Ethnic composition and heterogeneity in the classroom : (Record no. 78914)
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fixed length control field | 01760nam a2200253Ia 4500 |
008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION | |
fixed length control field | 180926s2017 xx 000 0 und d |
040 ## - CATALOGING SOURCE | |
Transcribing agency | MANILA TYTANA COLLEGES LIBRARY |
100 ## - MAIN ENTRY--PERSONAL NAME | |
Personal name | Rjosk, Camilla. |
245 #0 - TITLE STATEMENT | |
Title | Ethnic composition and heterogeneity in the classroom : |
Remainder of title | their measurement and relationship with student outcomes / |
Statement of responsibility, etc. | Camilla Rjosk, Dirk Richter, Oliver Ludtke, Jacquelynne Sue Eccles |
260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) | |
Date of publication, distribution, etc. | November 2017 |
336 ## - CONTENT TYPE | |
Content type term | text |
337 ## - MEDIA TYPE | |
Media type term | unmediated |
338 ## - CARRIER TYPE | |
Carrier type term | volume |
440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE | |
Number of part/section of a work | 109 : 8, page 1188-1204 |
Title | Journal of Educational Psychology |
520 ## - SUMMARY, ETC. | |
Summary, etc. | This study explores various measures of the ethnic makeup in a classroom and their relationship with student outcomes. We examine whether measures of ethnic diversity are related to achievement (mathematics, reading) and feeling of belonging with one's peers over and above commonly investigated composition characteristics. Multilevel analyses were based on data from a representative sample of 18,762 elementary school students in 903 classrooms. The proportion of minority students and diversity measures showed negative associations with student outcomes in separate models. Including diversity measures and the proportion of minority students, diversity of minority students mostly lost its significance. However, the results suggest that diversity measures may provide additional information over and above other classroom characteristics for some student outcomes. The various measures of diversity led to comparable results. |
521 ## - TARGET AUDIENCE NOTE | |
Target audience note | Psychology. |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name as entry element | Academic achievement. |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name as entry element | Classroom. |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name as entry element | Diversity. |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name as entry element | Ethnic composition. |
650 ## - SUBJECT ADDED ENTRY--TOPICAL TERM | |
Topical term or geographic name as entry element | Multilevel analysis. |
942 ## - ADDED ENTRY ELEMENTS (KOHA) | |
Source of classification or shelving scheme | Library of Congress Classification |
Koha item type | Articles |
998 ## - LOCAL CONTROL INFORMATION (RLIN) | |
Cataloger's initials, CIN (RLIN) | 82372 |
First Date, FD (RLIN) | 140735 |
Withdrawn status | Lost status | Source of classification or shelving scheme | Damaged status | Not for loan | Home library | Current library | Shelving location | Date acquired | Total Checkouts | Date last seen | Price effective from | Koha item type |
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Library of Congress Classification | Manila Tytana Colleges Library | Manila Tytana Colleges Library | REFERENCE SECTION | 09/26/2018 | 09/26/2018 | 09/26/2018 | Articles |