Geert Driessen, Frederik Smit & Peter Sleegers (2005) BERJ. Parental involvem...Driessen Research
This document discusses parental involvement in education and its relationship to student achievement. It summarizes research showing that increased parental involvement is positively associated with improved cognitive and social outcomes for students. However, the level and forms of parental involvement vary depending on socioeconomic status and ethnicity, with disadvantaged groups showing less involvement. Schools aim to increase involvement among these groups to help improve their students' achievement and school experience. The document examines different types of parental involvement and initiatives to strengthen partnerships between schools, parents, and communities.
Cultural practices and education in ghana the effects of traditional culture...Alexander Decker
This document summarizes a study on the effects of traditional Ghanaian culture on parental involvement in education. The study used interviews and document analysis to examine perspectives of community elders, parents, teachers, and administrators at a community school. The study found that traditional cultural norms and beliefs strongly influence how parents allocate resources, with cultural conformity being prioritized over education. Specifically, parents provide little support for their children's education, like not providing books or school supplies. However, parents will spend money on cultural events. The study aims to understand this disconnect and how culture impacts the value parents place on education.
Peering Through the Window: An Exploratory Study of Early Literacy within the...inventionjournals
This study was an exploratory case study regarding parent perspectives of early literacy within the context of the home environment. Eight parents participated in data collection by attending an introductory interview and keeping a home-learning journal beginning in May, 2000 and entering data through August, 2000. The participants in this study were drawn from a Title I school in a north-central Oklahoman community. All the parents shared two important background components, their children were enrolled in the same neighborhood school, and were enrolled in that school's prekindergarten class. Using thematic analysis techniques, the data was fractured into individual learning events, arranged in categories based on similar emergent themes, then linked to other learning events in each theme area to provide a rich description of each category. Major findings resulted in the identification of several major themes in early literacy interactions within the home environment of the participants. The overarching themes were reading, writing, oral communication, skill-based activities, technology, and the use of community resources. Excerpts taken directly from participant’s home learning journals illustrate each theme area with descriptions of literacy events. The researcher suggests that more research is needed in the areas of literacy acquisition in single child versus multiple child homes, the use of technology as a literacy learning tool, and paternal roles in the area of literacy interactions within the home environment.
the aim of this paper is to highlight the issue of racial socialization in education. This paper discusses racial socialization and its effects in the light of theory of "Functionalism". it concludes the lack of racial socialization has a negative impact on education and academic outcomes of students.
The document discusses different models of home-school partnerships. It describes Epstein's Overlapping Spheres of Influence model which emphasizes reciprocity between families, teachers, and students. It also outlines Hoover-Dempsey and Sandler's model of parental involvement which examines why and how parents get involved. Finally, it summarizes the Family Enabling and Empowerment model which focuses on mutual exchange and learning between parents and teachers based on attitudes, beliefs, and behaviors.
Geert Driessen & Frans van der Slik (2001) JSSR Religion, denomination, and e...Driessen Research
The document discusses a study examining the relationship between religion, school denomination, and educational outcomes in the Netherlands. It uses a sample of over 8,000 kindergarten students from 432 schools. The results showed that school denomination did not affect cognitive or noncognitive outcomes. Effects of parents' religious affiliation on cognitive achievement, but not self-confidence or well-being, were found but disappeared when socioethnic background was considered. In summary, the study found little influence of religion or school denomination on educational outcomes once socioeconomic factors were accounted for.
Geert Driessen, Frederik Smit & Peter Sleegers (2005) BERJ. Parental involvem...Driessen Research
This document discusses parental involvement in education and its relationship to student achievement. It summarizes research showing that increased parental involvement is positively associated with improved cognitive and social outcomes for students. However, the level and forms of parental involvement vary depending on socioeconomic status and ethnicity, with disadvantaged groups showing less involvement. Schools aim to increase involvement among these groups to help improve their students' achievement and school experience. The document examines different types of parental involvement and initiatives to strengthen partnerships between schools, parents, and communities.
Cultural practices and education in ghana the effects of traditional culture...Alexander Decker
This document summarizes a study on the effects of traditional Ghanaian culture on parental involvement in education. The study used interviews and document analysis to examine perspectives of community elders, parents, teachers, and administrators at a community school. The study found that traditional cultural norms and beliefs strongly influence how parents allocate resources, with cultural conformity being prioritized over education. Specifically, parents provide little support for their children's education, like not providing books or school supplies. However, parents will spend money on cultural events. The study aims to understand this disconnect and how culture impacts the value parents place on education.
Peering Through the Window: An Exploratory Study of Early Literacy within the...inventionjournals
This study was an exploratory case study regarding parent perspectives of early literacy within the context of the home environment. Eight parents participated in data collection by attending an introductory interview and keeping a home-learning journal beginning in May, 2000 and entering data through August, 2000. The participants in this study were drawn from a Title I school in a north-central Oklahoman community. All the parents shared two important background components, their children were enrolled in the same neighborhood school, and were enrolled in that school's prekindergarten class. Using thematic analysis techniques, the data was fractured into individual learning events, arranged in categories based on similar emergent themes, then linked to other learning events in each theme area to provide a rich description of each category. Major findings resulted in the identification of several major themes in early literacy interactions within the home environment of the participants. The overarching themes were reading, writing, oral communication, skill-based activities, technology, and the use of community resources. Excerpts taken directly from participant’s home learning journals illustrate each theme area with descriptions of literacy events. The researcher suggests that more research is needed in the areas of literacy acquisition in single child versus multiple child homes, the use of technology as a literacy learning tool, and paternal roles in the area of literacy interactions within the home environment.
the aim of this paper is to highlight the issue of racial socialization in education. This paper discusses racial socialization and its effects in the light of theory of "Functionalism". it concludes the lack of racial socialization has a negative impact on education and academic outcomes of students.
The document discusses different models of home-school partnerships. It describes Epstein's Overlapping Spheres of Influence model which emphasizes reciprocity between families, teachers, and students. It also outlines Hoover-Dempsey and Sandler's model of parental involvement which examines why and how parents get involved. Finally, it summarizes the Family Enabling and Empowerment model which focuses on mutual exchange and learning between parents and teachers based on attitudes, beliefs, and behaviors.
Geert Driessen & Frans van der Slik (2001) JSSR Religion, denomination, and e...Driessen Research
The document discusses a study examining the relationship between religion, school denomination, and educational outcomes in the Netherlands. It uses a sample of over 8,000 kindergarten students from 432 schools. The results showed that school denomination did not affect cognitive or noncognitive outcomes. Effects of parents' religious affiliation on cognitive achievement, but not self-confidence or well-being, were found but disappeared when socioethnic background was considered. In summary, the study found little influence of religion or school denomination on educational outcomes once socioeconomic factors were accounted for.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
This document summarizes a study that aimed to better understand different types of parents and develop strategies for schools to involve various types of parents. The study reviewed literature, consulted expert panels, surveyed 500 school leaders, conducted case studies, and held a focus group. It identified types of parents such as "career parents" who don't have time to participate and "absentee parents" who don't feel qualified. The study found schools should tailor strategies to different parent types to create effective partnerships.
Critical Social Skills for Adolescents wtih High Incidence Disabilities: Par...Sharon M. Kolb, PhD
This document discusses curricula for students with disabilities and the importance of social skills development. It notes that while academics have traditionally been the main focus, many educators now acknowledge the need to increase emphasis on social skills to promote greater social competence. The document outlines research showing that social skills are complex and include communication, problem-solving, and self-management. It also discusses the importance of including parental perspectives in identifying critical social skills, as parents can provide valuable insights from observing their children's social behaviors in different settings. The study aimed to understand parents' views of the meaning of "social skills" and which skills they see as critical for their adolescent children with disabilities.
This document proposes a research study to examine how parental involvement affects a child's academic performance. It hypothesizes that parental involvement decreases a child's anxiety, which leads to better school performance, and that social class and culture influence parental involvement and a child's outcomes. The proposed methodology includes telephone surveys of parents to collect self-reported data on demographics, parenting styles, involvement levels, and child outcomes, as well as observational home visits to study family environments and parent-child interactions. The goal is to better understand how parental involvement shapes academic achievement across socioeconomic backgrounds.
This study examined how cooperative learning activities impacted fifth grade Latino students when solving mathematical problems. Students were engaged in group activities where they worked together to solve problems. The study found four changes in student behavior: 1) students became more engaged in problem solving; 2) students adopted a cooperative rather than competitive approach; 3) students learned there are multiple ways to solve problems; and 4) students used both English and Spanish to ensure understanding. Two teacher behavior changes were also observed: 1) the classroom teacher rearranged desks into groups for cooperative work; and 2) the teacher better understood students' mathematical abilities through group discussions. The study concluded cooperative learning positively influenced both students and teachers.
This document summarizes a study that investigated methods for capturing low-income elementary school families' engagement. It reviewed 33 qualitative, quantitative, and mixed-methods studies on family engagement. The qualitative studies primarily used interviews and case studies to understand parents' perspectives and practices. Quantitative studies examined the impact of engagement on achievement using parent surveys. Mixed-methods incorporated interviews and surveys. Common theoretical frameworks included Bronfenbrenner's ecological systems theory and Epstein's overlapping spheres of influence. The study recommends validating engagement definitions, testing measure reliability with subgroups, using qualitative research to enhance measures, and accounting for socioeconomic influences on engagement.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Parent education and high school achievementSamira Rahmdel
This document summarizes a study that explored the relationship between parental education level and student achievement in English as a foreign language. The study administered tests of English language achievement and collected demographic data from 1352 high school students in Iran. Statistical analysis found that students whose parents had secondary education or higher scored significantly higher on the English test than students whose parents had primary education. However, there was no significant difference between students whose parents had secondary versus higher education. The results provide evidence that higher parental education levels are positively associated with higher student achievement in English as a foreign language.
This document is the table of contents and introduction for Volume 194, Number 2 of the Journal of Education published in 2014. It features 6 articles on various topics in education written by early career scholars. It also includes two book review essays, one on academic/professional books and one on books for young readers. The introduction provides an overview of the two books reviewed: Trusting What You're Told by Paul Harris, which examines how children learn from others, and The Education of English Language Learners, edited by Marilyn Shatz and Louise Wilkinson, which synthesizes research on language acquisition and instruction.
This document summarizes a research study that examined the influence of different parenting styles (authoritarian, authoritative, and permissive) on the social interaction of senior secondary school students in Imo State, Nigeria. The study utilized a questionnaire to collect data from 1,517 students. The results indicated that most parents adopted an authoritative parenting style and that parenting style had a significant influence on students' social interaction. Authoritative parenting was found to enable positive social skills and behaviors while authoritarian and permissive parenting were linked to poorer social outcomes and behaviors. The document recommends authoritative parenting to enhance students' social interaction.
