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Student-Centered Instruction and Academic Achievement: Linking Mechanisms of Educational Inequality to Schools' Instructional Strategy

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Title: Student-Centered Instruction and Academic Achievement: Linking Mechanisms of Educational Inequality to Schools' Instructional Strategy
Language: English
Authors: Andersen, Ida Gran, Andersen, Simon Calmar
Source: British Journal of Sociology of Education. 2017 38(4):533-550.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 18
Publication Date: 2017
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Elementary Secondary Education
Grade 9
Junior High Schools
Middle Schools
Secondary Education
High Schools
Descriptors: Foreign Countries, Student Centered Learning, Academic Achievement, Equal Education, Educational Strategies, Student Responsibility, Socioeconomic Background, Parent Background, Hypothesis Testing, Regression (Statistics), Correlation, Questionnaires, Likert Scales, Principals, Elementary Secondary Education, Grade 9
Geographic Terms: Denmark
DOI: 10.1080/01425692.2015.1093409
ISSN: 0142-5692
Abstract: Research in the sociology of education argues that the educational system provides different learning opportunities for students with different socioeconomic backgrounds and that this circumstance makes the educational process an important institutional context for the reproduction of educational inequality. Using combined survey and register data for more than 56,000 students in 825 schools, this article conducts the first empirical test of the argument that instructional strategies which emphasize student responsibility and activity, also referred to as student-centered instruction, increase educational inequality. We analyze whether the impact of student-centered instructional strategies on academic achievement differs for students with different socioeconomic backgrounds. Results suggest that a student-centered instructional strategy has a negative impact on academic achievement in general, and for students with low parental education in particular. Our findings support the argument that the instructional strategy of schools is an important mechanism in generating educational inequality through the stratification of learning opportunities.
Abstractor: As Provided
Number of References: 56
Entry Date: 2017
Accession Number: EJ1137320
Database: ERIC
FullText Text:
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+9%22">Grade 9</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink>
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  Data: 10.1080/01425692.2015.1093409
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  Data: 0142-5692
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  Data: Research in the sociology of education argues that the educational system provides different learning opportunities for students with different socioeconomic backgrounds and that this circumstance makes the educational process an important institutional context for the reproduction of educational inequality. Using combined survey and register data for more than 56,000 students in 825 schools, this article conducts the first empirical test of the argument that instructional strategies which emphasize student responsibility and activity, also referred to as student-centered instruction, increase educational inequality. We analyze whether the impact of student-centered instructional strategies on academic achievement differs for students with different socioeconomic backgrounds. Results suggest that a student-centered instructional strategy has a negative impact on academic achievement in general, and for students with low parental education in particular. Our findings support the argument that the instructional strategy of schools is an important mechanism in generating educational inequality through the stratification of learning opportunities.
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  Data: 2017
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  Data: EJ1137320
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Student Centered Learning
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      – SubjectFull: Academic Achievement
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