Citation for published version (APA): Weide, M. G. (1995). Effectief basisonderwijs voor allochtone leerlingen Groningen: s.n.
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1 University of Groningen Effectief basisonderwijs voor allochtone leerlingen Weide, Marga Geerte IMPORTANT NOTE: You are advised to consult the publisher's version (publisher's PDF) if you wish to cite from it. Please check the document version below. Document Version Publisher's PDF, also known as Version of record Publication date: 1995 Link to publication in University of Groningen/UMCG research database Citation for published version (APA): Weide, M. G. (1995). Effectief basisonderwijs voor allochtone leerlingen Groningen: s.n. Copyright Other than for strictly personal use, it is not permitted to download or to forward/distribute the text or part of it without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license (like Creative Commons). Take-down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Downloaded from the University of Groningen/UMCG research database (Pure): For technical reasons the number of authors shown on this cover page is limited to 10 maximum. Download date:
2 BIJLAGE 1 Pearson correlaties variabelen onderwijsleersituatie taal lest %ler %lst hwk klim pres doel diff feed herh lestijd % lestijd leren -.06 % leerstof freq. huiswerk ord. klasklimaat prest. houding minimumdoelen differentiatie directe feedback herhalen leerstof freq. toetsen rekenen lest %ler %lst hwk klim pres doel diff feed herh lestijd % lestijd leren -.18 % leerstof freq. huiswerk ord. klasklimaat prest. houding minimumdoelen differentiatie directe feedback herhalen leerstof freq. toetsen
3 Pearson correlaties variabelen beleid/organisatie school acts stim lest klim pres doel volg toet besp sdpr act. schoolleider stimuleren l.krachten.13 lestijd basisvakken ord. schoolklimaat prest. houding team afspraken gez. doelen lln.volgsysteem standaard toetsen syst.lln.besprekingen s.d. pr.houding team s.d. diff. team Pearson correlaties variabelen beleid/organisatie school met variabelen onderwijsleersituatie acts stim lest klim pres doel volg toet besp lestijd T lestijd R % lestijd leren T % lestijd leren R % leerstof T % leerstof R freq. huiswerk T freq. huiswerk R ord. klasklimaat prest. houding minimumdoelen T minimumdoelen R differentiatie directe feedback herhalen leerstof T herhalen leerstof R freq. toetsen T freq. toetsen R
4 Pearson correlaties variabelen specifiek onderwijs en percentage allochtone leerlingen %all nt2l nt2m oetb poslk afst icob icop alou % allochtone lln. NT2-lessen.15 gebruik NT2-materiaal OETC-beleid positie/inzet OETC-lkr afstemming OETC/reg.o.wijs ICO-beleid ICO-praktijk all. ouders in MR/OR activiteiten voor all.ouders
5 BIJLAGE 2 Interactie-effecten percentage allochtone leerlingen en specifieke onderwijskenmerken met etnische herkomst voor taal; etn1 = autochtone leerlingen, etn2 = overige allochtone groepen en de mixgroep, etn3 = Turkse/Marokkaanse leerlingen % all.lln * etn1.00 % all.lln * etn2.02 % all.lln * etn3.05 NT2-lessen * etn1.00 NT2-lessen * etn2.10 NT2-lessen * etn NT2-materiaal * etn1.00 NT2-materiaal * etn NT2-materiaal * etn3.11 mod.a 1 mod.b 1 mod.c 1 mod.d 1 mod.e 1 mod.f 2 aandacht all.lln * etn1.00 aandacht all.lln * etn2.01 aandacht all.lln * etn ICO * etn1.00 ICO * etn2.02 ICO * etn3.01 all. ouders MR/OR * etn1 -.23* all. ouders MR/OR * etn2 -.35* all. ouders MR/OR * etn * significant 1%-niveau, eenzijdige toetsing 1 2 de interactie-effecten zijn getoetst samen met het hoofd-effect van de betreffende variabele; het interactie-effect van de variabele met etn1 is op nul gesteld, de overige interactie-effecten worden hier tegen afgezet allochtone ouders in MR/OR is een dichotome variabele; het interactie-effect geeft voor elke etnische categorie het effect weer van de situatie waarin wel allochtone ouders in de MR/OR zitten afgezet tegen de situatie dat er geen allochtone ouders in de MR/OR zitten; in dit model zijn uitsluitend de interactie-effecten getoetst
6 Interactie-effecten percentage allochtone leerlingen en specifieke onderwijskenmerken met etnische herkomst voor rekenen; etn1 = autochtone leerlingen, etn2 = overige allochtone groepen en de mixgroep, etn3 = Turkse/Marokkaanse leerlingen % all.lln * etn1.00 % all.lln * etn2.08 % all.lln * etn3.00 NT2-lessen * etn1.00 NT2-lessen * etn2.17 NT2-lessen * etn NT2-materiaal * etn1.00 NT2-materiaal * etn2.06 NT2-materiaal * etn mod.a 1 mod.b 1 mod.c 1 mod.d 1 mod.e 1 mod.f 2 aandacht all.lln * etn1.00 aandacht all.lln * etn aandacht all.lln * etn ICO * etn1.00 ICO * etn2.02 ICO * etn all. ouders MR/OR * etn1 -.22* all. ouders MR/OR * etn all. ouders MR/OR * etn3.21 * significant 1%-niveau, eenzijdige toetsing 1 2 de interactie-effecten zijn getoetst samen met het hoofd-effect van de betreffende variabele; het interactie-effect variabele * etn1 is op nul gesteld, de overige interactie-effecten worden hier tegen afgezet allochtone ouders in MR/OR is een dichotome variabele; het interactie-effect geeft voor elke etnische categorie het effect weer van situatie waarin wel allochtone ouders in de MR/OR zitten afgezet tegen de situatie dat er geen allochtone ouders in de MR/OR zitten; in dit model zijn uitsluitend de interactie-effecten getoetst
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