EDU 7001 HOW WILL YOU FIND THE PURPOSE OF THE STUDY / TUTORIALOUTLET DOT COMalbert0056
This study used path analytic techniques and an ecological framework to examine the association between children’s perceptions of their parents’ educational involvement, children’s personal characteristics, and their school achievement. Fathers’ academic
This study examined the effects of classwide peer tutoring (CWPT) on the social interactions of English language learners and native English speakers in two second-grade classrooms. CWPT was implemented to teach math and spelling, with social interactions as the dependent variable. Students' frequency of positive and negative social behaviors during CWPT sessions was observed and analyzed. The study found that CWPT increased positive social interactions for both English language learners and native English speakers, indicating it is an effective instructional strategy to support social development for all students.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
This scale aims to measure perceived parenting styles as reported by adolescents. It was constructed based on Diana Baumrind's parenting styles of authoritative, authoritarian, permissive, and uninvolved. The scale examines three dimensions of parenting: nurturance, control, and communication. Characteristics were identified for each parenting style within each dimension. For example, authoritative parenting is characterized as supportive, friendly, and careful with nurturance but also promotes autonomy, uses joint decision making, and is responsive in communication. The scale provides a profile of different parenting styles as perceived by adolescents.
Rethinking Peer Apprenticeship Through the Acquisition of Compliance Skills i...ijtsrd
This empirical article reassessed peer apprenticeship as a cultural construct and how acquisition of compliance skills in Middle Childhood (6-11 Years) is guided by this construct. The main objective of this study was to investigate peer apprenticeship and the acquisition of compliance skills in middle childhood children. The purposive sampling technique was used to elect 75 participants that made up the sample of the study. The study employed a combination of primary and secondary data collection techniques. Primary techniques included field observations, and administration of questionnaire. The survey design was used to sample parents"™ and teachers"™ views while the quasi-experimental design was used for pupils. Analysis of findings revealed that; Peer apprenticeship influences the acquisition of compliance skills in children. This is evidence because the experimental group showed a significant improvement between the pre-test and post-test (P http://www.ijtsrd.com/medicine/physiology/18204/rethinking-peer-apprenticeship-through-the-acquisition-of-compliance-skills-in-middle-childhood-implications-for-cultural-socialisation-in-cameroon/dr-kumncho-eveline-neh
This study examined how socioeconomic factors like parents' education and income indirectly relate to children's academic achievement through their influence on parents' expectations and behaviors in the home environment. The study used data from a national sample of 868 children ages 8-12. Structural equation modeling found that parents' education and income were indirectly related to children's achievement through their association with parents' expectations and behaviors that stimulate learning in the home, like reading, constructive play, and emotional support. However, the processes linking socioeconomic factors and achievement differed between racial groups. Parents' education was found to be an important socioeconomic factor to consider in policy and research regarding school-aged children.
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents ...Frederik Smit
This document summarizes a study examining types of parental involvement in schools and strategies to promote effective school-family partnerships. The study reviewed literature, surveyed school leaders, and conducted case studies. It identified four main types of parental involvement: 1) parents as supporters who help with school activities; 2) parents as politicians who have input in school matters; 3) career parents who lack time; and 4) absentee parents who don't feel qualified. The study aims to understand what different parent groups expect and develop strategies to involve various parent types in schools.
The document summarizes a study on parental involvement in children's education in India. It discusses three case studies of parents who demonstrated a high level of involvement beyond typical expectations.
The first case discusses a father who prioritized his daughter's education by regularly dropping off and picking her up from school himself instead of using school transportation, and even sold his ancestral home to move closer to her new school for upper primary grades.
The second case focuses on a mother who took a voluntary demotion and pay cut at her job in order to have a more flexible schedule to assist her son, who was in a crucial final year of schooling where grades were important for college admissions.
The third case examines a father who spent
Effects of Social Class on Academic Achievement Hermela Assefa
The Future of Public Education. This was the name of a course I took my first year at Franklin and Marshall College that changed my life. This course exposed me to the harsh realities of our public education system. As I continually reflect on my experiences within this system from K-12 I always look past the significant impact my socioeconomic status had on my experience. Having immigrant parents that did not go through a formal education system shaped me to become a student who is not afraid to ask for help. I strive to provide assistance to students in my position who come from lower socioeconomic backgrounds. This paper allowed me to explore my curiosities and review the works of many scholars that have dedicated their time to explore the impact of social class on students' academic achievement.
07School Size & Youth Violence - Mediating Role of School ConnectednessAdam Volungis
This document summarizes a study that examined the relationships between school size, school connectedness, and youth violence. The study utilized longitudinal data from the National Longitudinal Study of Adolescent Health. A series of multilevel models found that school connectedness partially mediated the relationship between school size and youth violence, such that larger school size was associated with lower school connectedness, which in turn was associated with higher rates of youth violence. School connectedness did not moderate the relationship between school size and youth violence. The findings suggest that maintaining quality relationships between students and school staff may help prevent violence, especially in larger school settings where connectedness can be more challenging.
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
Religious activities can have both positive and negative effects on the environment. Hindu practices like mass bathing in rivers during Kumbh Mela with 80 million attendees and idol immersions release waste into rivers threatening aquatic species. Islamic practices of animal slaughter for Eid al-Fitr and fireworks cause pollution. Christian practices like fireworks on New Year's Eve and lights/trees made of non-degradable plastics harm soil and air quality. The government is raising awareness among youth and communities and regulating practices, but challenges remain due to religious sensitivities. Overall, awareness of impacts can help balance religious traditions with environmental protection.
Frederik Smit, Geert Driessen, Roderick Sluiter & Peter Sleegers (2007) IJPE ...Driessen Research
This document summarizes a study that aimed to better understand different types of parents and develop strategies for schools to involve various types of parents. The study reviewed literature, consulted expert panels, surveyed 500 school leaders, conducted case studies, and held a focus group. It identified types of parents such as "career parents" who don't have time to participate and "absentee parents" who don't feel qualified. The study found schools should tailor strategies to different parent types to create effective partnerships.
Critical Social Skills for Adolescents wtih High Incidence Disabilities: Par...Sharon M. Kolb, PhD
This document discusses curricula for students with disabilities and the importance of social skills development. It notes that while academics have traditionally been the main focus, many educators now acknowledge the need to increase emphasis on social skills to promote greater social competence. The document outlines research showing that social skills are complex and include communication, problem-solving, and self-management. It also discusses the importance of including parental perspectives in identifying critical social skills, as parents can provide valuable insights from observing their children's social behaviors in different settings. The study aimed to understand parents' views of the meaning of "social skills" and which skills they see as critical for their adolescent children with disabilities.
This document proposes a research study to examine how parental involvement affects a child's academic performance. It hypothesizes that parental involvement decreases a child's anxiety, which leads to better school performance, and that social class and culture influence parental involvement and a child's outcomes. The proposed methodology includes telephone surveys of parents to collect self-reported data on demographics, parenting styles, involvement levels, and child outcomes, as well as observational home visits to study family environments and parent-child interactions. The goal is to better understand how parental involvement shapes academic achievement across socioeconomic backgrounds.
This study examined how cooperative learning activities impacted fifth grade Latino students when solving mathematical problems. Students were engaged in group activities where they worked together to solve problems. The study found four changes in student behavior: 1) students became more engaged in problem solving; 2) students adopted a cooperative rather than competitive approach; 3) students learned there are multiple ways to solve problems; and 4) students used both English and Spanish to ensure understanding. Two teacher behavior changes were also observed: 1) the classroom teacher rearranged desks into groups for cooperative work; and 2) the teacher better understood students' mathematical abilities through group discussions. The study concluded cooperative learning positively influenced both students and teachers.
This document summarizes a study that investigated methods for capturing low-income elementary school families' engagement. It reviewed 33 qualitative, quantitative, and mixed-methods studies on family engagement. The qualitative studies primarily used interviews and case studies to understand parents' perspectives and practices. Quantitative studies examined the impact of engagement on achievement using parent surveys. Mixed-methods incorporated interviews and surveys. Common theoretical frameworks included Bronfenbrenner's ecological systems theory and Epstein's overlapping spheres of influence. The study recommends validating engagement definitions, testing measure reliability with subgroups, using qualitative research to enhance measures, and accounting for socioeconomic influences on engagement.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Parent education and high school achievementSamira Rahmdel
This document summarizes a study that explored the relationship between parental education level and student achievement in English as a foreign language. The study administered tests of English language achievement and collected demographic data from 1352 high school students in Iran. Statistical analysis found that students whose parents had secondary education or higher scored significantly higher on the English test than students whose parents had primary education. However, there was no significant difference between students whose parents had secondary versus higher education. The results provide evidence that higher parental education levels are positively associated with higher student achievement in English as a foreign language.
This document is the table of contents and introduction for Volume 194, Number 2 of the Journal of Education published in 2014. It features 6 articles on various topics in education written by early career scholars. It also includes two book review essays, one on academic/professional books and one on books for young readers. The introduction provides an overview of the two books reviewed: Trusting What You're Told by Paul Harris, which examines how children learn from others, and The Education of English Language Learners, edited by Marilyn Shatz and Louise Wilkinson, which synthesizes research on language acquisition and instruction.
This document summarizes a research study that examined the influence of different parenting styles (authoritarian, authoritative, and permissive) on the social interaction of senior secondary school students in Imo State, Nigeria. The study utilized a questionnaire to collect data from 1,517 students. The results indicated that most parents adopted an authoritative parenting style and that parenting style had a significant influence on students' social interaction. Authoritative parenting was found to enable positive social skills and behaviors while authoritarian and permissive parenting were linked to poorer social outcomes and behaviors. The document recommends authoritative parenting to enhance students' social interaction.
EDU 7001 HOW WILL YOU FIND THE PURPOSE OF THE STUDY / TUTORIALOUTLET DOT COMalbert0056
This study used path analytic techniques and an ecological framework to examine the association between children’s perceptions of their parents’ educational involvement, children’s personal characteristics, and their school achievement. Fathers’ academic
This study examined the effects of classwide peer tutoring (CWPT) on the social interactions of English language learners and native English speakers in two second-grade classrooms. CWPT was implemented to teach math and spelling, with social interactions as the dependent variable. Students' frequency of positive and negative social behaviors during CWPT sessions was observed and analyzed. The study found that CWPT increased positive social interactions for both English language learners and native English speakers, indicating it is an effective instructional strategy to support social development for all students.
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
This scale aims to measure perceived parenting styles as reported by adolescents. It was constructed based on Diana Baumrind's parenting styles of authoritative, authoritarian, permissive, and uninvolved. The scale examines three dimensions of parenting: nurturance, control, and communication. Characteristics were identified for each parenting style within each dimension. For example, authoritative parenting is characterized as supportive, friendly, and careful with nurturance but also promotes autonomy, uses joint decision making, and is responsive in communication. The scale provides a profile of different parenting styles as perceived by adolescents.
