35335
2013
2013
deu
198
213
16
3
60
article
Reinhardt
München
1
--
--
--
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.
Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis
10.2378/peu2013.art16d
0342-183X
wos:2011-2013
WOS:000323295600004
Dumont, H (reprint author), Univ Potsdam, Dept Erziehungswissensch Quantitat Methoden Bildu, Karl Liebknecht Str 24-25, D-14476 Potsdam, Germany., hanna.dumont@uni-potsdam.de; marko.neumann@uni-potsdam.de; nagy@ipn.uni-kiel.de; michael.becker.v@uni-potsdam.de; norman.rose@uni-tuebingen.de; ulrich.trautwein@uni-tuebingen.de
Hanna Dumont
Marko Neumann
Gabriel Nagy
Michael Becker
Norman Rose
Ulrich Trautwein
eng
uncontrolled
Academic achievement
eng
uncontrolled
tracking
eng
uncontrolled
reading comprehension
eng
uncontrolled
mathematics
eng
uncontrolled
composition effects
Referiert
Department Psychologie
Institut für Psychologie
34046
2013
2013
deu
304 S.
book
Waxmann
Münster
1
--
--
--
Die Berliner Schulstrukturreform : Bewertung durch die beteiligten Akteure und Konsequenzen des neuen Übergangsverfahrens von der Grundschule in die weiterführenden Schulen
978-3-8309-2946-8
allegro:1991-2014
10111166
Kai Maaz
Jürgen Baumert
Marko Neumann
Michael Becker
Hanna Dumont
Department Erziehungswissenschaft
37860
2014
2014
eng
555
568
14
2
106
article
American Psychological Association
Washington
1
--
--
--
Development? Effects of the transition into academically selective schools
The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade in Berlin, Germany, are compared in their psychosocial development. The sample comprises 155 early-entry students who moved to an academically selective secondary school (Gymnasium) and 3,169 regular students who remained in elementary school until the end of 6th grade. Overall, a complex pattern of psychosocial development emerged for all students, with both positive and negative outcomes being observed. Specifically, the transition into academically selective learning environments seemed to come at some cost for psychosocial development. Propensity score matching analysis isolating the effects of selective school intake and the school context effect itself revealed negative contextual effects of early transition to Gymnasium on academic self-concept and school anxiety; additionally, the positive trend in peer relations observed among regular students was not discernible among early-entry students.
The journal of educational psychology
10.1037/a0035425
0022-0663
1939-2176
wos:2014
WOS:000346912000016
Becker, M (reprint author), German Inst Int Educ Res DIPF, Deutsch Inst Int Padag Forsch, Warschauer Str 34-38, D-10243 Berlin, Germany., becker@dipf.de
Michael Becker
Marko Neumann
Julia Tetzner
Susanne Böse
Henrike Knoppick
Kai Maaz
Jürgen Baumert
Rainer Lehmann
eng
uncontrolled
psychosocial development
eng
uncontrolled
transition
eng
uncontrolled
ability grouping
eng
uncontrolled
longitudinal design
eng
uncontrolled
propensity score matching
Referiert
Department Erziehungswissenschaft
Institut für Erziehungswissenschaft
57065
2020
2020
deu
1251
1282
32
6
23
article
Springer
Wiesbaden
1
2020-11-17
2020-11-17
--
Primary and secondary effects of social background across secondary education
Primäre und sekundäre Herkunftseffekte über den Verlauf der Sekundarstufe
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.
Die Sekundarstufe ist gekennzeichnet durch eine Sequenz von Übergängen, an denen Ungleichheiten durch Leistungsdisparitäten (primäre Effekte) und Bildungsentscheidungen (sekundäre Effekte) nach sozialer Herkunft relevant werden. Diese Herkunftseffekte werden mit dem vorliegenden Beitrag erstmals anhand von Daten einer vollständigen Schülerkohorte (Hamburger KESS-Studie) über den gesamten Verlauf der Sekundarstufe vom Übergang ins Gymnasium bis zur Studienintention analysiert. Eine Dekomposition und Quantifizierung primärer und sekundärer Effekte mit der KHB-Methode erfolgt dabei erstmals auch für den Eintritt in die Oberstufe. Abnehmende absolute Herkunftseffekte über den Bildungsverlauf, auf die bisherige Befunde verschiedener Stichproben verweisen, können mit dieser Studie zum Teil bestätigt werden. Zum vermuteten relativen Bedeutungszuwachs sekundärer Effekte zeigen die Ergebnisse kein eindeutiges Muster: Beim Wechsel ins Gymnasium überwiegen primäre Effekte leicht, wenn Noten als Leistungsindikator verwendet werden. Beim Eintritt in die Oberstufe bleibt die Relation nahezu unverändert. Erst bei der Studienintention fällt die relative Bedeutung sekundärer Effekte größer aus.
