Instructional quality and achievement inequality: How effective is teaching in closing the social achievement gap?

摘要: Abstract Previous empirical studies have shown that there is an association between parental socioeconomic status (SES) and educational achievement. Research has also although teaching quality contributes to overall student achievement, it may differential effects on the learning outcomes of students from lower higher backgrounds. In this paper, we investigate if associated with achievement among low high Using German panel data multilevel modelling, examined interaction three dimensions (cognitive activation, classroom management supportive climate) background. Our results suggest that, overall, positively performance. Students backgrounds seem profit more cognitive activation climate compared their peers middle socio-economic backgrounds: These two indicators moderated background levels, thus leading a larger gap.