TY  - GEN
A1  - Chmielewski, Anna K.
A1  - Dumont, Hanna
A1  - Trautwein, Ulrich
T1  - Tracking effects depend on tracking type
BT  - an international comparison of students’ mathematics self-concept
T2  - American educational research journal
N2  - 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.
KW  - academic self-concept
KW  - international comparison
KW  - reference groups
KW  - social comparison
KW  - tracking
Y1  - 2018
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-404052
VL  - 50
IS  - 5
ER  - 
TY  - JOUR
A1  - Chmielewski, Anna K.
A1  - Dumont, Hanna
A1  - Trautwein, Ulrich
T1  - Tracking Effects Depend on Tracking Type
BT  - An International Comparison of Students’ Mathematics Self-Concept
JF  - American Educational Research Journal
N2  - 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.
KW  - academic self-concept
KW  - international comparison
KW  - reference groups
KW  - social comparison
KW  - tracking
Y1  - 2013
UR  - http://journals.sagepub.com/doi/pdf/10.3102/0002831213489843
U6  - https://doi.org/10.3102/0002831213489843
SN  - 0002-8312
VL  - 50
IS  - 5
SP  - 926
EP  - 957
PB  - Sage
CY  - Thousand Oaks, Calif.
ER  - 
TY  - JOUR
A1  - Tetzlaff, Leonard
A1  - Hartmann, Ulrike
A1  - Dumont, Hanna
A1  - Brod, Garvin
T1  - Assessing individualized instruction in the classroom
BT  - comparing teacher, student, and observer perspectives
JF  - Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)
N2  - In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom.
KW  - Individualization
KW  - Personalization
KW  - Differentiation
KW  - Adaptive teaching;
KW  - Individualized instruction
KW  - Instructional quality
KW  - Learning
KW  - environments
KW  - Live observations
KW  - Classroom research
Y1  - 2022
U6  - https://doi.org/10.1016/j.learninstruc.2022.101655
SN  - 0959-4752
SN  - 1873-3263
VL  - 82
PB  - Elsevier
CY  - Oxford
ER  -