Multilevel analysis can help to get deeper insights into factors that may have impact on schooling outcomes assessed in PISA. In this book, multilevel analysis is applied by linking student performance to the structure and processes of both the family and the school, the two major social contexts that exert powerful influence on young people. Essential/important policy issues including parental involvement, school decentralization, and medium of instruction are examined, and the possible relationship between these policies and student's achievement in light of the evidence collected in the first three cycles of the PISA study is explored. Besides, appreciating how researchers have used multilevel analysis in a variety of ways would be an effective path to learn it. The analysis in this book will add significantly to the storehouse of knowledge about the application of multilevel analysis in assessing the quality and equality of education in East Asian societies. The findings thereof would also serve as useful references for researchers, policymakers, school administrators, and teachers.
This book is based on the empirical work of a large-scale project to investigate the possible impacts of diversified forms of parental involvement on children and school by first exploring through a series of ethnographic case studies how principals, teachers and parents perceive and act on parental involvement in the primary schools of Hong Kong and, then, examining how the different forms and levels of parental involvement are related to individual and institutional factors through a series of survey studies on all these stakeholders in children’s education. Finally, the book assesses the extent to which different forms of parental involvement affect student performance based on student survey results and available school records.
This book is based on the empirical work of a large-scale project to investigate the possible impacts of diversified forms of parental involvement on children and school by first exploring through a series of ethnographic case studies how principals, teachers and parents perceive and act on parental involvement in the primary schools of Hong Kong and, then, examining how the different forms and levels of parental involvement are related to individual and institutional factors through a series of survey studies on all these stakeholders in children’s education. Finally, the book assesses the extent to which different forms of parental involvement affect student performance based on student survey results and available school records.
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