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The Social Geography of Education: Neighborhood, Class Composition, and the Educational Achievement of Elementary School Students in Zurich, Switzerland

机译:教育的社会地理:瑞士苏黎世的邻里,班级组成和小学生的教育成就

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摘要

Despite an impressive amount of research and policy intervention no robust pattern of neighborhood effects on educational attainment has previously been identified. Adequate theoretical modeling and the sensitivity of the results to the method of the study are the major challenges in this area of research. This paper elaborates the social mechanisms of neighborhood effects and applies various methodological approaches to test them. Using data from Switzerland, the research reported here has detected heterogeneous effects of neighborhood on elementary school students’ educational achievement in Zurich. Although modest in comparison with the effects of classroom composition, these effects appear to be mediated primarily through social integration into a local peer network and are differentiated according to students’ gender and their social origin.
机译:尽管进行了大量的研究和政策干预,但以前尚未发现邻里效应对受教育程度的影响的稳健模式。适当的理论建模和结果对研究方法的敏感性是该研究领域的主要挑战。本文阐述了邻里效应的社会机制,并运用各种方法论方法对其进行检验。根据瑞士的数据,这里的研究报告发现了邻里对苏黎世小学生教育成绩的不同影响。尽管与课堂构图的效果相比微不足道,但这些效果似乎主要是通过社会融入本地同龄人网络来介导的,并根据学生的性别和他们的社会血统加以区分。

著录项

  • 作者

    Zangger Christoph;

  • 作者单位
  • 年度 2015
  • 总页数
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类

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