Social and Cognitive Outcomes: A Comparison of Contexts of Learning

This study determines effects of social learning contexts (classroom, school and boards) on social and cognitive outcomes of primary school pupils. Central to this research are the differential effects of attending private and public schools for pupils' math achievement and sense of well-being at school. The relationship between pupil backgrounds, sector, characteristics of classrooms, schools and governing bodies on the one hand and pupil outcomes, on the other, have been analyzed using multilevel analysis (VARCL). The sample consisted of 103 schools and 2023 pupils (grade 8, age 11). After controlling for socioeconomic backgrounds, the results show that indicators of cognitive and social effectiveness are mainly climate factors. Basic elements of cognitive school effectiveness (math) seem counter-productive with respect to pupils' sense of well-being at school.     

International coproduction

Dealing with international coproduction of educational films in an article like this asks for a certain introudction. The ever-increasing influence of visual media on the community today and the intensified use of these media in all forms of instruction and education in schools and other educational institutions constitute an inducement to examine the possibilities of international cooperation in the production of these media.