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 |
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