TY  - JOUR
A1  - Becker, Michael
A1  - Lüdtke, Oliver
A1  - Trautwein, Ulrich
A1  - Köller, Olaf
A1  - Baumert, Jürgen
T1  - The differential effects of school racking on psychometric intelligence Do academic-track schools make students smarter?
JF  - The journal of educational psychology
N2  - Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling-such as ability tracking or, more generally, school quality-can also influence intelligence. In this study, the authors analyzed intelligence gains in academic- and vocational-track schools in Germany, testing for differential effects of school quality (academic vs. vocational track) on psychometric intelligence. Longitudinal data were obtained from a sample of N = 1,038 Grade 7 and 10 students in 49 schools. A nonverbal reasoning test was used as an indicator of general psychometric intelligence, and relevant psychological and social background variables were included in the analyses. Propensity score matching was used to control for selection bias. Results showed a positive effect of attending the academic track.
KW  - school quality
KW  - intelligence
KW  - cognitive development
KW  - longitudinal studies
KW  - propensity score matching
Y1  - 2012
U6  - https://doi.org/10.1037/a0027608
SN  - 0022-0663
VL  - 104
IS  - 3
SP  - 682
EP  - 699
PB  - American Psychological Association
CY  - Washington
ER  - 
TY  - BOOK
A1  - Maaz, Kai
A1  - Baumert, Jürgen
A1  - Neumann, Marko
A1  - Becker, Michael
A1  - Dumont, Hanna
T1  - Die Berliner Schulstrukturreform : Bewertung durch die beteiligten Akteure und Konsequenzen des neuen Übergangsverfahrens von der Grundschule in die weiterführenden Schulen
Y1  - 2013
SN  - 978-3-8309-2946-8
PB  - Waxmann
CY  - Münster
ER  - 
TY  - JOUR
A1  - Becker, Michael
A1  - Neumann, Marko
A1  - Tetzner, Julia
A1  - Böse, Susanne
A1  - Knoppick, Henrike
A1  - Maaz, Kai
A1  - Baumert, Jürgen
A1  - Lehmann, Rainer
T1  - Development? Effects of the transition into academically selective schools
JF  - The journal of educational psychology
N2  - 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.
KW  - psychosocial development
KW  - transition
KW  - ability grouping
KW  - longitudinal design
KW  - propensity score matching
Y1  - 2014
U6  - https://doi.org/10.1037/a0035425
SN  - 0022-0663
SN  - 1939-2176
VL  - 106
IS  - 2
SP  - 555
EP  - 568
PB  - American Psychological Association
CY  - Washington
ER  - 
TY  - JOUR
A1  - Kampa, Nele
A1  - Kunter, Mareike
A1  - Maaz, Kai
A1  - Baumert, Jürgen
T1  - The social background of maths teachers in Germany its connection with professional occupation and job-related convictions among teachers at secondary schools
JF  - Zeitschrift für Pädagogik
N2  - The present article analyzes the socio-economic background of maths teachers in Germany and its relation to career-related decisions and job-related convictions. These analyzes is based on data collected through questionnaires answered by 1126 maths teachers working at a sample of secondary schools representative of Germany. Following Bourdieu's theory, the authors examine whether the economic and cultural conditions prevailing in the teachers' families of origin are related to their decision to pursue this specific professional career or to their job-related convictions. Furthermore, it is analyzed in how far teachers, in their everyday work in the classroom, meet students from groups of origin foreign to the teachers themselves. The results show that the teachers, socio-economic background has no systematic relation to either their career-related decisions or their job-related convictions.
Y1  - 2011
SN  - 0044-3247
VL  - 57
IS  - 1
SP  - 70
EP  - 92
PB  - Beltz
CY  - Weinheim
ER  -