@article{RjoskMcElvanyAndersetal.2011,
  author    = {Rjosk, Camilla and McElvany, Nele and Anders, Yvonne and Becker, Michael},
  title     = {Teachers' diagnostic skills in estimating students' basic reading capacities},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {58},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {2},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2011.art04d},
  pages     = {92 -- 105},
  year      = {2011},
  abstract  = {The present study investigates diagnostic skills of German teachers in estimating basic reading capacities of sixth graders and the way they relate to achievement heterogeneity of the judged student group and to students' language background. The data were obtained from a sample of 39 German teachers and their classes in the context of the Berlin Longitudinal Reading Study. Judgements on different levels were analysed (achievement of sixth graders in general and of individual students). Diagnostic skills were investigated using different indicators: the personal judgement error and tendency and the accuracy in identifying achievement differences between individual students (rank component). The accuracy in estimating reading capacities of students with and without a different language background was investigated by means of achievement level matched pairs. The outcomes indicated, among others, an overestimation of students' general achievement level and on average an acceptable accuracy in identifying achievement differences between individual students. They showed equal difficulties in judging performances of students with and without a different language background.},
  language  = {de}
}
@article{DumontNeumannNagyetal.2013,
  author    = {Dumont, Hanna and Neumann, Marko and Nagy, Gabriel and Becker, Michael and Rose, Norman and Trautwein, Ulrich},
  title     = {Class composition Effects in non-academic lower secondary school tracks in the state of Baden-W{\"u}rttemberg},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {60},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {3},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2013.art16d},
  pages     = {198 -- 213},
  year      = {2013},
  abstract  = {The study investigates the effects of classroom composition (average ability, achievement, and socio-economic background, proportion of immigrant students) on the development in mathematics achievement, and reading literacy from grade 5 to 6. The study draws on a sample of N=1892 students in vocational track schools (Hauptschule) and intermediate track schools (Realschule) in Baden-Wuerttemberg, Germany. After controlling for school type, and between-school differences in student intake characteristics, none of the compositional characteristics showed a statistically significant effect on achievement development. School track was associated with the development of reading literacy even after controlling for individual differences; however, this relationship lost its statistical significance after the composition of the student body was additionally taken into account.},
  language  = {de}
}
@book{MaazBaumertNeumannetal.2013,
  author    = {Maaz, Kai and Baumert, J{\"u}rgen and Neumann, Marko and Becker, Michael and Dumont, Hanna},
  title     = {Die Berliner Schulstrukturreform : Bewertung durch die beteiligten Akteure und Konsequenzen des neuen {\"U}bergangsverfahrens von der Grundschule in die weiterf{\"u}hrenden Schulen},
  publisher = {Waxmann},
  address   = {M{\"u}nster},
  isbn      = {978-3-8309-2946-8},
  pages     = {304 S.},
  year      = {2013},
  language  = {de}
}
@article{ScharfBeckerStallaschetal.2020,
  author    = {Scharf, Jan and Becker, Michael and Stallasch, Sophie E. and Neumann, Marko and Maaz, Kai},
  title     = {Primary and secondary effects of social background across secondary education},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {23},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {6},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-020-00981-7},
  pages     = {1251 -- 1282},
  year      = {2020},
  abstract  = {Secondary education is characterised by a sequence of transitions that are linked to educational inequality. Regarding social background effects, inequalities relate to disparities in educational achievement (primary effects) and educational decisions (secondary effects). In the present study, both primary and secondary effects are analysed based on an entire student cohort in the Hamburg school system (KESS study) across the course of secondary education, i.e. from entering secondary school to aiming for higher education. The KHB method is applied in order to decompose the effects, including transitions to upper secondary education. In line with previous research, total social background effects decrease across educational trajectories. No clear pattern emerges concerning an assumed increase in the relative importance of secondary effects. Primary effects operationalised by school grades are slightly predominant in the transition to lower secondary education, and nearly the same ratio is found for the transition to upper secondary education. However, regarding the aim to enter higher education, the relative importance of secondary effects is more clearly discernible.},
  language  = {de}
}