Rethinking Peer Apprenticeship Through the Acquisition of Compliance Skills i...ijtsrd
This empirical article reassessed peer apprenticeship as a cultural construct and how acquisition of compliance skills in Middle Childhood (6-11 Years) is guided by this construct. The main objective of this study was to investigate peer apprenticeship and the acquisition of compliance skills in middle childhood children. The purposive sampling technique was used to elect 75 participants that made up the sample of the study. The study employed a combination of primary and secondary data collection techniques. Primary techniques included field observations, and administration of questionnaire. The survey design was used to sample parents"™ and teachers"™ views while the quasi-experimental design was used for pupils. Analysis of findings revealed that; Peer apprenticeship influences the acquisition of compliance skills in children. This is evidence because the experimental group showed a significant improvement between the pre-test and post-test (P http://www.ijtsrd.com/medicine/physiology/18204/rethinking-peer-apprenticeship-through-the-acquisition-of-compliance-skills-in-middle-childhood-implications-for-cultural-socialisation-in-cameroon/dr-kumncho-eveline-neh
This study examined how socioeconomic factors like parents' education and income indirectly relate to children's academic achievement through their influence on parents' expectations and behaviors in the home environment. The study used data from a national sample of 868 children ages 8-12. Structural equation modeling found that parents' education and income were indirectly related to children's achievement through their association with parents' expectations and behaviors that stimulate learning in the home, like reading, constructive play, and emotional support. However, the processes linking socioeconomic factors and achievement differed between racial groups. Parents' education was found to be an important socioeconomic factor to consider in policy and research regarding school-aged children.
Smit, F., Driessen, G., Sluiter, R., & Sleegers, P. (2007). Types of parents ...Frederik Smit
This document summarizes a study examining types of parental involvement in schools and strategies to promote effective school-family partnerships. The study reviewed literature, surveyed school leaders, and conducted case studies. It identified four main types of parental involvement: 1) parents as supporters who help with school activities; 2) parents as politicians who have input in school matters; 3) career parents who lack time; and 4) absentee parents who don't feel qualified. The study aims to understand what different parent groups expect and develop strategies to involve various parent types in schools.
The document summarizes a study on parental involvement in children's education in India. It discusses three case studies of parents who demonstrated a high level of involvement beyond typical expectations.
The first case discusses a father who prioritized his daughter's education by regularly dropping off and picking her up from school himself instead of using school transportation, and even sold his ancestral home to move closer to her new school for upper primary grades.
The second case focuses on a mother who took a voluntary demotion and pay cut at her job in order to have a more flexible schedule to assist her son, who was in a crucial final year of schooling where grades were important for college admissions.
The third case examines a father who spent
Effects of Social Class on Academic Achievement Hermela Assefa
The Future of Public Education. This was the name of a course I took my first year at Franklin and Marshall College that changed my life. This course exposed me to the harsh realities of our public education system. As I continually reflect on my experiences within this system from K-12 I always look past the significant impact my socioeconomic status had on my experience. Having immigrant parents that did not go through a formal education system shaped me to become a student who is not afraid to ask for help. I strive to provide assistance to students in my position who come from lower socioeconomic backgrounds. This paper allowed me to explore my curiosities and review the works of many scholars that have dedicated their time to explore the impact of social class on students' academic achievement.
07School Size & Youth Violence - Mediating Role of School ConnectednessAdam Volungis
This document summarizes a study that examined the relationships between school size, school connectedness, and youth violence. The study utilized longitudinal data from the National Longitudinal Study of Adolescent Health. A series of multilevel models found that school connectedness partially mediated the relationship between school size and youth violence, such that larger school size was associated with lower school connectedness, which in turn was associated with higher rates of youth violence. School connectedness did not moderate the relationship between school size and youth violence. The findings suggest that maintaining quality relationships between students and school staff may help prevent violence, especially in larger school settings where connectedness can be more challenging.
Geert Driessen, Frederik Smit & Peter Sleegers (2005). Parental Involvement ...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
Religious activities can have both positive and negative effects on the environment. Hindu practices like mass bathing in rivers during Kumbh Mela with 80 million attendees and idol immersions release waste into rivers threatening aquatic species. Islamic practices of animal slaughter for Eid al-Fitr and fireworks cause pollution. Christian practices like fireworks on New Year's Eve and lights/trees made of non-degradable plastics harm soil and air quality. The government is raising awareness among youth and communities and regulating practices, but challenges remain due to religious sensitivities. Overall, awareness of impacts can help balance religious traditions with environmental protection.
Geert Driessen et al. (2016) Evaluatie pilot tweetalig primair onderijsDriessen Research
Driessen, G., Krikhaar, E., Graaff, R. de, Unsworth, S., Leest, B., Coppens, K., & Wierenga, J. (2016). Evaluatie pilot Tweetalig Primair Onderwijs. Startmeting schooljaar 2014/15. Presentatie TPO-scholen, Utrecht, 21 januari 2016.
This document discusses the relationship between religion and the environment. It provides an overview of different religious perspectives on environmental protection and humanity's relationship with nature. The document also examines historical influences like Lynn White's work identifying Christian attitudes as contributing to environmental problems. It suggests that both religion and science will need to work together globally to address the current environmental crisis and promote pro-environmental behaviors and values.
This document discusses several Hindu festivals celebrated in India and their environmental impacts. It summarizes Ganesh Chaturthi, Diwali, Holi, and Nag Panchami, noting how each can cause pollution or negatively impact the environment. The document then provides suggestions for more eco-friendly ways to observe the festivals, such as using natural materials for idols, avoiding firecrackers and toxic colors, celebrating with less waste and more sustainability. It concludes by encouraging contributions to society to control pollution and make festivals joyful while protecting the environment.
How to Make Awesome SlideShares: Tips & TricksSlideShare
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
SlideShare is a global platform for sharing presentations, infographics, videos and documents. It has over 18 million pieces of professional content uploaded by experts like Eric Schmidt and Guy Kawasaki. The document provides tips for setting up an account on SlideShare, uploading content, optimizing it for searchability, and sharing it on social media to build an audience and reputation as a subject matter expert.
Geert Driessen, Orhan Agirdag & Michael Merry (2016) ER The gross and net eff...Driessen Research
This study examines the effects of primary school denomination on pupil performance in the Netherlands using large-scale data from 2011. Prior research on differences in outcomes between religious and public schools has produced mixed results. The study analyzes 19 cognitive and non-cognitive outcome measures for over 27,000 pupils across different school types, controlling for pupil and school characteristics. Results show no substantial differences between most religious and public schools. However, Islamic schools appear to have greater value-added potential for pupil outcomes than other school types. Implications of these findings are discussed.
Academic Achievement In Grade 11 And 12 In K12 High School Students In Public...Scott Donald
This document discusses a study investigating the influence of parents' educational attainment on the academic achievement of grade 11 and 12 students in public and private schools. The study utilized surveys of students, teachers, and parents in Naval Biliran, Philippines. Previous research suggests parents' education level affects children's academic outcomes through factors like resources available at home, parental values around education, involvement in schooling, and modeling of skills. However, some research has found no relationship between parental education and student achievement. The study aims to further examine the long-term effects of parental education on children's educational and occupational success when controlling for socioeconomic status and children's behaviors.
Frederik Smit & Geert Driessen (2007) JET Parents and schools as partners in ...Driessen Research
This document summarizes a study on parental involvement in education in a multicultural society like the Netherlands. The study examines differences in perspectives on the parent-school relationship among 10 ethnic groups in Rotterdam, a highly diverse city. The results show that while parental involvement is important for children's development, immigrant parents tend to be less involved in schools compared to Dutch parents. Views on responsibilities for children's upbringing, norms, values and religious education varied among ethnic groups. The researchers conclude it is important for schools to understand these differences and find ways to strengthen partnerships with all parents.
Frederik Smit, & Geert Driessen (2007). Parents and schools as partners in a ...Frederik Smit
In recent years Dutch society has had to deal with an influx of large and highly divergent migrant groups. Dutch education faces the task of accommodating these differences. Parental involve- ment and participation are increasingly seen as important elements in the interplay of upbring- ing and informal and formal education. In this respect it appears that immigrant parents’ involvement and participation lag behind that of Dutch parents. This article deals with recent trends in the relationship between schools and parents, its significance for children’s develop- ment and how it links up with aspects like norms and values, religious education and identity development. The article presents the results of an extensive empirical study conducted in Rot- terdam, a city which for some time now has been confronted with the aforementioned demo- graphic phenomena on a massive scale and tries to allow for it in its educational policy. The study focuses particularly on differences and similarities in ideas about the parents-school relationship among ten ethnic groups.
A study on social maturity, school adjustment and academic achievement among ...Alexander Decker
This study examined the relationship between social maturity, school adjustment, and academic achievement among 347 girls attending a private residential school in North India. Measures of social maturity and school adjustment were administered and students' end-of-year academic scores were obtained. Results showed a significant positive correlation between social maturity and school adjustment. Significant differences were also found in social maturity and school adjustment between groups with low, average, and high academic achievement. Specifically, students with lower achievement had poorer social maturity and adjustment than those with higher achievement. The findings suggest that greater social maturity is related to better adjustment at school, which may positively impact academic performance.
Parental Involvement in The Implementation of Modular Distance Learning Appro...AJHSSR Journal
ABSTRACT :The general purpose of this study was to find out the level of extent on the parental involvement
in the implementation of modular distance learning approach in Botolan District, Division of Zambales,
Philippines during school year 2020-2021. The study revealed that the parent-respondent is a typical female in
her early adulthood, married, high school graduate with part-time work and meagre income whose children are
at primary grade level. The academic performance of the parent- respondents‘ children was assessed ―Very
Satisfactory‖. Perceived ―Highly Involved‖ on Parent as a Teacher and Acceptance of the Self-Learning Module
while ―Involved‖ on Submission of the Self-Learning Module. There is significant difference when grouped
according to highest educational attainment towards Parent as a Teacher, Acceptance and Submission of the
Self-learning module respectively; significant when grouped according to family income towards Parent as
Teacher and Acceptance of the Self-Learning Module; while significant on number of children studying in the
elementary level towards Parent as Teacher and Submission of the Self-Learning Module respectively. There is
significant difference on the perception towards dimensions on the level ofextent on the parental involvement in
the implementation of modular distance learning approach. There is negatively weak or little relationship
between the level of academic performance and the level ofextent on the parental involvement in the
implementation of modular distance learning approach.
Based on the summary of the investigations conducted and the conclusions arrived at, the researcher
recommended that the parents are encouraged to be given orientation to heighten awareness on their respective
limited roles in the implementation of the self-learning modular approach; that parents are encouraged to help
children developed with high levels of self-directed learning, to have strong for learning.\
KEYWORDS:Botolan District, Division of Zambales,Parental Involvement in Modular Distance Learning
Approach
Frederik Smit, Geert Driessen & Peter Sleegers (2001). Relationships between ...Frederik Smit
Frederik Smit, Geert Driessen & Peter Sleegers (2001). Relationships between parents of ethnic minority children, schools and supporting institutions in the local community - some ideas for the future. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (Eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 255-258). Nijmegen: ITS.
