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ERIC Number: EJ770820
Record Type: Journal
Publication Date: 2003-Sep
Pages: 26
Abstractor: Author
Reference Count: 47
ISSN: ISSN-1380-3611
Student Background and Teacher Effects on Achievement and Attainment in Mathematics: A Longitudinal Study
Muijs, Daniel; Reynolds, David
Educational Research and Evaluation, v9 n3 p289-314 Sep 2003
In this article, we have studied the effect of student social background, classroom social context, classroom organisation, and teacher behaviours on mathematics achievement and attainment in English and Welsh primary schools. Data were collected over 2 years as part of a programme evaluation, for which we observed 138 teachers and tested and collected background data on over 3,000 students. Results were analysed using multilevel modeling, and point to the importance of student background and teacher behaviours to achievement and attainment. The implications of these findings are explored. (Contains 10 tables.)
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Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)