Allochtone meisjes in het voortgezet onderwijs, 1983-1985

<p>Effectiveness of secondary schools with respect to education for immigrant girls. PUPILS: background variables: age, place of birth: name of country ( also of father and mother ) and community, religious affiliation of family, readership at home: newspapers / magazines / books ( in which language ) / date of arrival in the Netherlands / educational history / social behaviour at school, participation of social activities at school / social contacts with teacher and pupils ( outside or at school ) / attitudes towards school, pupils and teachers. TEACHERS: background variables: age, history of education after primary school, teaching / description of lessons ( used materials, homework, time spend ) and evaluation / contacts with pupils not during lessons / participation of social activities at school or class / contacts with parents of immigrant girls / contacts with colleagues ( opinion of importance ) / possibility to get informed about specific problems of immigrant pupils / educational performance of all pupils and of immigrant girls / influence of school, peer group and family on the performance / attitude towards importance and realization at school of objectives, design of education, extra support of pupils, relation between teacher and pupil. SCHOOL: detailed description of structure of the school and organization of support for pupils / management / contacts between management and teachers / structure of lessons, schemes, school timetables, subject compositions, extra lessons in Dutch language / language and culture also for immigrant pupils / education materials and didactic structures / extra facilities for immigrant pupils and other pupils / policy of determination, testing and performance / grouping of pupils / contacts between pupils and teachers / conflicts, discipline and order / procedures to recruit teachers / schooling for teachers / participation of teachers, pupils and parents / consequences of immigrant pupils for the school. Administrative data of the pupils are collected: e.g. absence, performance.</p>本数据集聚焦荷兰中学针对移民女孩的教育有效性研究。学生：背景变量涵盖年龄、出生地（含父母出生地及所属社区）、家庭宗教信仰、家庭阅读状况（含阅读载体、所用语言）、抵荷日期、既往教育经历、在校社交行为、校内社交活动参与度、与教师及同学的社交联系（校内或校外场景）、对学校、同学与教师的态度。教师：背景变量涵盖年龄、小学毕业后的教育经历、教学情况与课程描述（含所用教材、作业布置、授课时长）及教学评价、非授课时段与学生的互动、校内/班级社交活动参与度、与移民女孩家长的沟通、与同事的交流（含对相关事项重要性的看法）、获取移民学生特定问题相关信息的渠道、全体学生及移民女孩的学业表现、学校、同伴群体与家庭对学生学业表现的影响、对学校目标的重要性及落实情况的态度、教育教学设计、学生额外帮扶措施、师生关系。学校：涵盖学校架构及学生帮扶组织体系的详细说明、学校管理工作、管理层与教师间的沟通联动、课程结构、课程方案与校历安排、科目开设设置、荷兰语附加课程、面向移民学生的语言与文化课程、教学材料与教学法架构、面向移民学生及其他学生的额外配套设施、学业认定、测评与表现相关政策、学生分班分组安排、师生互动情况、校园冲突、纪律与秩序管理、教师招聘流程、教师在职培训、教师、学生与家长的参与机制、移民学生入校给学校带来的各类影响。此外，本数据集还收集学生行政数据，例如缺勤记录、学业表现情况。