安德烈亚斯·施莱歇尔. (2018). 超越PISA: 如何建构21世纪学校体系( 徐瑾劼译). 上海: 上海教育出版社. 陈纯槿. (2017). 教育精准扶贫与代际流动. 上海: 华东师范大学出版社. 郭丛斌, 闵维方. (2009). 教育: 创设合理的代际流动机制—结构方程模型在教育与代际流动关系研究中的应用. 教育研究,30(10),5-12 胡咏梅, 唐一鹏. (2018). 学习策略与教学策略哪个更重要?. 北京师范大学学报(社会科学版),(3),41-56 黄雨恒, 史静寰. (2018). 教育、出身与政策: 少数民族大学生入学机会的分配机制研究. 华东师范大学学报(教育科学版),36(4),62-70 李春玲. (2003). 社会政治变迁与教育机会不平等——家庭背景及制度因素对教育获得的影响. 中国社会科学,(3),86-98 李春玲. (2014). “80后”的教育经历与机会不平等——兼评《无声的革命》. 中国社会科学,(4),66-77 李煜. (2006). 制度变迁与教育不平等的产生机制——中国城市子女的教育获得(1966—2003). 中国社会科学,(4),97-109 李忠路. (2016). 家庭背景、学业表现与研究生教育机会获得. 社会,36(3),86-109 李忠路, 邱泽奇. (2016). 家庭背景如何影响儿童学业成就?—义务教育阶段家庭社会经济地位影响差异分析. 社会学研究,31(4),121-144 刘精明. (2014). 能力与出身: 高等教育入学机会分配的机制分析. 中国社会科学,(8),109-128 陆璟. (2012). 阅读参与度和学习策略对阅读成绩的影响—基于上海PISA 2009数据的实证研究.教育发展研究, 32(18), 17-24. 吴愈晓. (2013). 中国城乡居民的教育机会不平等及其演变(1978—2008). 中国社会科学,(3),4-21 薛海平. (2017). 家庭资本与教育获得: 影子教育的视角. 教育科学研究,(2),31-41 岳昌君, 周丽萍. (2017). 家庭背景对我国重点高中入学机会的影响——基于2014年高等教育改革学生调查的实证分析. 华中师范大学学报(人文社会科学版),56(3),146-153 Areepattamannil, S., & Caleon, I. S. (2013). Relationships of cognitive and metacognitive learning strategies to mathematics achievement in four high-performing East Asian education systems. The Journal of Genetic Psychology, 174(6), 696-702 Blau, P. M., & Duncan, O. D. (1967). The American occupational structure. New York: Wiley. Blossfeld, H. P., & Shavit, Y. (1993). Persistent inequality: Changing educational attainment in thirteen countries. Boulder, CO: Westview Press. Bourdieu, P. (1973). Cultural reproduction and social reproduction in knowledge, education and cultural change. London: Tavistock. Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371-399 Bucker, S. et al (2018). Subjective well-being and academic achievement: A meta-analysis. Journal of Research in Personality, 74, 83-94 Cheng, Q., & Hsu, H.Y. (2016). Low SES and high mathematics achievement: A two-level analysis of the paradox in six Asian education systems. Journal of Education and Human Development, 5(1), 77-85 Claro, S., Paunesku, D., & Dweck, C. (2016). Growth mindset tempers the effects of poverty on academic achievement. Proceedings of the National Academy of Sciences, 113(31), 8664-8668 Coleman, J. S. et al. (1966). Equality of educational opportunity. US Government Printing Office. Davis-Kean, P. (2005). The influence of parent education and family income on child achievement: The indirect role of parental expectations and the home environment. Journal of Family Psychology, 19, 294-304 Downey, D., & Condron, D. (2016). Fifty Years since the Coleman Report: Rethinking the Relationship between Schools and Inequality. Sociology of Education, 89(3), 207-220 Haimovitz, K., & Dweck, C. (2017). The origins of children’s growth and fixed mindsets: New research and a new proposal. Child Development, 88(6), 1849-1859 Halpin, A. W., & Croft, D. B. (1963). The Organizational Climate of Schools. Chicago: Midwest Administrative Center of the University of Chicago. Harwell, M., Maeda, Y., Bishop, K., & Xie, A. (2017). The surprisingly modest relationship between SES and educational achievement. Journal of Experimental Education, 85(2), 197-214 Hertz, T., Jayasundera, T., Piraino, P., Selcuk, S., Smith, N., & Verashchagina, A. (2008). The inheritance of educational inequality: International comparisons and fifty-year trends. The B.E. Journal of Economic Analysis and Policy, 7(2), 1-48 Heyneman, S., & Loxley, W. (1983). The effect of primary-school quality on academic achievement across twenty-nine high- and low-income countries. The American Journal of Sociology, 88(6), 1162-1194 Huettner, F., & Sunder, M. (2012). Axiomatic arguments for decomposing goodness of fit according to Shapley and Owen values. Electronic Journal of Statistics, (6), 1239-1250 Kim, S.W. (2019). Is socioeconomic status less predictive of achievement in East Asian countries? A systematic and meta-analytic review. International Journal of Educational Research, 97, 29-42 Marks, G. N. (2008). Are father’s or mother’s socioeconomic characteristics more important influences on student performance? Recent international evidence. Social Indicators Research, 85(2), 293-309 Norton, M. S. (1984). What’s So Important about School Climate?. Contemporary Education, 56(1), 43-45 OECD. (2010). PISA 2009 results: Learning to learn: Student engagement, strategies and practices (Volume III). Paris: OECD Publishing. OECD. (2019). PISA 2018 Results (Volume III): What School Life Means for Students’ Lives. Paris: OECD Publishing. Petscher, Y. (2009). A meta-analysis of the relationship between student attitudes towards reading and achievement in reading. Journal of Research in Reading, 33(4), 335-355 Pronzato, C. (2012). An Examination of Paternal and Maternal Intergenerational Transmission of Schooling. Journal of Population Economics, 25(2), 591-608 Shorrocks, A. F. (2012). Decomposition procedures for distributional analysis: A unified framework based on the Shapley value. Journal of Economic Inequality, (11), 99-126 Sirin, S. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453 Thomson, S. (2018). Achievement at school and socioeconomic background: An educational perspective. npj Science of Learning, (3), 1-2 White, K. R. (1982). The relation between socioeconomic status and academic achievement. Psychological Bulletin, 91(3), 461-481 Yeager, D., & Dweck, C. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314
|