81461. |
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81462. |
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81463. |
- Klapp Lekholm, Alli, 1968
(författare)
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Effects of School Characteristics on Grades in Compulsory School
- 2011
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Ingår i: SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH. - 0031-3831. ; 55:6, s. 587-608
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Tidskriftsartikel (refereegranskat)abstract
- Abstract: The purpose of the study was to investigate effects of different school and teacher characteristics, such as municipal and independently-operated schools and teacher certification on grades in compulsory school, and the extent to which parental education confounds the relations between such characteristics and grades. Multilevel, multivariate, techniques were used. The results showed that both school and teacher characteristics accounted for considerable amounts of variance in grades. However, when parental education was taken into account, the relations decreased considerably and, in most cases, became non-significant, thus indicating a confounding effect of parental education on the relations between school and teacher characteristics and grades.
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81464. |
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81465. |
- Klapp Lekholm, Alli, 1968
(författare)
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Föräldrars oavlönade pedagogiska arbete
- 2004
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Ingår i: Nära gränsen? Perspektiv på skolns arbetsliv. - Katrineholm : Hellmans förlg. ; , s. 182203-
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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81466. |
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81467. |
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81468. |
- Klapp Lekholm, Alli, 1968-
(författare)
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Lärares betygsättningspraktik
- 2010
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Ingår i: Bedömning för lärande. - Stockholm : Stiftelsen SAF i samarbete med Lärarförbundet. - 9789197808828 ; 1:3, s. 20-29
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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81469. |
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81470. |
- Klapp Lekholm, Alli, 1968, et al.
(författare)
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The effect of being graded on later achievement : evidence from 13-year olds in Swedish compulsory school
- 2016
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Ingår i: Educational Psychology. - : Informa UK Limited. - 0144-3410 .- 1469-5820. ; 36:10, s. 1771-1789
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the study was to investigate how grading of students in primary school affected achievement measured by grades one year later, and how the effect varied as a function of cognitive ability, gender and socio-economic status. The data derive from The Evaluation Through Follow Up longitudinal project. Through a national curriculum change one group of students received grades and one group of students did not receive grades in the 6th Grade, while both groups of students received grades in the 7th Grade. A quasi-experimental design was thus created, with two comparable groups of students. The subjects were 8558 students born in 1967. Several multiple regression models were fitted to the data. The results showed no main effects of grading on subsequent achievement, but there were important differential effects: graded students with low cognitive ability received lower subsequent grades. The results also showed interaction effects between gender and grading and between gender and cognitive ability.
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