Viewing schools as open organizations, leaves room for schools to reflect upon their role and functioning. Hence, taking PT, as external school factor, can have impact on schools' processes and on students’ attitudes toward schools. PT is also associated with social inequality as high socioeconomic (SES) students take PT take PT more than low SES students to preserve their academic advantages. Accordingly, it is hypothesized that taking PT will be related with more negative attitudes toward teachers and school. This will be mainly in high than low SES schools. Based on representative national data of students in 10th-11th grades in Israeli high schools (n=8914), multilevel analyses were conducted. The dependent variables were: Attitudes toward school, such as teachers' capacities; school encourages students' academic success. The independent variables included: Taking PT, achievements; school SES. It was found that 41% of the students took PT. This occurred in high SES schools more than low SES schools. In low SES schools, high achievers took PT more than less achievers (41.6% versus 28%). In high SES schools this difference was smaller (50.2% versus 43.6%). Students who took PT reported lower attitudes toward school than those who did not take PT. This was found mainly in high SES schools. In high SES schools, PT seems to raise criticism regarding the school. In low SES schools, PT may be regarded as a complementary learning framework that can assist students in sustaining their achievement.

Authors:
Audrey Addi-Raccah, Tel-Aviv University, Israel

About the Presenter(s)
Professor Audrey Addi-Raccah is a University Professor/Principal Lecturer at Tel-Aviv University in Israel

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