@article{DagieneJevsikovaSchuleetal.2013,
  author    = {Dagiene, Valentina and Jevsikova, Tatjana and Schule, Carsten and Sentance, Sue and Thota, Neena},
  title     = {A comparison of current trends within computer science teaching in school in Germany and the UK},
  series = {Commentarii informaticae didacticae : (CID)},
  journal   = {Commentarii informaticae didacticae : (CID)},
  number    = {6},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  issn      = {1868-0844},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64504},
  pages     = {63 -- 75},
  year      = {2013},
  abstract  = {In the last two years, CS as a school subject has gained a lot of attention worldwide, although different countries have differing approaches to and experiences of introducing CS in schools. This paper reports on a study comparing current trends in CS at school, with a major focus on two countries, Germany and UK. A survey was carried out of a number of teaching professionals and experts from the UK and Germany with regard to the content and delivery of CS in school. An analysis of the quantitative data reveals a difference in foci in the two countries; putting this into the context of curricular developments we are able to offer interpretations of these trends and suggest ways in which curricula in CS at school should be moving forward.},
  language  = {en}
}
@misc{ChmielewskiDumontTrautwein2013,
  author    = {Chmielewski, Anna K. and Dumont, Hanna and Trautwein, Ulrich},
  title     = {Tracking effects depend on tracking type},
  series = {American educational research journal},
  volume    = {50},
  journal   = {American educational research journal},
  number    = {5},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404052},
  pages     = {33},
  year      = {2013},
  abstract  = {The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students' mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-by-course tracking, high-track students had higher mathematics self-concepts and low-track students had lower mathematics self-concepts. For students in between-school and within-school streaming, the reverse pattern was found. These findings suggest a solution to the ongoing debate about the effects of tracking on students' academic self-concept and suggest that the reference groups to which students compare themselves differ according to the type of tracking.},
  language  = {en}
}
@article{ChmielewskiDumontTrautwein2013,
  author    = {Chmielewski, Anna K. and Dumont, Hanna and Trautwein, Ulrich},
  title     = {Tracking Effects Depend on Tracking Type},
  series = {American Educational Research Journal},
  volume    = {50},
  journal   = {American Educational Research Journal},
  number    = {5},
  publisher = {Sage},
  address   = {Thousand Oaks, Calif.},
  issn      = {0002-8312},
  doi       = {10.3102/0002831213489843},
  pages     = {926 -- 957},
  year      = {2013},
  abstract  = {The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students' mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-by-course tracking, high-track students had higher mathematics self-concepts and low-track students had lower mathematics self-concepts. For students in between-school and within-school streaming, the reverse pat- tern was found. These findings suggest a solution to the ongoing debate about the effects of tracking on students' academic self-concept and suggest that the reference groups to which students compare themselves differ according to the type of tracking.},
  language  = {en}
}