Inspired by the ecological model of Bronfenbrenner (1986) researchers emphasize the cooperation and complementarity of schools and families, and encourage communication and collaboration between these two institutions (Deslandes, 2001). In the Netherlands, schools become convinced that good partnerships between parents and communities are necessary in behalf of the optimization of the students’ developmental opportunities, the enhancement of the students’ educational careers and the improvement of the teachers’ task performance (Smit 1991; Smit, Doesborgh &Van Kessel, 2000). The last few years have shown an increasing tendency for middle class parents to wish to get more involved in their children’s experiences during classes and their children’s learning at home. Parents from lower classes and from ethnic minorities tend to be less involved in their children’s education (Chavkin, 1993; Driessen & Valkenberg, 2000). On the other hand: many parents form higher classes consider schooling to be too important to leave it to professionals only (Klaassen & Smit, 2001).
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform...Frederik Smit
Smit, F., Driessen, G., & Felling, B. (2009). The functioning of the Platform for Ethnic Minority Parents in the Netherlands. Paper 7th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Diversity in Education'. Malmö, Sweden, August 26-28, 2009.
Geert Driessen (2019) Encyclopedia Parental involvement, parental participati...Driessen Research
Parental involvement and participation in a child's education is seen as important for improving educational outcomes, especially for disadvantaged students. There are various forms of involvement that can be initiated by parents or schools. This includes involvement at school through volunteering or governance, and at home through helping with homework or cognitive activities. Research shows that increased parental involvement is positively associated with improved student achievement, social and emotional adjustment, motivation, and other outcomes. However, the level and forms of involvement vary depending on factors like socioeconomic status and ethnicity.
School Effects on Psychological Outcomes During Adolescence.docxWilheminaRossi174
School Effects on Psychological Outcomes During Adolescence
Eric M. Anderman
University of Kentucky
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level
differences in the relations between school belonging and various outcomes. In Study 1, predictors of
belonging were examined. Results indicated that belonging was lower in urban schools than in suburban
schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations
between belonging and psychological outcomes were examined. The relations varied depending on the
unit of analysis (individual vs. aggregated measures of belonging). Whereas individual students’
perceptions of belonging were inversely related to depression, social rejection, and school problems,
aggregated belonging was related to greater reports of social rejection and school problems and to higher
grade point average.
Research on school-level differences during adolescence often
has focused on nonpsychological outcomes, such as academic
achievement and behavioral issues, instead of on psychological
outcomes (Roeser, 1998). Indeed, research on school-level differ-
ences in nonacademic variables is quite rare. The purpose of the
present research was to examine school-level differences in a
variety of psychological outcomes, using a large nationally repre-
sentative sample of adolescents.
School Effects on Student Outcomes
Although there is an abundant literature on effective schools,
most of the research in this literature has focused on academic
variables, such as achievement, dropping out, and grade point
average (GPA; e.g., Edmonds, 1979; Miller, 1985; Murphy, Weil,
Hallinger, & Mitman, 1985). This literature generally indicates
that schools that are academically effective have certain recogniz-
able characteristics.
Some of these studies have examined differences between pub-
lic schools and other types of schools. For example, some research
indicates that students who attend public schools achieve more
academically than do students who attend other types of schools
(e.g., Coleman & Hoffer, 1987). Other research suggests that there
may be a benefit in terms of academic achievement for students
who attend Catholic schools compared with non-Catholic schools
(Bryk, Lee, & Holland, 1993). Lee and her colleagues (Lee,
Chow-Hoy, Burkam, Geverdt, & Smerdon, 1998) found that stu-
dents who attended private schools took more advanced math
courses than did students who attended public schools. However,
they also found specific benefits for Catholic schools: Specifically,
in Catholic schools, there was greater school influence on the
courses that students took, and the social distribution of course
enrollment was found to be particularly equitable.
In recent years, psychologists have started to become interested
in the effects of schooling on mental health outcomes (e.g., Boe-
kaerts, 1993; Cowen, 1991; Roeser, Eccles, & Strobel, 1998;
Rutter,.
Roles of Parents on Students' Academic AchievementSyafiqah Kadar
Parental involvement plays an important role in students' academic achievement. Studies have shown that students perform better when their parents are more involved in their education by creating a supportive home learning environment, communicating regularly with teachers, helping with homework, holding high expectations, and participating in school activities and decision-making. Factors like socioeconomic status, parenting styles, family structure, and parent-child interactions at home all influence a student's learning and achievement. Schools that encourage collaboration with families tend to see students succeed not just academically but throughout their lives.
This study examines how two middle school science teachers integrate social justice into their teaching. The teachers serve students from low-income and ethnic minority families. Key findings include:
1) The teachers connect science instruction to students' lived experiences and empower students through social justice-oriented lessons.
2) The teachers face challenges in teaching science for social justice but address these challenges in their instruction.
3) The teachers utilize students' knowledge and values in their socially just teaching practices.
1.1 Why a Family-Centered ApproachTraditionally, schools through.docxpaynetawnya
1.1 Why a Family-Centered Approach
Traditionally, schools throughout the world have been institutions in which teachers, social workers, and educational specialists are considered the sole source of knowledge, information, and expertise, and parents are expected to support and implement the advice of these experts. Until recently, in contrast with schools, early childhood care and education programs followed a parent-oriented approach in which parents assumed a more active role. Families got together to care for each other's children; sometimes the older women in a community cared for the young children, and mothers rotated care in mother's-day-out programs. One example of high-quality family-oriented child care in the United States can be found in the Kaiser Shipyards during WWII, where mothers worked in factories building ships. These programs provided family medical care and even meals for mothers to take home after their shift in the factory (Hurwitz, 1998). However, over the years, many early childhood programs became more like schools, expecting parents to listen passively to their advice and to help implement their programs (Keyser, 2006).
The development of a family-centered early care and education approach can be traced to the federal early childhood program Head Start. Formed in 1965 as part of President Lyndon B. Johnson's War on Poverty, Head Start was developed as a comprehensive program for low-income families with preschool-age children, with a focus on parent involvement and community collaboration (U.S. Department of Health and Human Services [HHS], 2012). The architects of Head Start recognized the need to work in an equal partnership with families of low-income children (Greenberg, 1969). To this end, the program was designed with very specific roles and responsibilities for parents. Program Performance Standards outline overall standards to be met in each component area. These are critical quality indicators used to ensure the program meets the unique needs of the communities and families the program serves. Component areas that must meet these performance standards include specific requirements for parent activities, such as opportunities for parents to follow a career path to become teachers in the local program. Additionally, all local Head Start programs have a governing body, known as a policy council, which must include parents. This body has direct responsibilities in a variety of areas, including approval of hiring and firing of all staff, budget and program component approval, and overall program evaluation (HHS, 2012).
The design of local Head Start programs led more and more early childhood programs to consider a shared approach to power and control. Other early childhood models (such as Waldorf, Montessori, Reggio Emilia, and local community-based programs) practice different degrees of the family-centered approach, depending on their unique philosophy, history, and ownership. With a family-centered approach ...
Parental involvement and educational achievement, Geert Driessen, Frederik Sm...Frederik Smit
Parental involvement is seen as an important strategy for the advancement of the quality of
education. The ultimate objective of this is to expand the social and cognitive capacities of pupils. In addition, special attention is paid to the children of low-educated and ethnic minority parents. Various forms of both parental and school-initiated involvement are examined. On the one hand, the connections between a number of characteristics of parents and schools such as the social and ethnic background of the parents and the composition of the school population will be examined. On the other hand, the connections between a number of outcome measures such as the language and mathematics skills of the pupils will be examined. Data will be drawn from the large-scale Dutch PRIMA (primary education) cohort study, which contains information on more than 500 schools and 12,000 pupils in the last year of primary school and their parents. An important finding is that predominantly schools with numerous minority pupils appear to provide a considerable amount of extra effort with respect to parental involvement, but that a direct effect of such involvement cannot be demonstrated.
British Educational Research Journal
Vol. 31, No. 4, August 2005, pp. 509–532
A study of social development of children at elementary levelAlexander Decker
This study examined the social development of children at the elementary school level in Lahore, Pakistan. A questionnaire was administered to 100 students, 25 teachers, and 25 parents to assess children's social development. The questionnaire covered domains like relationships with family and peers, participation in social activities, and social skills. The results found that children generally have positive relationships with their family members and participate in social activities. The study recommended that teachers motivate students, recognize each child's abilities, and that parents value their children's opinions to support social development.
‘‘You’re Trying to Know Me’’ Studentsfrom Nondominant Group.docxodiliagilby
‘‘You’re Trying to Know Me’’: Students
from Nondominant Groups Respond to Teacher
Personalism
Kate Phillippo
Published online: 5 January 2012
� Springer Science+Business Media, LLC 2012
Abstract Urban school districts have increasingly enacted policies of personal-
ism, such as converting large schools into smaller schools. Such policies ask
teachers to develop supportive, individual relationships with students as a presumed
lever for student achievement. Research on student–teacher relationships generally
supports policies of personalism. Much of this literature also considers these rela-
tionships’ sociocultural dimensions, and so leads to questions about how low-
income youth and youth of color might respond to teacher efforts to develop closer
relationships with them. This qualitative study, conducted over 1 year with 34 youth
at 3 small, urban high schools, explores how youth from nondominant groups
responded to teacher personalism. Data show that teacher practices consistent with
culturally-responsive pedagogy and relational trust literature do promote student–
teacher relationships. However, tensions arose when participants perceived that
teacher personalism threatened their privacy or agency. Sociocultural and institu-
tional contexts contributed to these tensions, as participants navigated personalism
amidst experiences that constrained their trust in schools. A staged model of stu-
dent–teacher relationships integrates these findings and extends current thinking
about culturally-responsive personalism. These findings inform implications for
teacher practice and policies of personalism.
Keywords Urban education � Student–teacher relationships �
Teacher personalism � Relational trust � Culturally-responsive pedagogy �
Small schools
K. Phillippo (&)
Department of Cultural and Educational Policy Studies, School of Education, Loyola University
Chicago, 820 North Michigan Avenue, Suite 1100, Chicago, IL 60611, USA
e-mail: [email protected]
123
Urban Rev (2012) 44:441–467
DOI 10.1007/s11256-011-0195-9
You’re here for science, for math, and you’re trying to know me.
(Lupe, age 17)
Lupe expressed uncertainty about teacher personalism, defined as teachers’
efforts to provide students with personal support via individual, interpersonal
relationships (Bryk et al. 2010).
1
By contrast, Malik (age 16) affirmed his teacher’s
efforts to address his poor attendance at school. ‘‘She started getting on me. She was
worried about me and she didn’t want me roaming the streets. She wasn’t acting like
my mom, she just told me how she feels.’’ Together, Malik and Lupe’s statements
illustrate this study’s primary finding, that teacher personalism has the potential to
both deliver support and bring about tension. This finding expands and complicates
our understanding of research that shows the positive impact of student–teacher
relationships, particularly for students from nondominant groups.
2
I conducted this
study ...
