA SECONDARIA.
	PROBLEMI SCOLASTICI.
	PAESI BASSI.
Ambito	Pedagogico
Ambito	Psicologico
Autore Secondario	KRAAYKAMP, M.
Autore Secondario	PELZER, B.
Titolo correlato	School Effectiveness and School Improvement 2018, 29, 1.
Accesso online	http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=127893800&lang=it&site=ehost-live

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Do schools affect girls’ and boys’ reading performance differently? : a multilevel study on the gendered effects of school resources and school practices.