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This book describes the effect of school climate on student
academic achievement. The unexpected leading position of Shanghai
in its first and second appearance of the PISA survey-topping every
league table in this assessment by a clear margin-attracted
attention from all over the world. This book focuses on the
relationship between student academic achievement and the
characteristics of students and schools in Shanghai, while showing
the effects of these factors within this specific educational
ecology. Bo Ning considers the relationship between school climate
and student academic achievement using data from PISA 2009 and
2012, with a focus on reading and mathematics. School climate is
confined to the quality and characteristics of school life in
relationships, and teaching and learning issues from a student
perspective. In each chapter, one or several of the following five
school climate variables are explored: school appreciation,
teacher-student relations, disciplinary climate, reading
atmosphere, and supportive climate. In addition to the focus on
school climate, three basic concerns run through the whole book:
the Shanghai educational context, the comparative approach, and
causal inference. This book will be of great interest to academics,
researchers, and postgraduate students in the fields of
international and comparative education.
This book describes the effect of school climate on student
academic achievement. The unexpected leading position of Shanghai
in its first and second appearance of the PISA survey-topping every
league table in this assessment by a clear margin-attracted
attention from all over the world. This book focuses on the
relationship between student academic achievement and the
characteristics of students and schools in Shanghai, while showing
the effects of these factors within this specific educational
ecology. Bo Ning considers the relationship between school climate
and student academic achievement using data from PISA 2009 and
2012, with a focus on reading and mathematics. School climate is
confined to the quality and characteristics of school life in
relationships, and teaching and learning issues from a student
perspective. In each chapter, one or several of the following five
school climate variables are explored: school appreciation,
teacher-student relations, disciplinary climate, reading
atmosphere, and supportive climate. In addition to the focus on
school climate, three basic concerns run through the whole book:
the Shanghai educational context, the comparative approach, and
causal inference. This book will be of great interest to academics,
researchers, and postgraduate students in the fields of
international and comparative education.
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