Frederik Smit, Geert Driessen & Peter Sleegers (2001) ed Smit Relationships b...Driessen Research
Smit, F., Driessen, G. & Sleegers, P. (2001). Relationships between parents of ethnic minority children, schools and supporting institutions in the local community - some ideas for the future. Paper European Research Network About Parents in Education (ERNAPE), Rotterdam, the Netherlands, November 22-23, 2001. In F. Smit, K. van der Wolf & P. Sleegers (eds.), A bridge to the future. Collaboration between parents, schools and communities (pp. 255-258). Nijmegen: ITS.
ISBN 90-5554-177-X
A Study Of The Effects Of Participation In An After-School Homework ClubPedro Craggett
The document describes a study that investigated the effects of participation in an after-school homework club on 122 secondary school students' academic self-concept, sense of school belonging, future aspirations, and academic performance. The study found that students who participated in the homework club had a higher psychological sense of school belonging and made more effort with their schoolwork compared to non-participants. There were no significant differences found between the two groups in future aspirations or academic performance.
Similar to Geert Driessen (2002) IJER The effect of religious groups’ dominance in classrooms on cognitive and noncognitive educational outcomes (20)
Geert Driessen (2024) OOP De generaliseerbaarheid van een VVE-modelprogramma....Driessen Research
SAMENVATTING
Voor- en Vroegschoolse Educatie (VVE) richt zich op het voorkomen van achterstanden die het gevolg zijn van sociaal-etnische gezinsomstandigheden. De claim is dat het daarin effectief kan zijn, mits het van hoge kwaliteit is. Ondanks de input van vele miljarden zijn de achterstanden de afgelopen decennia echter alleen maar gegroeid. De vraag die hier gesteld wordt is daarom of die claim wel terecht is. Daartoe wordt de externe validiteit van het meest geciteerde voorschoolse programma, het Perry Preschool Project, onder de loep genomen. Kunnen de resultaten daarvan echt in die mate worden gegeneraliseerd als wordt geclaimd?
Kernwoorden: Voor- en Vroegschoolse Educatie; VVE; onderwijsachterstanden; Perry Preschool; James Heckman; generalisatie; externe validiteit
SUMMARY
Preschool Education programs aim at preventing educational delays resulting from socioethnic disadvantage in the home environment of young children. Proponents claim that such programs can be effective, provided they are of high quality. Despite the investment of huge budgets, the educational gap between socioeconomically deprived families and their wealthier counterparts still is widening. The question therefore is whether the programs’ claim is justified. This article focuses on the external validity of the most cited preschool program, the High/Scope Perry Preschool Project. Is it really possible to generalize its findings to other programs, settings and conditions, and target groups, as is being claimed?
Keywords: Pre- and Early School Education; educational disadvantage; Perry Preschool; High/Scope; James Heckman; generalization; external validity
Pre-print van: Driessen, G. (2024). De generaliseerbaarheid van een VVE-modelprogramma. Heckmans dubieuze claims. Orthopedagogiek: Onderzoek en Praktijk, 63(1), 18-29. ISSN 2211-6273
https://orthopedagogiek.eu/
Geert Driessen (2024) Demasqué VVE-modelprogramma's.pdfDriessen Research
Het effect van vve blijft in Nederland moeilijk aantoonbaar. Vve-beleid wordt daarom vaak gestoeld op bewijs uit Amerikaans onderzoek. Geert Driessen fileert de belangrijkste – Perry Preschool en Abecedarian. Er blijft weinig van het bewijs over.
Geert Driessen (2024) Encyclopedia Abecedarian an impossible model preschool ...Driessen Research
The primary goal of pre- and early-school programs is to prevent young children from socioeconomically disadvantage backgrounds to start school already with educational delays. The programs offer compensatory stimulation activities which are supposed to be not available in the home situation; the focus is on language development. Proponents claim that such programs can be effective, provided they are of high quality. The belief in their success is very much based on the outcomes of a few so-called model programs from the 1960s and 1970s. One of these programs is the Carolina Abecedarian Project, a small single-site project started in 1972. Four cohorts of in total 111 children and their poor, Black parents participated in this experiment with a random allocated treatment and a control group. The children were followed from 6 weeks after birth to 6 years of age, that is, when they entered school. They were regularly tested and observed, and then after the program had ended again until they were 40 years of age. The focus here is on the internal and external validity of the Abecedarian Project. Are the effects as reported by the program’s staff reliable and valid? Is it possible to generalize the findings of this model program to other times, settings, conditions, and target groups?
Driessen, G. (2024). Abecedarian: An impossible model preschool program. Encyclopedia, 11 January 2024.
ISSN 2309-3366
Retrieved from https://encyclopedia.pub/entry/121338
Geert Driessen (2023) Encyclopedia The Perry HighScope Preschool Program A Cr...Driessen Research
Early Childhood Education programs aim at preventing educational delays associated with socio-ethnic disadvantage in the home environment of young children. Advocates claim that such programs can be effective, provided they are of high quality. Despite the investment of enormous budgets, the educational gap between socio-economically deprived families and their wealthier counterparts is still widening. The question therefore is justifiied whether these claims are justified. This article focuses on the internal and external validity of the most cited preschool program, the High/Scope Perry PreschoolProject, which was carried out between 1962 and 1967 in one school in Ypsilant, MI. Are the program's effects as reported by, e.g. Lawrence Schweinhart and James Heckman, reliable and valid? And is it really possible to generalize the findings of this so-called model program to other programs, target groups, settings and conditions, as is being claimed?
Geert Driessen (2023) The Perry High/Scope Preschool program. A critique
Retrieved from https://encyclopedia.pub/entry/history/show/109024
Kees de Bot, Geert Driessen & Paul Jungbluth (1988) MLEML An exploration of t...Driessen Research
Bot, K. de, Driessen, G., & Jungbluth, P. (1988). An exploration of the effects of the teaching of immigrant language and culture. Paper International Conference on Maintenance and Loss of Ethnic Minority Languages, Noordwijkerhout, the Netherlands, August 28-30, 1988.
Geert Driessen (1992) MLEML Developments in first and second language acquisi...Driessen Research
Driessen, G. (1992). Developments in first and second language acquisition of Turkish and Moroccan children in the Netherlands. Paper Second International Conference on Maintenance and Loss of Ethnic Minority Languages, Noordwijkerhout, the Netherlands, September 1-4, 1992.
Geert Driessen, Lia Mulder & Paul Jungbluth (1994) ILAPSI Ethnicity and socia...Driessen Research
The document discusses the results of a study on the impact of climate change on global wheat production. Researchers found that rising temperatures will significantly reduce wheat yields across different regions of the world by the end of the century. Under a high emissions scenario, the study projects a global average decrease in wheat production of 6% by 2050, and a 17% decrease by 2100, threatening global food security.
Geert Driessen & Pim Valkenberg (2000) AERA Islamic schools in the western wo...Driessen Research
Driessen, G., & Valkenberg, P. (2000). Islamic schools: the case of the Netherlands. Paper AERA Annual Meeting, New Orleans, LA, USA, April 24-28, 2000.
Geert Driessen (2000) AEGEE Islamic schools in the western world Paper.pdfDriessen Research
Driessen, G. (2000). Islamic schools in the Western World: The case of the Netherlands. Invited paper AEGEE Conference on Intercultural Education, Nijmegen, the Netherlands, April 14-16, 2000.
Geert Driessen & Frederik Smit (2005) ERNAPE Integration participation and ed...Driessen Research
1) The document discusses a study on the relationship between minority parents' participation in Dutch society and their children's educational outcomes.
2) The study uses data from over 10,000 children and their parents to examine how factors like parental ethnicity, education, labor participation, and cultural participation correlate with children's language, math, and social skills.
3) The results find a consistent positive effect of parents' cultural participation (e.g. attending concerts and museums) on children's language and math abilities, supporting the idea that cultural capital benefits children's education. However, the hypothesis that greater parental participation broadly leads to better child outcomes is only partially confirmed.
Frederik Smit & Geert Driessen (2005) CARE Parent and community involvement i...Driessen Research
Smit, F., & Driessen, G. (2005). Parent and community involvement in education from an international comparative perspective. Challenges for changing societies. Invited paper international conference Children At-Risk in Education, (CARE), ‘Children at Risk. Advancing their Educational Frontiers’. Kuala Lumpur, Malaysia, December 2-4, 2005.
Geert Driessen (2006) ERCOMER Integration participation and education Pres.pptDriessen Research
This document summarizes a study on the effects of minority parents' participation in society on their children's educational outcomes. The study used data from 10,680 children in the Netherlands to analyze relationships between parental ethnicity, education, participation in different domains (e.g. labor, religion), and children's language, math and social skills. The results showed a consistent positive effect of parents' cultural participation (e.g. attending concerts) on children's language and math abilities, supporting the idea of cultural capital. However, the hypothesis that greater parental integration would more broadly promote children's education received only partial confirmation. Higher expectations for immigrant children's chances may need to be more realistic.
Michael Merry & Geert Driessen (2010) WCCES Integration by other means Hindu ...Driessen Research
Merry, M., & Driessen, G. (2010). Integration by other means: Hindu schooling in the Netherlands. Paper XIV World Congress of Comparative Education Societies, ‘Bordering, re-bordering and new possibilities in education and society’, Istanbul, Turkey, June 14-18, 2010.
Geert Driessen & Michael Merry (2013) AERA Tackling socioeconomic and ethnic ...Driessen Research
Driessen, G., & Merry, M. (2013). Tackling socioeconomic and ethnic educational disadvantage to prevent lifelong poverty. Paper Annual Meeting AERA 2013, San Francisco, CA, USA, April 27 – May 1, 2013.
Frederik Smit & Geert Driessen (2013) ERNAPE Dealing with street culture in s...Driessen Research
Smit, F., & Driessen, G. (2013). Dealing with street culture in schools: Are families, schools and communities able to work together to improve the quality of the daily interactions and communication? Paper 9th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Learn from the past, review the present, prepare for a future with equity’. Lisbon, Portugal, September 4-6, 2013. In Nieuwsbrief Ouders, scholen en buurt, juli 2013. Retrieved from http://itsexpertisecentrum.wordpress.com/2013/07/02/dealing-with-street-culture-in-schools-are-families-schools-and-communities-able-to-work-together-to-improve-the-quality-of-the-daily-interactions-and-communication/
Frederik Smit & Geert Driessen (2013) ERNAPE Critical lessons from practices ...Driessen Research
Smit, F., & Driessen, G. (2013). Critical lessons from practices for improving the quality of communication between parents and schools. Paper 9th International Conference of the European Research Network About Parents in Education (ERNAPE), ‘Learn from the past, review the present, prepare for a future with equity’. Lisbon, Portugal, September 4-6, 2013. In Nieuwsbrief Ouders, scholen en buurt, juli 2013. Retrieved from http://itsexpertisecentrum.wordpress.com/2013/07/02/critical-lessons-from-practices-for-improving-the-quality-of-communication-between-parents-and-schools/
Geert Driessen & Michael Merry (2015) RA The gross and net effects Pres.pdfDriessen Research
Driessen, G., & Merry, M. (2015). The gross and net effects of the schools’ denomination on student performance. Paper Annual Meeting AERA 2015, Chicago, Ill., USA, April 16 – 20, 2015.
