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A publicação pode ser exportada nos seguintes formatos: referência da APA (American Psychological Association), referência do IEEE (Institute of Electrical and Electronics Engineers), BibTeX e RIS.

Exportar Referência (APA)
Carvalho, H., Seabra, T. & Ávila, P. (2017). Understanding the impact of school´s ethnic composition on Mathematics results of students with immigrant origin in primary school. 13th Conference of the European Sociological Association – (Un)Making Europe: Capitalism, Solidarities, Subjectivities.
Exportar Referência (IEEE)
H. M. Carvalho et al.,  "Understanding the impact of school´s ethnic composition on Mathematics results of students with immigrant origin in primary school", in 13th Conf. of the European Sociological Association – (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Atenas, 2017
Exportar BibTeX
@misc{carvalho2017_1714726836738,
	author = "Carvalho, H. and Seabra, T. and Ávila, P.",
	title = "Understanding the impact of school´s ethnic composition on Mathematics results of students with immigrant origin in primary school",
	year = "2017",
	howpublished = "Digital"
}
Exportar RIS
TY  - CPAPER
TI  - Understanding the impact of school´s ethnic composition on Mathematics results of students with immigrant origin in primary school
T2  - 13th Conference of the European Sociological Association – (Un)Making Europe: Capitalism, Solidarities, Subjectivities
AU  - Carvalho, H.
AU  - Seabra, T.
AU  - Ávila, P.
PY  - 2017
CY  - Atenas
AB  - Scientific interest concerning the impact of school’s compositional effect on student performance has intensified throughout the current century, as the subject has been vastly explored by researchers in various national contexts. These effects have usually been studied taking student outcomes as measured by standardized tests on different school subjects and levels of education.
In Portugal we conducted a research using an extensive database (16 269 students and 417 schools) with the results of fourth grade students  on Portuguese Language national standardized tests in the Lisbon Metropolitan Area (2009-10). We intent to reveal what are the main factors behind students results in LMA public schools giving special attention to the effect of ethnicity, considered both at the student level (its national origin) and at the school level (the schools ethnic composition). A multilevel analysis was developed involving both individual level variables and school level variables to answer the following research questions: Does the schools’ ethnic composition effect on Portuguese Language scores stand when students’ gender, social and ethnic origins are taken into account? Does this effect stand when the schools’ social composition is taken into account? How does the schools’ ethnic composition moderate the relation between having/not having an immigrant background and students’ Portuguese Language scores, when the socio-economic status (SES) of both students and schools is controlled? 

ER  -