{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-KU5CGMZX/d662a67b-fb0b-40ce-870a-d60dc7df85e6/PDF","dcterms:extent":"400 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-KU5CGMZX/1680dd91-a69a-4262-82b4-28d23a344544/TEXT","dcterms:extent":"76 KB"}],"edm:TimeSpan":{"@rdf:about":"2006-2020","edm:begin":{"@xml:lang":"en","#text":"2006"},"edm:end":{"@xml:lang":"en","#text":"2020"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-KU5CGMZX","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-QGFSTTZH"},{"@xml:lang":"sl","#text":"Šolsko polje"}],"dcterms:issued":"2014","dc:creator":["Aghakasiri, Parisa","Castejón, Alba","Sandoval-Hernández, Andrés"],"dc:format":[{"@xml:lang":"sl","#text":"letnik:25"},{"@xml:lang":"sl","#text":"številka:3/4"},{"@xml:lang":"sl","#text":"str. 61-96, 136-138"}],"dc:identifier":["ISSN:1581-6036","COBISSID:2779479","URN:URN:NBN:SI:doc-KU5CGMZX"],"dc:language":"en","dc:publisher":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"dc:subject":[{"@xml:lang":"en","#text":"disadvantages students"},{"@xml:lang":"en","#text":"education"},{"@xml:lang":"en","#text":"educational effectiveness"},{"@xml:lang":"sl","#text":"matematika"},{"@xml:lang":"en","#text":"mathematics"},{"@xml:lang":"sl","#text":"mednarodne raziskave"},{"@xml:lang":"sl","#text":"naravoslovje"},{"@xml:lang":"sl","#text":"preverjanje znanja"},{"@xml:lang":"sl","#text":"TIMSS"},{"@xml:lang":"sl","#text":"učenci"},{"@xml:lang":"sl","#text":"učni dosežki"},{"@xml:lang":"sl","#text":"vzgoja in izobraževanje"},{"@rdf:resource":"http://www.wikidata.org/entity/Q8434"}],"dcterms:temporal":{"@rdf:resource":"2006-2020"},"dc:title":{"@xml:lang":"sl","#text":"A comparison of school effectiveness factors for socially advantaged and disadvantaged students in ten European countries in TIMSS 2011|"},"dc:description":[{"@xml:lang":"sl","#text":"Over the last decades, Educational Effectiveness Research (EER) has made considerable progress in terms of identifying school characteristics consistently associated with academic achievement. However, the critics of this body of research argue that while purporting to be inclusive and comprehensive, EER theoretical models often ignore the needs of children from disadvantaged backgrounds. The argument underlying this criticism is that students from socially disadvantaged families live and study in different contexts, and therefore have different educational needs than their more socially advantaged peers. In order to contribute to the debate on this topic, in this paper we empirically test recently developed EER theoretical model with two samples, one of disadvantaged and one of non-disadvantaged students. By using HLM analyses, we evaluate the fit of our selected EER theoretical model in the two samples, and compare the results across ten European countries. The data stems from the Trends in International Mathematics and Science Study (TIMSS) 2011 conducted by the). Our results suggest that, in general, the analyzed EER model fit the data of the non-disadvantaged students in most countries better. The implications of this finding for research and policy are discussed in the final section of the paper"},{"@xml:lang":"sl","#text":"V zadnjih desetletjih je raziskovanje šolske učinkovitosti naredilo velik napredek v smislu doslednega ugotavljanja šolskih lastnosti, povezanih z učno uspešnostjo. Vendar pa kritiki tovrstnih raziskav trdijo, da medtem ko naj bi izkazovale vključevanje in celovitost, teoretični modeli teh raziskav pogosto zanemarjajo potrebe otrok iz prikrajšanih okolij. Argument, na katerem temeljita kritika, je, da učenci iz socialno prikrajšanih družin živijo in se učijo v različnih kontekstih, zato pa imajo različne izobraževalne potrebe od njihovih socialno bolj privilegiranih vrstnikov. Da bi prispevali k razpravi o tej temi, smo v prispevku empirično preverili nedavno razvit teoretični model raziskovanja šolske učinkovitosti, in sicer z dvema vzorcema - na prikrajšanih in na neprikrajšanih učencih. Z uporabo HLM analiz smo ocenili prileganje našega izbranega teoretičnega modela v dveh vzorcih ter primerjali rezultate desetih evropskih držav. Uporabljeni podatki so bili zbrani v mednarodni raziskavi Trends in International Mathematics and Science Study (TIMSS - Trendi v znanju matematike in naravoslovja) leta 2011, ki jo koordinira IEA (International Association for the Evaluation of Educational Achievement - Mednarodna organizacija za merjenje učinkov izobraževanja). Naši rezultati so pokazali, da se na splošno analizirani teoretični model raziskovanja šolske učinkovitosti bolje prilega na podatke nepriviligiranih učencev v večini držav. V zaključku članka pojasnjujemo implikacije naših ugotovitev, tako za raziskovanje kot politike na področju izobraževanja"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-KU5CGMZX","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-KU5CGMZX"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-KU5CGMZX/d662a67b-fb0b-40ce-870a-d60dc7df85e6/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Slovensko društvo raziskovalcev šolskega polja"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-KU5CGMZX/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-KU5CGMZX"}}}}