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ERIC Number: EJ632432
Record Type: Journal
Publication Date: 2001
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0268-0939
Progress at School and School Effectiveness: Non-cognitive Dispositions and Within-Class Markets.
Nash, Roy
Journal of Education Policy, v16 n2 p89-102 Mar-Apr 2001
The New Zealand Progress at School project, investigating school effects, found that individual academic progress is associated with a set of noncognitive dispositions: aspirations, self-concept, and acceptance of the institutional regime. School composition or mix effects were minor. Working-class kids read more proficiently in high-SES schools. (Contains 31 references.) (MLH)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand