Equity Variation of Cognitive and Non-Cognitive Outcomes of Middle School Education in Argentina
The equity level and variations of cognitive and non-cognitive achievements are analyzed, in the mathematics and language subjects, at the end of middle school education in Argentina. It has been used, all the available data from the National Census at the Conclusion of Middle School Level 1988, (“C...
Enregistré dans:
Auteur principal: | Cervini Iturre, Rubén Alberto |
---|---|
Format: | Online |
Langue: | spa eng |
Publié: |
REDIE es una publicación del Instituto de Investigación y Desarrollo Educativo (IIDE).
2005
|
Accès en ligne: | https://redie.uabc.mx/index.php/redie/article/view/114 |
Tags: |
Ajouter un tag
Pas de tags, Soyez le premier à ajouter un tag!
|
Documents similaires
-
Relationships Among Student-body Composition, School Process, and Mathematics Achievement in Argentina’s High Schools
par: Cervini Iturre, Rubén Alberto
Publié: (2003) -
Assessment of Cognitive Changes in Ecological Concepts, in Mexican Junior High School Students
par: Torres Ochoa, Sergio Rodolfo
Publié: (2008) -
Situated Cognition and Strategies for Meaningful Learning
par: Díaz Barriga Arceo, Frida
Publié: (2003) -
“Opportunity to Learn” Effect on Mathematics Achievement in Basic Education in Argentina
par: Cervini Iturre, Rubén Alberto
Publié: (2001) -
Profiles of Mathematics Performance by Students of Chilean City Schools, Based on Cognitive Ability by Socioeconomic Level
par: Baltra San Martín, Mario Tirso Oscar
Publié: (2010)