Zeitschrift für Erziehungswissenschaft
eine Dekomposition an drei Bildungsübergängen
decomposing effects at three educational transitions
10.1007/s11618-020-00981-7
1434-663X
1862-5215
outputup:dataSource:WoS:2020
WOS:000590213500001
Scharf, J (corresponding author), DIPF Leibniz Inst Bildungsforsch& Bildungsinforma, Abt Struktur & Steuerung Bildungswesens, Rostocker Str 6, D-60323 Frankfurt, Germany., scharf@dipf.de; becker@dipf.de; stallasch@uni-potsdam.de; <br /> marko.neumann@dipf.de; maaz@dipf.de
Projekt DEAL
Scharf, Jan
2022-12-09T08:52:33+00:00
sword
importub
filename=package.tar
7a58bb6ec9299c763b5a9ba5b30f5bea
2269588-6
false
true
CC-BY - Namensnennung 4.0 International
Jan Scharf
Michael Becker
Sophie E. Stallasch
Marko Neumann
Kai Maaz
eng
uncontrolled
Complete survey
eng
uncontrolled
Decomposition
eng
uncontrolled
Educational transitions
eng
uncontrolled
Primary and
eng
uncontrolled
secondary effects
eng
uncontrolled
Social inequality
deu
uncontrolled
Bildungsübergänge
deu
uncontrolled
primäre und sekundäre Herkunftseffekte
deu
uncontrolled
Effektdekomposition
deu
uncontrolled
Vollerhebung
deu
uncontrolled
soziale Ungleichheit
Bildung und Erziehung
Referiert
Department Erziehungswissenschaft
Import
Hybrid Open-Access
35334
2013
2013
deu
163
183
21
3
60
article
Reinhardt
München
1
--
--
--
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.
Psychologie in Erziehung und Unterricht : Zeitschrift für Forschung und Praxis
10.2378/peu2013.art14d
0342-183X
wos:2011-2013
WOS:000323295600002
Dumont, H (reprint author), Univ Potsdam, Dept Erziehungswissensch Quantitat Methoden Bild, Karl Liebknecht Str 24-25, D-14476 Potsdam, Germany., hanna.dumont@uni-potsdam.de; marko.neumann@uni-potsdam.de; kai.maaz@uni-potsdam.de; ulrich.trautwein@uni-tuebingen.de
Hanna Dumont
Marko Neumann
Kai Maaz
Ulrich Trautwein
eng
uncontrolled
Composition effects
eng
uncontrolled
academic achievement
eng
uncontrolled
tracking
Referiert
Department Erziehungswissenschaft
Institut für Erziehungswissenschaft
45171
2016
2016
eng
218
227
10
46
article
Elsevier
San Diego
1
--
--
--
The link between teacher-assigned grades and classroom socioeconomic composition: The role of classroom behavior, motivation, and teacher characteristics
Teacher judgments in terms of grades, proficiency assessments, and recommending placement in ability groups can have important consequences for a child’s future educational path. Whether or not students’ sociodemographic background characteristics are systematically related to teacher judgments has been a controversial topic of discussion. Using data from the TIMSS-Transition Study (N = 3285 fourth graders) administered across 13 German federal states in the 2006–2007 school year and survey data from parents and teachers, we investigated whether or not the average classroom socioeconomic status is reflected in teacher judgments and also examined possible underlying processes. We also probed the role of teachers’ own socioeconomic backgrounds (at the age of 16) in their later susceptibility to differentially judge students from different socioeconomic backgrounds and in differentially composed classrooms. Multilevel regression analyses revealed that, after controlling for differences in achievement (as indicated by standardized tests), teachers’ judgments were associated with the classrooms’ socioeconomic composition, and this finding could not be attributed to the average levels of motivation or behavior in the classroom. Teachers were similarly likely to exhibit such differential judgments regardless of their own socioeconomic background. These findings are discussed in the context of their implications for educational policy.
Contemporary educational psychology
10.1016/j.cedpsych.2016.06.004
0361-476X
1090-2384
wos2016:2019
WOS:000381658400018
Westphal, A (reprint author), Univ Potsdam, Dept Educ Res, Karl Liebknecht Str 24-25, D-14476 Potsdam, Germany., andrea.westphal@uni-potsdam.de; becker@dipf.de; miriam.vock@uni-potsdam.de; maaz@dipf.de; marko.neumann@dipf.de; nele.mcelvany@tu-dortmund.de
importub
2020-03-22T16:18:01+00:00
filename=package.tar
b46c734a2f1e93932f3b4d0072b134a9
Andrea Westphal
Michael Becker
Miriam Vock
Kai Maaz
Marko Neumann
Nele McElvany
eng
uncontrolled
Teacher judgments
eng
uncontrolled
Grading
eng
uncontrolled
Classroom composition
eng
uncontrolled
Teacher background
eng
uncontrolled
Multilevel modeling
Referiert
Profilbereich Bildungswissenschaften
Import