Dokument-ID Dokumenttyp Verfasser/Autoren Herausgeber Haupttitel Abstract Auflage Verlagsort Verlag Erscheinungsjahr Seitenzahl Schriftenreihe Titel Schriftenreihe Bandzahl ISBN Quelle der Hochschulschrift Konferenzname Quelle:Titel Quelle:Jahrgang Quelle:Heftnummer Quelle:Erste Seite Quelle:Letzte Seite URN DOI Abteilungen OPUS4-35335 Wissenschaftlicher Artikel Dumont, Hanna; Neumann, Marko; Nagy, Gabriel; Becker, Michael; Rose, Norman; Trautwein, Ulrich Class composition Effects in non-academic lower secondary school tracks in the state of Baden-Württemberg 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. München Reinhardt 2013 16 Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis 60 3 198 213 10.2378/peu2013.art16d Department Psychologie OPUS4-40405 misc Chmielewski, Anna K.; Dumont, Hanna; Trautwein, Ulrich Tracking effects depend on tracking type 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. 2013 33 American educational research journal 50 5 urn:nbn:de:kobv:517-opus4-404052 Humanwissenschaftliche Fakultät OPUS4-40831 Wissenschaftlicher Artikel Chmielewski, Anna K.; Dumont, Hanna; Trautwein, Ulrich Tracking Effects Depend on Tracking Type 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. Thousand Oaks, Calif. Sage 2013 31 American Educational Research Journal 50 5 926 957 10.3102/0002831213489843 Department Erziehungswissenschaft OPUS4-35334 Wissenschaftlicher Artikel Dumont, Hanna; Neumann, Marko; Maaz, Kai; Trautwein, Ulrich The effect of student body composition on academic achievement International and National Evidence This paper reviews empirical evidence on the effect of the composition of a student body on academic achievement of students. After defining the term composition effect, methodological aspects regarding the study of composition effects are considered. International and national evidence for the composition of a student body with respect to students' abilities, social, and ethnic background is then presented. Whereas international studies find evidence for social, ethnic, and achievement composition variables, national studies reveal that mean achievement level of a school or class is the most important composition variable in Germany. However, this effect is confounded with school track and social composition, which itself exerts a small incremental effect. Ethnic composition, however, does not seem to play an important role. The paper closes with a presentation of the underlying processes of composition effects and a discussion on how the composition of a student body is considered in school governance practices. München Reinhardt 2013 21 Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis 60 3 163 183 10.2378/peu2013.art14d Department Erziehungswissenschaft