DOI 10.13140/RG.2.2.30454.40006
Orhan Agirdag, Geert Driessen & Michael Merry (2015) ESA Is there a Catholic ...Driessen Research
Agirdag, O., Driessen, G., & Merry, M. (2015). Is there a catholic school effect for Muslim pupils? Paper 12th Conference of the European Sociological Association 2015, Prague, Czech Republic, August 25–28, 2015.
DOI 10.13140/RG.2.2.14725.76004/1
Geert Driessen (2016) College RUG Performance differences between religious a...Driessen Research
Driessen, G. (2016). Performance differences between religious and nonreligious schools. Gastcollege Bachelor Onderwijssociologie, Vakgroep Sociologie, RUG, Groningen, 25 februari 2016.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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Date: May 29, 2024
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2. THE EFFECT OF RELIGIOUS GROUPS’ DOMINANCE 47
show that by and large the effects of religious belief are minimal, and if
pupils’ socioeconomic background is taken into account as well, they dis-
appear altogether. Considerably more research has been done on the rela-
tion between school denomination and children’s educational outcomes
(Dijkstra, 1997). Such research focussed largely on cognitive outcomes at
the end of primary education; noncognitive outcomes have hardly been
researched at all. The results of this kind of research have not been con-
sistent: sometimes they indicate effects, sometimes not. To the extent that
effects are noted, the trend is for private schools, and more particularly
Roman Catholic ones, to do better than public and other private schools.
Of late the relation between religion and education has attracted renewed
attention (Dijkstra, 1997). This is largely attributable to a process of sec-
ularisation and declining church membership that started in the 1960s,
which has drastically affected the role of religion in society (Felling, Peters
& Schreuder, 1991; Hermans & Van Vugt, 1997). Noteworthy in this regard
is that, despite the radically altered situation in society at large, the Dutch
education system is still organised on the basis of religious classi cation
(Bax, 1988; Dekker & Ester, 1996). Although only 37% of Dutch people
regard themselves as members of a religious denomination, some 65% of
schools remain private, religious institutions (Becker & De Wit, 2000;
Dronkers, 1996). This paradoxical situation makes it interesting to deter-
mine what relations there are between religion, denomination and educa-
tional outcomes.
2. MAJORITY POSITION
This article investigates three aspects pertaining to religion. First I exam-
ine the relation between the religious af liation of parents of children in
primary education and the denomination of the schools attended by these
children on the one hand, and certain educational outcomes on the other.
In contrast to a lot of earlier research, the value of this study is that it is
relatively large-scale (about 550 schools and 10,000 pupils), is based on
very recent (1999) data, involves young children, analyses both cognitive
and noncognitive effect measures, and uses adequate analytical techniques
(multilevel analyses). A key factor in the study is the pupil’s position in
the school as regards religion: is he or she in a majority or a minority
position? Although this theme has been researched previously, those stud-
ies were conducted from the angle of ethnicity and social background
rather than from a religious perspective.
3. 48 GEERT W.J.M. DRIESSEN
In the Netherlands Dijkstra and Veenstra (2000) have recently initiated
research into the effects of pupils’ religious position. They conceive of a
school as a community functioning within the larger whole of a social
environment. Here they rely on the ideas of Coleman and Hoffer (1987)
about functional and value communities, as well as the ecological devel-
opment model of Bronfenbrenner (1979). A value community refers to the
congruence between the norms and values prevailing in the child’s imme-
diate social environment and those observed in the school. A functional
community exists when the school is assimilated into a network of mutual
and intergenerational relations. The expectation is that schools displaying
more attributes of functional and value communities provide a more
favourable context for achieving good educational outcomes.
In community theory the relation between school and environment is
focal. But one can also look into relations within a school. In this regard
Kassenberg, De Vos and Dijkstra (2000) refer to notions of belonging to
the school (school belonging and school membership) developed by
Goodenow (1993). School belonging is seen as a feeling that one is
accepted, valued, integrated and encouraged by others (teachers and fel-
low pupils) and that one is an important component of class life and activ-
ities. Research has shown that such feelings go hand in hand with stronger
motivation to achieve, greater self-con dence and well-being and ulti-
mately, as a result, better cognitive performance. Signi cantly, there is a
relation with pupils’ gender and ethnic background. Goodenow and Grady
(1993) and Voelkl (1996) found that girls have a stronger sense of school
belonging than boys. In addition children from ethnic minorities feel more
strongly af liated with the school. According to these researchers the lat-
ter nding is attributable to the value that the relevant minority cultures
assign to society and their motivation for schooling.2
Motivation to learn is strongly in uenced, not only by pupils’ home sit-
uation, but also by the extent to which one can speak of functional and
value communities. Within the school motivation is a product of inter-
action between teacher and pupils and among the pupils themselves
(Guldemond, 1994). Various socio-psychological comparison processes
also play a major role (Marsh, Köller & Baumert, 2001). Research in this
regard is often conducted within the framework of effects of school com-
position (Thrupp, 1995; Westerbeek, 1999). Thus such studies may exam-
ine the effect on performance of a large proportion of pupils from ethnic
minorities in a school. The percentage of pupils from ethnic minorities is
de ned as an attribute at school level.
As mentioned already, Dijkstra and Veenstra (2000) have pursued this
notion regarding ethnicity into the realm of religion. More particularly
4. THE EFFECT OF RELIGIOUS GROUPS’ DOMINANCE 49
they determined to what extent the religious philosophy of the school is
congruent with the pupils’ religious background, and whether the mea-
sure of congruence has any impact on educational performance. Their
study is an extension of the research by Coleman and Hoffer (1987) into
value communities, which also examined the congruence between the
dominant religion at school and pupils’ religious background. Both these
studies in fact demonstrated a relation between such congruence and edu-
cational performance.
With due regard to these theoretical notions, I have opted for a more
or less similar approach in my research. A key issue is the position occu-
pied by pupils in regard to religion, that is a minority or a majority posi-
tion. The child’s religious position is determined by comparing it with the
proportion of classmates whose parents share the same religious af lia-
tion. In contrast to studies of the effects of school composition, here it is
seen as an attribute at the level of the pupil rather than that of the school.
The assumption is that “dominant religion” refers to a value and func-
tional community. If the child is in such a majority position, there will be
more social networking between this pupil’s parents and other parents than
if the child is in a minority position. There will also be greater corre-
spondence between the norms and values observed at home and at school,
for instance regarding the importance of education and how children should
behave. Both factors will positively in uence the child’s school career,
mainly because there will be less need for discussion about ends and means
and greater ( joint) control and support. Not only will the relation between
school and home be more favourable; the same applies to the situation in
class. Children in a majority position have more characteristics in com-
mon, have a stronger sense of belonging and feel more at ease. They have
less dif culty asserting themselves and consequently they can devote more
energy to actual school tasks. This leads to better educational outcomes.
In this article majority/minority position in regard to religion is focal.
With the aid of recently collected data on grade 2 primary school pupils
I seek to answer the following question:
What effect does a pupil’s religious majority or minority position at pri-
mary school have on a number of cognitive and noncognitive educa-
tional outcomes?
As measures of cognitive effect I take pre-reading and pre-maths pro ciency,
and as noncognitive measures I use social position, sense of well-being
and self-con dence. It is anticipated that membership of a dominant reli-
gious group will have a positive effect on educational outcomes. Because
the children involved are so young, it is also expected that at this stage
5. 50 GEERT W.J.M. DRIESSEN
the effect on noncognitive effect measures will be greater than on cogni-
tive ones. This is because membership of a dominant religious group affects
primarily their social position, well-being and self-con dence and only
then – largely via these noncognitive effects – their cognitive skills.
From the research question it is evident that I am interested mainly in
the impact of religious position on educational outcomes. Since a num-
ber of attributes of pupils and schools are known to obscure the opera-
tion of this effect, they need to be taken into account in analyses. Hence
the analyses will be controlled for certain relevant background features,
such as parents’education and ethnicity and the denomination of the school.
The upshot is that we gain insight into the net effect of religious major-
ity/minority position.
3. METHOD
3.1 Sample
The data analysed here derive from a Dutch cohort study entitled “Primary
Education” (PRIMA). As part of this research project, test and question-
naire data on primary school pupils, their parents, teachers and the rele-
vant school administrators have been collected biennially since the 1994/95
school year. The project involves 700 primary schools, which is almost
10% of the total number of Dutch primary schools, and some 60,000 grade
2, 4, 6 and 8 pupils. The PRIMA project is characterised by an overrep-
resentation of schools with a relatively large number of minority group
students, which permits reliable estimates of the systematic effects of fac-
tors pertaining to ethnicity and social background. The present analyses
are based on the results of the third PRIMA measurement in the 1998/99
school year. The analyses involve 10,141 grade 2 pupils from 549 pri-
mary schools.
3.2 Dependent Variables
Five effect measures are used: two cognitive and three noncognitive. What
follows is merely a brief outline; for a more detailed explanation you are
referred to Driessen, Van Langen and Vierke (2000).
Language pro ciency. Language pro ciency was measured using the
Concepts test (Begrippen) developed by CITO (National Institute for
Educational Measurement). This test gives an indication of the student’s
achievement level in pre-reading skills. The test consists of 60 multiple-
choice items; reliability (K-R 20) is .96. By applying a calibration pro-
6. THE EFFECT OF RELIGIOUS GROUPS’ DOMINANCE 51
cedure the scores were rescaled so as to constitute a one-dimensional
metric pro ciency scale.
Maths pro ciency. Maths pro ciency was measured using the Ordering
test (Ordenen), also developed by CITO. This test gives an indication
of the student’s achievement level in pre-maths skills. The test contains
a total of 42 multiple-choice items; reliability (K-R 20) is .90. The scores
on this test were also rescaled to constitute a one-dimensional metric
pro ciency scale.
Social position. Social position was measured by means of what is
known as a pupil pro le. This pro le comprises a number of statements
presented to the grade teacher to indicate their applicability to each indi-
vidual pupil. Social position entails four items with a reliability (Cronbach’s
a) of .84. Two examples of items are “This pupil is popular with class-
mates” and “This pupil has few friends in his/her class”. Scores on the
items range from 1 (“de nitely false”) to 5 (“de nitely true”). A scale
score was computed by averaging the scores on the component items.
A low score indicates low social position, a high score points to high
social status.
Well-being. Well-being, too, was derived from the pupil pro le. It com-
prises three items and has a reliability (Cronbach’s a) of .79. Examples
of items include “The pupil feels perfectly at ease with me” and “The
pupil feels uncomfortable at school”. The scale score was calculated in
the same way as that for social position.
Self-con dence. Self-con dence was also measured by means of pupil
pro le. It entails four items and has a reliability (Cronbach’s a) of .75.
