School Composition and Peer Effects.
By M. Thrupp, H. Lauder, T. Robinson. 2002
266 citations recorded by the source corpus.
Subfields: Education
View Paper: https://www.semanticscholar.org/paper/f50e1378ad3f73bf7712b17c24f0766e1ea13235
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In Education
- I. Archambault
- M. Janosz
- Marie-Christine Brault
- Friederike Zimmermann
- Janet Ward Schofield
- Xavier Dumay
- Sonja Krämer
- Vincent Dupriez
Citations in the corpus
- International Evidence on Ability Grouping with Curriculum Differentiation and the Achievement Gap in Secondary Schools (2010, background): “teachers’ behaviors are indeed influenced by students’ academic and social backgrounds in a way that helps to explain school and class composition effects (Thrupp et al., 2002).”
- Effects of school composition and school climate on teacher expectations of students: A multilevel analysis (2014, methodology): “…school processes (Brookover et al., 1978; Dumay, 2004; Dumay & Dupriez, 2007, 2008; Dumay et al., 2010; Opdenakker & Van Damme, 2001; Rumberger & Palardy, 2005; Solomon et al., 1996) given that “schools develop processes that reflect their socioeconomic mix” (Thrupp et al., 2002, p. 499).”
- Inclusive Education of Students With General Learning Difficulties: A Meta-Analysis (2021, background): “Compositional effects indicate that the development of students’ achievement depends on the composition of the learning group (Coleman et al., 1966; Thrupp et al., 2002).”
- School Context and the Gender Gap in Educational Achievement (2012, background): “The literature on compositional school and classroom effects offers an alternative explanation for the relationship between SES composition and student performance, which focuses on social comparison processes (Jencks and Mayer 1990; Rumberger and Palardy 2005; Thrupp, Lauder, and Robinson 2002).”
- DOES THE SCHOOL COMPOSITION EFFECT MATTER? EVIDENCE FROM BELGIAN DATA (2008, background): “In recent years, several educational effectiveness researchers (Gorard, 2006; Harker & Tymms, 2004; Thrupp et al. , 2002) have drawn attention to some methodological flaws which characterised estimations of school composition effect during the last three decades, such as the model…”