Advanced search
1 file | 575.32 KB Add to list

The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: implications for policies to foster education equity

Author
Organization
Project
  • BOF07/DOS/056
Keywords
LOW-INCOME COUNTRIES, ACADEMIC-ACHIEVEMENT, MATHEMATICS ACHIEVEMENT, ECONOMIC-DEVELOPMENT, STUDENT PERFORMANCE, FAMILY-STRUCTURE, SCHOOL QUALITY, URBAN CHINA, SES, SCIENCE, Socioeconomic status, Learning performance, Equity, Primary school, China

Downloads

  • (...).pdf
    • full text
    • |
    • UGent only
    • |
    • PDF
    • |
    • 575.32 KB

Citation

Please use this url to cite or link to this publication:

MLA
Zhao, Ningning, Martin Valcke, Annemie Desoete, et al. “The Quadratic Relationship Between Socioeconomic Status and Learning Performance in China by Multilevel Analysis: Implications for Policies to Foster Education Equity.” INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT 32.3 (2012): 412–422. Print.
APA
Zhao, N., Valcke, M., Desoete, A., & Verhaeghe, J. (2012). The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: implications for policies to foster education equity. INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, 32(3), 412–422.
Chicago author-date
Zhao, Ningning, Martin Valcke, Annemie Desoete, and JeanPierre Verhaeghe. 2012. “The Quadratic Relationship Between Socioeconomic Status and Learning Performance in China by Multilevel Analysis: Implications for Policies to Foster Education Equity.” International Journal of Educational Development 32 (3): 412–422.
Chicago author-date (all authors)
Zhao, Ningning, Martin Valcke, Annemie Desoete, and JeanPierre Verhaeghe. 2012. “The Quadratic Relationship Between Socioeconomic Status and Learning Performance in China by Multilevel Analysis: Implications for Policies to Foster Education Equity.” International Journal of Educational Development 32 (3): 412–422.
Vancouver
1.
Zhao N, Valcke M, Desoete A, Verhaeghe J. The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: implications for policies to foster education equity. INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT. 2012;32(3):412–22.
IEEE
[1]
N. Zhao, M. Valcke, A. Desoete, and J. Verhaeghe, “The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: implications for policies to foster education equity,” INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT, vol. 32, no. 3, pp. 412–422, 2012.
@article{2105444,
  author       = {Zhao, Ningning and Valcke, Martin and Desoete, Annemie and Verhaeghe, JeanPierre},
  issn         = {0738-0593},
  journal      = {INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT},
  keywords     = {LOW-INCOME COUNTRIES,ACADEMIC-ACHIEVEMENT,MATHEMATICS ACHIEVEMENT,ECONOMIC-DEVELOPMENT,STUDENT PERFORMANCE,FAMILY-STRUCTURE,SCHOOL QUALITY,URBAN CHINA,SES,SCIENCE,Socioeconomic status,Learning performance,Equity,Primary school,China},
  language     = {eng},
  number       = {3},
  pages        = {412--422},
  title        = {The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: implications for policies to foster education equity},
  url          = {http://dx.doi.org/10.1016/j.ijedudev.2011.08.004},
  volume       = {32},
  year         = {2012},
}

Altmetric
View in Altmetric
Web of Science
Times cited: