The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming

Liem, Gregory Arief D.; Marsh, Herbert W.; Martin, Andrew J.; McInerney, Dennis M.; Yeung, Alexander Seeshing

doi:10.3102/0002831212464511

Cited by 79 publications

(56 citation statements)

References 65 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Comparing the AIC and BIC between neighborhood, classroom and school model, we find the statistical explanatory power of the classroom model to be overall better, indicating that -comparing the three context levels -most variance in the dependent variable is explained by the classroom level. This is in line with arguments from frame-of-reference theory assuming that classrooms are the most proximal context in which teachers actively operate on a daily basis (Liem et al 2013, Marsh et al 2014. Educational context 23 characteristics on all three contextual levels are modeled simultaneously in Model 5.…”

Section: Analytical Resultssupporting

confidence: 70%

“…For the immigrant composition, we expect negative context-based stereotypes for our ethnically less segregated classroom, neighborhoods and school contexts. In line with frame-of-reference theory, classrooms are the most proximal context in which teachers actively operate on a daily basis (Liem, Marsh, Martin et al 2013, Marsh, Kuyper, Morin et al 2014). Hence, we expect theoretically that classroom conditions constitute the most salient frame.…”

Section: Theoretical Model and Hypothesesmentioning

confidence: 99%

See 1 more Smart Citation

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

Becker

Katarina²

2020

View full text Add to dashboard Cite

Teachers represent a crucial dimension of social stratification in the school system. Their assessments of students matter by exerting short-term effects on students' motivation and achievement, but also by influencing students' educational prospects. Research shows that teachers' assessments are reasonably accurate. However, there is a residual component of inaccuracy emerging from individual -level factors (e.g., students' social or immigrant origin) as well as from classroom and school composition. In the present contribution, we add to this literature by providing a dual-process explanation on how contextual conditions on several levels, i.e., classroom, school, neighborhood and institution simultaneously frame teachers' expectations of their students. We test our theoretical model by using data comprising information on teachers, students, parents, and contextual settings of German elementary schools. We exploit institutional variations that influence the extent to which teachers perceive their expectations as relevant (i.e., binding versus non-binding recommendations for secondary school tracks). Results show that teachers' expectations are positively framed by a high share of students with immigrant background in the classroom. Yet, this effect is only valid for native students. Furthermore, we observe mutually reinforcing framing effects of the classroom's and the neighborhood's social composition on teachers' expectations. Finally, context influences are attenuated when teachers perceive their expectations as more relevant (i.e. track recommendations are binding).

show abstract

Section: Analytical Resultssupporting

confidence: 70%

Section: Theoretical Model and Hypothesesmentioning

confidence: 99%

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

Becker

Katarina²

2020

View full text Add to dashboard Cite

show abstract

“…At the other end of the spectrum, intellectually challenged students had higher academic self-concepts in a special need class than when they were placed in a mixed-ability (ungrouped) class (Chapman, 1988;Crabtree, 2003;Marsh, Tracey, & Craven, 2006). Liem et al, 2013). The plus signs refers to a positive predictive association between individual student academic achievement and academic self-concept, and the negative sign refers to a negative predictive association between context-average achievement and student academic self-concept.…”

Section: The Big-fish-little-pond Effect Modelmentioning

confidence: 98%

Academic Self-Concepts in Ability Streams: Considering Domain Specificity and Same-Stream Peers

Liem

McInerney

Yeung

2014

The Journal of Experimental Education

Self Cite

View full text Add to dashboard Cite

The study examined the relations between academic achievement and self-concepts in a sample of 1,067 seventh-grade students from 3 core ability streams in Singapore secondary education. Although between-stream differences in achievement were large, between-stream differences in academic self-concepts were negligible. Within each stream, levels of students' achievement and their self-concepts were systematically related only when considered in the matching academic domain and the appropriate level of specificity. In English, lower achievers in the high-ability stream tended to underestimate their achievement, whereas higher achievers in the low-ability stream tended to overestimate their achievement. This pattern, however, was not evident in mathematics and the general academic domain. Taken together, the findings highlight the importance of considering the interplay of domain specificity and same-stream peers in academic self-concepts.

show abstract

“…However, little is known about how ordinary non‐relative adult actors impact adolescent identity formation, in the context of their larger social network. In addition, there is growing recognition that school environments might shape both adolescent self‐concept and health behaviors 11,24‐27. Understanding how school‐related adults, such as teachers and athletic coaches, might influence aspects of self‐concept linked to health behaviors may help identify potential leverage points for intervention.…”

mentioning

confidence: 99%

Teachers and Coaches in Adolescent Social Networks Are Associated With Healthier Self‐Concept and Decreased Substance Use

Dudovitz

Wong

2016

Journal of School Health

View full text Add to dashboard Cite

Background Poor academic (eg, “I am a bad student”) and behavioral (eg, “I am a troublemaker”) self-concepts are strongly linked to adolescent substance use. Social networks likely influence self-concept. However, little is understood about the role teachers and athletic coaches play in shaping both academic and behavioral self-concepts. Methods We analyzed cross-sectional surveys of 929 9th-12th grade low-income minority adolescents in Los Angeles assessing self-concept, social networks, and 30-day use of alcohol, marijuana and other drugs. We performed generalized estimating equations, accounting for clustering at the school level and controlling for family and peer influences and contextual factors. We also tested whether self-concept-mediated associations between relationships with teachers or coaches and 30-day substance use. Results More perceived teacher support was associated with lower odds of marijuana and other drug use and better academic and behavioral self-concepts. Behavioral self-concept mediated the associations between teacher support and substance use. Conclusions By facilitating relationships with adults and improving teachers' capacity to build supportive environments, schools may positively shape how adolescents see themselves, which might help reduce adolescent substance use.

show abstract

The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming

Cited by 79 publications

References 65 publications

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

The impact of classroom, school, neighborhood, and institutional factors on teachers’ expectations

Academic Self-Concepts in Ability Streams: Considering Domain Specificity and Same-Stream Peers

Teachers and Coaches in Adolescent Social Networks Are Associated With Healthier Self‐Concept and Decreased Substance Use

Contact Info

Product

Resources

About