Titlebook: Quality and Inequality of Education; Cross-National Persp Jaap Dronkers Book 2010 Springer Science+Business Media B.V. 2010 Asia Europe com

Muffle

协奏曲

Institutional Tracking and Achievement Growth: Exploring Difference-in-Differences Approach to PIRLSminal work of Hanushek and Woessmann (., 116(510), C63–C76, 2006), the difference-in-differences approach was applied to assess whether tracking students into distinct types of schools has any impact on achievement growth. The growth is estimated based on achievement in primary school measured in PI

Dorsal

Educational Expansion and Social Class Returns to Tertiary Qualifications in Post-communist Countrieainment, and the strong linkage between the tertiary qualification and the type of job(s). Most European nations, and especially some former communist countries, had experienced strong expansion at tertiary level in the last two decades, and higher education systems have been differentiated via the

灯丝

鄙视

How Do School Regimes Tackle Ethnic Segregation: Some Insights Supported in PISA 2006thnic segregation. On the grounds of the well-known effects of school ethnic composition on student outcomes, we explore the impacts of distinct components of what we are calling “school regimes” on school ethnic segregation measures across countries and regions. Our analysis considers data for 30 O

coagulation

The Educational Attainment of Second Generation Immigrants from Different Countries of Origin in theountries of origin in 13 EU countries, relative to that of the natives of these EU countries. In addition to testing the effects of individual factors, such as parental education and religion, we estimate the effects of macro characteristics of both origin and destination countries. Next to parental

Barter

Watemelon

The Intergenerational Transmission of Income and Education: A Comparison of Japan and Francethat provide information on educational attainment and family background, conducted in Japan and France. To insure comparability, similar sample restrictions and specifications are imposed. For Japan, we use waves 1965, 1975, 1985, 1995 and(?) 2005. For France, we use waves 1965, 1970, 1977, 1985, 1

考博

Japanese and Korean High Schools and Students in Comparative Perspectived Korean students in comparative perspective. Problem-solving skills represent student’s capacity of solving real-situation problems, which is not acquired simply by rote learning, memorization, and repetition of school subjects. Comparing problem-solving skills across countries demonstrates that th

JECT