Examples of items include “The pupil is timid and anxious” and “The
pupil is easily upset”. The scale score was calculated in the same way
as that for social position.
3.3 Independent Variables
Predictors were identi ed at two levels: pupil level and school level. Key
variables were parental religious af liation, denomination of school and
religious minority/majority position. In addition some relevant background
data on children and their parents were collected; these served as control
variables in the analyses (cf. Scheerens & Bosker, 1997).
3.3.1 Pupil Level
At pupil level the following variables were used:
Religious af liation. The following question was asked with regard to
parents’ religious af liation: “Which church, religious community or
7. 52 GEERT W.J.M. DRIESSEN
ideological group do you and your partner subscribe to?” The follow-
ing categories were identi ed: (1) none, (2) Roman Catholic (RC), (3)
Protestant Christian (PC), (4) Islamic or Hindu, and (5) other.
Parental ethnicity. Parents’ birthplace was used to determine ethnicity.
On substantive grounds four categories were identi ed: (1) Dutch, (2)
Surinamese or Antillean (Sur/Ant.), (3) Turkish or Moroccan (Tur/Mor.),
and (4) other minority background. The fourth category includes a mix-
ture of Western and non-Western immigrants.
Parental education. Education was taken to be an indicator of social
background. The highest educational level in the family, that of the
father or mother, was used. Four categories were identi ed: (1) primary
education (PE), (2) junior secondary vocational education (JSVE), (3)
senior secondary vocational education (SSVE), and (4) higher voca-
tional and university education (HE).
Gender. There were two categories: (1) boys, and (2) girls.
Age. A relative measure standardised according to grade was taken to
provide a rough indicator of repeating a grade or delayed entrance by
immigrant children. There were three categories: (1) the “norm” or a
maximum of six months older than the norm, (2) more than six months
older, and (3) more than a year older.
Majority/minority position. To determine the pupil’s relative position in
regard to religion we rst established which religion had the highest
incidence in each class. Then we checked per pupil to determine whether
he or she belonged to the majority group. To distinguish between situ-
ations where there was a clear majority group (e.g. 90% RC, 5% PC,
5% other) and situations where the groups were more evenly distrib-
uted (e.g. 40% RC, 30% PC, 30% other) we also calculated the varia-
tion in the incidence of the different religions. On the basis of the median
of this distribution a distinction was made between relatively little
(diverse) and relatively great (dominant) variation. Thus majority/minor-
ity position had three categories: (1) the pupil belongs to a minority
group; (2) the pupil belongs to the biggest group, but this group is not
dominant; (3) the pupil belongs to the biggest group, which is dominant.
3.3.2 School Level
At school level one characteristic is identi ed:
Denomination. Information on schools’ denominations was obtained
from the Ministry of Education. The following categories were identi ed:
(1) public, (2) Roman Catholic (RC), (3) Protestant Christian (PC), and
(4) other private.
8. THE EFFECT OF RELIGIOUS GROUPS’ DOMINANCE 53
4. RESULTS
4.1 Descriptive Analyses
Table 1 shows the correlations between parental religious af liation and
the religious majority/minority position of pupils on the one hand, and the
control variables of ethnicity, education, gender and age on the other.
Correlations are indicated in the form of column percentages. For each
predictor the correlation coef cient Cramér’s V is given. Next table 2
shows the correlations between religious af liation and position and the
ve effect measures. These take the form of averages and the nominal
metric correlation coef cient Eta.
From table 1 we see that in the no religion, RC and PC categories the
Dutch are represented by between 89 and 96%. The Islamic/Hindu cate-
gory comprises 75% Turkish and Moroccan pupils. As for education, 40%
of Muslim and Hindu parents have at most primary school education. The
Islamic/Hindu category also has relatively many older pupils, probably
caused by late school entry. In the majority diverse category there are
comparatively many children whose parents have no religious af liation,
whereas the majority dominant category has relatively many Catholics.
As for the relation between religious af liation and effect measures,
table 2 shows signi cant differences in language and maths performance,
in which regard the Islamic/Hindu category – and to a lesser extent the
other religions category as well – deviate negatively from the other reli-
gious categories. These two categories also differ marginally from the other
pupils in the class in respect of social position. There are no signi cant
total correlations between majority/minority position when it comes to
religious af liation and the effect measures.
Table 3 gives the correlations between the school’s denomination and
the predictors at pupil level, while table 4 shows the correlations between
denomination and the effect measures.
Table 3 shows that there is in fact a signi cant correlation between
parental religious af liation and school denomination, although there is
manifestly no question of a one-to-one relation; clearly religious consid-
erations are not the only ones in uencing the choice of a school.
Table 4 indicates that the denominations do not differ in respect of the
cognitive and noncognitive effect measures.
10. THE EFFECT OF RELIGIOUS GROUPS’ DOMINANCE 55
Table2.Correlationsofreligionandreligiousmajority/minoritypositionwitheffectmeasures(averages)
ReligionMajority/minorityreligion
NoneRCPCIslam/OtherEtaMinorityMajorityMajorityEtaTotalsd
Hindudiversedominant
Language986986985953977.36979979981.0397937
Maths5657564755.28545555.045514
Socialposition3.93.83.83.73.7.123.83.83.8.053.8.6
Well-being4.14.14.14.04.0.074.14.14.1.024.1.5
Self-condence3.63.53.63.63.5.053.63.63.6.023.6.7
11. 56 GEERT W.J.M. DRIESSEN
4.2 Multilevel Analyses
Having given a descriptive summary of the distributions and correlations
of the attributes under investigation, we now offer an analysis in which
the data are correlated in a multivariate manner. To this end we make use
of multilevel analysis. This technique enables us to distinguish between
Table 3. Correlations of denomination with religion, ethnicity, education,
gender and age (in %)
Denomination
Public RC PC Other private V
Religion .37
None 47 18 25 14
RC 13 58 11 28
PC 10 7 52 22
Islam/Hindu 27 16 9 34
Other 2 1 3 2
Ethnicity .11
Dutch 68 77 85 60
Sur/Ant. 3 3 3 8
Tur/Mor. 21 13 7 22
Other 8 7 6 10
Education .06
PE 13 10 5 14
JSVE 32 30 31 27
SSVE 31 33 38 32
HE 23 27 26 26
Gender .02
Boys 53 53 52 49
Girls 47 47 48 51
Age .03
Norm 67 66 70 72
>1/2 year 32 33 29 28
>1 year 1 0 0 0
N=100% 2,905 4,053 2,381 802
Table 4. Correlations of denomination with effect measures (averages)
Denomination
Public RC PC Other private Eta
Language 977 981 981 974 .07
Maths 54 56 55 54 .06
Social position 3.8 3.8 3.8 3.7 .04
Well-being 4.1 4.1 4.1 4.1 .01
Self-con dence 3.6 3.6 3.6 3.6 .03
12. THE EFFECT OF RELIGIOUS GROUPS’ DOMINANCE 57
different levels in the explanation of variance. The underlying idea is that
variance in, say, pupil performance lies partly at pupil level and partly at
school level. Variance at school level is commonly known as systematic
variance. School variables can only account for variance in performance that
is associated with the school level. This means that a school variable which,
in an ordinary, one-level regression analysis including school and pupil
variables, explains only a little of the total variance, can still be an important
predictor if the non-systematic (i.e. pupil level) part of the variance is left
out of account (cf. Snijders & Bosker, 1999; Dijkstra & Veenstra, 2001).
In the multilevel analyses we test a series of models. These models are
constructed step by step, as follows:
First we compute what is known as a null model by introducing a con-
stant as predictor at both levels. From this we can infer which part of
the variance in effect measures is at pupil level and which part is at
school level.
Next parental religious af liation is introduced as four dummy variables
in model 1, with the no religion category serving as reference group.
In model 2 religious majority/minority position is added to the null
model as two dummy variables. Here the majority dominant category
is used as the reference group.
In model 3 both religion and majority/minority position are added to
the null model.
In model 4 the control variables ethnicity, education, gender and age
are added to model 3. Ethnicity entails three dummy variables with the
Dutch category serving as reference group; for gender boys are the ref-
erence group.
In model 5 school denomination is added to model 4. This entails three
dummy variables with public schooling serving as reference group.
Finally, in model 6 the cross-level interactions of religious af liation
and religious majority/minority position with denomination are added
to model 5. Here one needs to determine whether the effects of religious
af liation and position differ between schools of different denomina-
tions. Since no interaction proved signi cant, model 6 was not included
in the tables.
Tables 5 to 9 give the results of the multilevel analyses with the ve effect
measures. The tables re ect the unstandardised regression coef cients (B)
and the accompanying standard errors (SE). In addition they indicate the
degree to which the estimates deviate signi cantly from zero (under p).
Signi cant effects and highly signi cant effects are indicated with * and
** respectively.3
13. 58 GEERT W.J.M. DRIESSEN
The tables are constructed as follows. In the part labelled “variance
components” the null model (model 0) gives the percentage distribution
of the total variance in the effect measures according to pupil and school
level. Then, in the ensuing models, we calculate which part of the vari-
ance at each of these levels is “explained” by the predictors that were
introduced. For models 1, 2 and 3 these variance explanations were rst
calculated in relation to the null model. This indicated how much reli-
gious af liation, majority/minority position, and religious af liation plus
majority/minority position respectively help to explain variance. Then, for
model 4, the explanation provided by model 3 was deducted, so that under
this model the additional explanation of variance stands after the intro-
duction of ethnicity, education, gender and age. In model 5 the additional
variance stands after the introduction of denomination.
The values under x2
/df are used to test whether any one model devi-
ates signi cantly from another:
models 1, 2 and 3 are tested with reference to the null model;
model 4 is tested with reference to model 3;
model 5 is tested with reference to model 4.
Signi cant and highly signi cant effects are indicated with * and **
respectively.4
In the multilevel analyses the three noncognitive effect measures are all
multiplied by 10, since otherwise the effects and their standard errors are
often so slight that they cannot be presented in the same way as the
coef cients for language and mathematics, that is by means of one decimal.
Hence for purposes of data interpretation these effects have to be multi-
plied by 10. The estimate for the general average of the effect measures
has been omitted from all the tables, since, as a result of centring the pre-
dictors around their means (i.e. the individual score minus the grand mean),
these are equivalent to the averages presented under “total” in table 2.
Table 5 shows the results in regard to language pro ciency; tables 6
and 7 give the results for maths pro ciency and social position.
From the null model in table 5 we gather that as much as 80% of the
variance in language pro ciency pertains to the pupil level and nearly
20% to the school level. In model 1 parental religious af liation is intro-
duced as a predictor. From the regression coef cients it is evident that
children of Catholic parents score .2 marks lower than the reference cat-
egory, children of non-religious parents. The Protestant Christian category
scores .4 marks lower and the Islamic/Hindu category, no less than 27.6.
