A comparison of school effectiveness factors for socially advantaged and disadvantaged students in ten European countries in TIMSS 2011

ABSTRACT IN SLOVENE: V zadnjih desetletjih je raziskovanje solske ucinkovitosti naredilo velik napredek v smislu doslednega ugotavljanja solskih lastnosti, povezanih z ucno uspesnostjo. Vendar pa kritiki tovrstnih raziskav trdijo, da medtem ko naj bi izkazovale vkljucevanje in celovitost, teoreticni modeli teh raziskav pogosto zanemarjajo potrebe otrok iz prikrajsanih okolij. Argument, na katerem temelji ta kritika, je, da ucenci iz socialno prikrajsanih druzin zivijo in se ucijo v razlicnih kontekstih, zato pa imajo razlicne izobrazevalne potrebe od njihovih socialno bolj privilegiranih vrstnikov. Da bi prispevali k razpravi o tej temi, smo v prispevku empiricno preverili nedavno razvit teoreticni model raziskovanja solske ucinkovitosti, in sicer z dvema vzorcema - na prikrajsanih in na neprikrajsanih ucencih. Z uporabo HLM analiz smo ocenili prileganje nasega izbranega teoreticnega modela v dveh vzorcih ter primerjali rezultate desetih evropskih drzav. Uporabljeni podatki so bili zbrani v mednarodni raziskavi Trends in International Mathematics and Science Study (TIMSS - Trendi v znanju matematike in naravoslovja) leta 2011, ki jo koordinira IEA (International Association for the Evaluation of Educational Achievement - Mednarodna organizacija za merjenje ucinkov izobrazevanja). Nasi rezultati so pokazali, da se na splosno analizirani teoreticni model raziskovanja solske ucinkovitosti bolje prilega na podatke nepriviligiranih ucencev v vecini drzav. V zakljucku clanka pojasnjujemo implikacije nasih ugotovitev, tako za raziskovanje kot politike na podrocju izobrazevanja. // ABSTRACT IN ENGLISH: Over the last decades, Educational Effectiveness Research (EER) has made considerable progress in terms of identifying school characteristics consistently associated with academic achievement. However, the critics of this body of research argue that while purporting to be inclusive and comprehensive, EER theoretical models often ignore the needs of children from disadvantaged backgrounds. The argument underlying this criticism is that students from socially disadvantaged families live and study in different contexts, and therefore have different educational needs than their more socially advantaged peers. In order to contribute to the debate on this topic, in this paper we empirically test recently developed EER theoretical model with two samples, one of disadvantaged and one of non-disadvantaged students. By using HLM analyses, we evaluate the fit of our selected E