Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement
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AbstractStarting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the h...ighest correlation between cultural capital and reading performance.
Кључне речи:
teacher support / cultural capital / reading performance / PISA 2018Извор:
British Journal of Sociology of Education, 2022, 43, 7, 1012-1031Издавач:
- United Kingdom : Taylor and Francis Group
- United Kingdom : Routledge
Финансирање / пројекти:
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200018 (Институт за педагошка истраживања, Београд) (RS-MESTD-inst-2020-200018)
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200163 (Универзитет у Београду, Филозофски факултет) (RS-MESTD-inst-2020-200163)
Напомена:
- This is the peer-reviewed version of the following article: Radulović, M., Radulović, L., & Stančić, M. (2022). Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. British Journal of Sociology of Education, 43(7), 1012–1031. https://doi.org/10.1080/01425692.2022.2092449
Повезане информације:
- Друга верзија
https://www.tandfonline.com/doi/full/10.1080/01425692.2022.2092449 - Друга верзија
https://ipir.ipisr.org.rs/handle/123456789/822
DOI: 10.1080/01425692.2022.2092449
ISSN: 0142-5692; 1465-3346 (Online)
WoS: 00081725850000
Scopus: 2-s2.0-85132989905
Институција/група
IPITY - JOUR AU - Radulović, Mladen AU - Radulović, Lidija AU - Stančić, Milan PY - 2022 UR - http://ipir.ipisr.org.rs/handle/123456789/823 AB - AbstractStarting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the highest correlation between cultural capital and reading performance. PB - United Kingdom : Taylor and Francis Group PB - United Kingdom : Routledge T2 - British Journal of Sociology of Education T1 - Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement EP - 1031 IS - 7 SP - 1012 VL - 43 DO - 10.1080/01425692.2022.2092449 ER -
@article{ author = "Radulović, Mladen and Radulović, Lidija and Stančić, Milan", year = "2022", abstract = "AbstractStarting from insights into the inequalities that stem from the effect students’ cultural capital has on their academic achievement, and relatively scarce evidence on whether classroom-level pedagogical interventions could help reduce those inequalities, in this study we aim to explore whether teacher support moderates the relationship between cultural capital and students’ reading performance. In addition, we analysed whether the moderation effect is the same across different education systems, or depends on equity between systems. We used data from PISA 2018 to test a simple moderation model with cultural capital as the independent variable, teacher support – the moderator, and reading performance as the dependent variable. The findings suggest that the correlation between cultural capital and students’ reading performance is moderated by teacher support. However, the nature of the moderation effect differs in education systems with the lowest and education systems with the highest correlation between cultural capital and reading performance.", publisher = "United Kingdom : Taylor and Francis Group, United Kingdom : Routledge", journal = "British Journal of Sociology of Education", title = "Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement", pages = "1031-1012", number = "7", volume = "43", doi = "10.1080/01425692.2022.2092449" }
Radulović, M., Radulović, L.,& Stančić, M.. (2022). Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. in British Journal of Sociology of Education United Kingdom : Taylor and Francis Group., 43(7), 1012-1031. https://doi.org/10.1080/01425692.2022.2092449
Radulović M, Radulović L, Stančić M. Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement. in British Journal of Sociology of Education. 2022;43(7):1012-1031. doi:10.1080/01425692.2022.2092449 .
Radulović, Mladen, Radulović, Lidija, Stančić, Milan, "Can teacher support reduce inequalities in education? Re-examining the relationship between cultural capital and achievement" in British Journal of Sociology of Education, 43, no. 7 (2022):1012-1031, https://doi.org/10.1080/01425692.2022.2092449 . .