This last difference is highly signi cant, amounting to three quarters of
the standard deviation. The “other” category scores 6.1 marks lower. The
17. 62 GEERT W.J.M. DRIESSEN
variance components indicate that 4% of the variance in language scores
at pupil level and 48.7% of the variance at school level are “explained”
by religious af liation. These differences are highly signi cant.
In model 2 the effect of religious position is focal. None of the cate-
gories appear to be signi cant. In model 3 both religious af liation and
position are introduced simultaneously. In regard to religious af liation
there is hardly any change from model 1. The coef cients for position are
somewhat higher; pupils in a minority position score 2.8 marks lower and
those in a majority diverse position score 1.7 marks lower than pupils in
a dominant majority position. These coef cients are not signi cant, however.
In model 4 some background attributes are introduced as control vari-
ables. As a result we get some idea of the net effect of religious af lia-
tion and position, hence after allowing for pupils’backgrounds.The analysis
indicates that all four of the background features have pronounced effects.
For instance, Turkish and Moroccan children score 18.9 marks lower than
Dutch pupils (the reference category for ethnicity); in relation to parental
educational level pupils’ language scores increase by 6.9 marks per level;
thus between children of parents with at most primary education and those
whose parents have higher vocational or scienti c training this difference
comes to almost 21 marks; girls score 7.1 marks more than boys; older
pupils score 7.8 marks more than younger ones. In the case of these
coef cients it should be kept in mind that these are effects which take into
account the in uence of all other variables in the model.
If we look at the effects of religious af liation and position, we nd that
keeping the backgroundsconstant has the result that the language pro ciency
of the Islamic/Hindu category in particular “improves” markedly: they
have made up their backlog by some 20 marks and the effect now is only
slightly signi cant. The “other religions” category too has advanced some-
what. The effects of the other two religious categories and of religious
position remain much the same. When it comes to the variance compo-
nents we nd that introducing background attributes explains an additional
6.5% of the variance at pupil level and 7.8% of the variance at school
level, over and above the variance already explained in model 3. In model
5 denomination is added at school level. Here we conclude that the Roman
Catholic category fares somewhat better than the public school category,
and the Protestant Christian and other private schools category slightly
worse, although none of these effects are signi cant. Hence the variance
components indicate that the addition of denomination does not improve
the model signi cantly. As mentioned already, model 6, in which inter-
actions between religious af liation, position and denomination are speci ed,
18. THE EFFECT OF RELIGIOUS GROUPS’ DOMINANCE 63
was omitted because none of these interactions proved to be signi cant.
Hence the effect of religious af liation and position function identically
in each of the denominations. If we now calculate how much of the total
variance in language pro ciency is explained by the nal model, number
5, we get the following: at pupil level (4 + 6.5) ´ 80.7 = 8.5%, and at
school level (49.6 + 7.8 + .4) ´ 19.3 = 11.2%.
The results in table 6 relate to mathematical pro ciency. By and large
they are commensurate with those relating to language pro ciency. In
interpreting them it should be borne in mind that the coef cients also dif-
fer because the distribution attributes of the maths scores differ from those
of the language scores, more particularly the standard deviation. In model
4 we observe that in maths the effect of the minority position category is
slightly signi cant; however, this effect disappears in subsequent models
when pupils’ backgrounds are taken into account.
The results relating to social position in table 7 show a marked resem-
blance to those for maths. Noteworthy here is that ethnicity has no inde-
pendent effects. The results relating to the other two noncognitive effect
measures, well-being and self-con dence, are comparable with those for
social position. For this reason these tables are not included. The only real
difference is that in the case of well-being and self-con dence religious
af liation has no independent effects, whereas it does have some effect in
the case of social position: here we nd that Muslim and Hindu children
occupy a weaker social position in the class than other pupils.
5. CONCLUSIONS AND DISCUSSION
This article explored three aspects pertaining to religion. The cardinal issue
was the majority or minority position that children occupy in class by
virtue of their religion, and the effects this has on a number of cognitive
and noncognitive educational outcomes. It was anticipated that occupy-
ing a religious majority position would have a positive effect on educa-
tional outcomes. In addition we explored the relation between parental
religious af liation and the denomination of the school their children attend,
and educational outcomes. The ndings of the analyses can be summarised
as follows:
Although there is a slight trend for children who occupy a majority posi-
tion at school to score marginally higher in educational outcomes, this
effect is never signi cant once one has controlled for ethnicity, parents’
education, gender and age.
19. 64 GEERT W.J.M. DRIESSEN
Even when ethnicity, parents’ education, gender and age are kept con-
stant, the Islamic/Hindu category still shows a negative effect relative
to the nonreligious category in respect of language, mathematics and
social position.
Although there is also a slight trend for children at Roman Catholic
schools to score somewhat better than those attending other schools,
there is no question of any independent effect of denomination.
In terms of effects denomination does not interact with religious af lia-
tion and religious majority/minority position, indicating that the effects
of religious af liation and position are the same in all denominations.
There are independent effects of ethnicity on language and maths per-
formance, but not on social position, self-con dence and well-being. Edu-
cation, genderand age also have independenteffects on the effect measures.
The analyses show no independent effects of denomination, which accords
with earlier ndings (Dijkstra, 1997). Taking into account the other attrib-
utes, the category of school which pupils attend clearly does not do any-
thing for them. Undoubtedly this has to do with the steadily weakening
relation with parental religious af liation caused by the secularisation of
society, as emerged from the descriptive analyses as well.
As for the effect of the Islamic/Hindu religious category, this is not
unexpected (cf. Driessen & Valkenberg, 2000). Muslims in particular have
a consistently low educational level, are often unemployed or do lowly
skilled work. It is known that there is a strong correlation between this kind
of family-structural factors and educational prospects (Driessen, 2000). What
is alarming is that this negative effect of the Islamic/Hindu category per-
sists even after one has controlled for ethnicity, education, gender and age.
At all events, from the analyses one can conclude that aspects relating
to religion are much less important than attributes of family structure. Par-
ticularly parents’ education and – to a slightly lesser extent – ethnic origins
appear to be decisive for young children’s educational outcomes, both
cognitive and noncognitive.
The ndings also imply that the anticipation that membership of the
dominant religious group at school positively affects educational outcomes
cannot be con rmed. Here a few comments are called for. It should be
noted, for instance, that the analysed sample comprised young children
who on average have only attended school for about two years. It could
be that such effects only manifest themselves at a later stage. Hence it is
recommended that the analyses conducted in this study should be repeated
20. THE EFFECT OF RELIGIOUS GROUPS’ DOMINANCE 65
for the same children in a few years’ time. This is feasible, since the
PRIMA cohort, which we used, is longitudinal and measurements of the
same pupils are made every second year.
The absence of any effects of majority/minority position may also be
attributable to other, more conceptual factors. As mentioned already, there
has been virtually no research into the relation between position regard-
ing religious background and educational outcomes. Theorising in this
eld is also in its infancy. In our study we drew on Coleman’s concept of
value and functional communities, which was interpreted from a religious
perspective. It should be clear, however, that such communities are not
unidimensional entities. People consort with each other not only because
of their religious background, but also because of ethnic and socioeco-
nomic similarities; in addition these three aspects are closely interrelated.
In fact, it may be expected that in the present postmodern, highly indi-
vidualised and secularised society religious communities have lost much
of their importance. This is supported by the notions on the state of pre-
sent-day Western society recently proffered by Putnam (1995), to whom
social trust is a key concept. Putnam assumes that civic engagement and
social connectedness produce, for instance, better schools, lower crime
rates and faster economic development. He points out, however, that in
the United States (also in other Western societies) there is a high level of
individualisation. Thus religious sentiment seems to be becoming less tied
to institutions and more self-de ned. In addition, Putnam concludes that
American social capital in the form of civic associations has signi cantly
eroded over the last generation. This means that value communities as
envisaged by Coleman in his day are far less common nowadays. At most
they will probably still occur in more traditional, closed religious com-
munities such as the often locally organised, strictly Reformed Protestant
groups and Islamic communities in the Netherlands. But it is not only at
adult level that (religiously oriented) value communities have lost their
importance; this may also have ltered through to the level of children.
Future research should therefore be aimed at, rstly, development within
religious communities, and secondly, the signi cance of these develop-
ments for children.
Finally a few methodologically oriented comments. The rst concerns
the operationalisation of parental religious af liation. In this study it took
the form of a question about membership of a religious community. This
may be regarded as a crude operationalisation, which moreover tells us
little about the parents’ active involvement. As Putnam (1995) points out,
21. 66 GEERT W.J.M. DRIESSEN
religious experience is increasingly characterised by deinstitutionalisation
and individualisation. Hence instead of the institutional approach to reli-
gion adopted here it might be better to choose an operationalisation that
does more justice to active religious involvement, for instance by way of
prayer, church attendance and participation in activities organised by the
church community.
A nal point regarding the structure of the analyses. In regard to the
nested nature of the data (pupils within schools and both pupil and school
attributes) we used multilevel analysis. As a result, also through the intro-
duction of all sorts of control variables, we obtained insight into the net
effect of majority/minority position. In the process, however, we rather
lost sight of the interrelationship between these variables. In follow-up
analyses it may be advisable to disentangle the complexity of interactive
variables differently, perhaps by means of a Lisrel analysis.5
NOTES
1. The author would like to thank J. Doesborgh for his help with the multilevel analyses.
Grateful acknowledgment also to the Netherlands Organisation for Scienti c Research (NWO)
for funding the project on which this paper is based. The research was supported by grant #
411-20-005 from NWO’s Social Science Research Council.
2. It is questionable whether this applies in every respect. According to Ogbu (1988) there
is an oppositional and resistance culture growing among ethnic minorities, especially in inner
city schools. They set themselves up against the WASP ideal, which sets great store by a good
education. These minorities lack motivation to go to school and perform academically for the
very reason that it implies con rmation of the majority culture.
3. The degree of signi cance can be derived by calculating a z score, namely z = B/SE. The
exact meaning of signi cant and highly signi cant in terms of z scores depends on the num-
ber of units (here: schools) in the analysis (cf. Cohen, 1988). For N < 120 schools, an effect is
generally assumed to be just signi cant when the p value < .10 in keeping with a z value >
1.65. For N = 200 schools, just signi cant is p < .05 or z > 1.96. For N = 500 schools, just
signi cant is p < .001 or z > 3.29. In keeping with this, the following holds for N = 549 schools:
*: 3.5 > z < 4.7; **: z > 4.7.
4. The value obtained is an x2
value, calculated by subtracting the x2
value for the model to
be examined from the x2
for the reference model to see if they differ signi cantly. The differ-
ence in the x2
values is then divided by the difference in the degrees of freedom for the two
models. For N = 549 schools and df = 1, a x2
/df > 12 indicates a just signi cant difference.
5. In such a one-level analysis it would be better to omit the school variable “denomination”.
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Address for correspondence:
Dr Geert W.J.M. Driessen
ITS – Institute for Applied Social Sciences
University of Nijmegen
PO Box 9048
6500 KJ Nijmegen
Netherlands
<G.Driessen@its.kun.nl>