Parental educational aspirations and migration background as predictors for school form changes in the lower secondary school: results of a longitudinal study

Klapproth, Florian; Schaltz, Paule; Glock, Sabine

doi:10.1007/s11618-014-0536-z

Cited by 21 publications

(2 citation statements)

References 26 publications

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“…Within the EST, there are tracks with very different aspiration levels. One of these is the low-achieving track called modulaire, which is supposed to enable especially weak students to get back to regular classes (Klapproth, Schaltz, & Glock, 2014). In fact, the modulaire track is ascribed to low or no educational achievement and lowers future occupational chances.…”

Section: The Educational System Of Luxembourgmentioning

confidence: 99%

Teachers’ Images of the Ideal Student as a Marker for School Culture and Its Role in School Alienation During the Transition from Primary to Secondary Education in Luxembourg

Grecu¹,

Hascher²,

Hadjar³

2019

Studia paedagogica

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Particularly in highly stratified educational systems, the transition from primary to secondary school involves a substantial alteration of school culture as students leave their familiar environment of primary school and encounter a fundamentally different, initially strange school context. The transition to a new secondary school culture is presumably one cause of students' increasing school alienation as the students face specific expectations from their secondary teachers. The main aim of this paper is to shed light on the association between the change in school culture represented by the teachers' image of the ideal student and school alienation in the educational context of Luxembourg. The methodolog y follows a qualitative approach: in-depth interviews and group discussions with teachers from primary and secondary schools were analysed applying a qualitative reconstructive approach. The results confirmed the importance of the transition for students' educational trajectories and indicated its challenges concerning the changes in demands and values students are expected to meet. Various risk and protective factors concerning the development of school alienation over the course of the transition were identified according to the specific demands of a single school's cultures.

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Section: The Educational System Of Luxembourgmentioning

confidence: 99%

Teachers’ Images of the Ideal Student as a Marker for School Culture and Its Role in School Alienation During the Transition from Primary to Secondary Education in Luxembourg

Grecu¹,

Hascher²,

Hadjar³

2019

Studia paedagogica

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“…In these school systems, students are allocated by teachers to different schools with different curricula and different final degrees on the basis of their achievements and interests in primary school. Although changing school-tracks in hierarchical systems is possible, it occurs quite rarely (e.g., Baumert, Trautwein & Artelt, 2003;Bellenberg, Hovestadt, & Klemm, 2004;Klapproth, Schaltz, & Glock, 2014).…”

Section: Grouping Students Into Different Tracks In Secondary Schoolmentioning

confidence: 99%

Do Algorithms Homogenize Students’ Achievements in Secondary School Better Than Teachers’ Tracking Decisions?

Klapproth

2015

EPAA

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Two objectives guided this research. First, this study examined how well teachers' tracking decisions contribute to the homogenization of their students' achievements. Second, the study explored whether teachers' tracking decisions would be outperformed in homogenizing the students' achievements by statistical models of tracking decisions. These models were akin to teachers' decisions in that they were based on the same information teachers are supposed to use when making tracking decisions. It was found that the assignments of students to the different tracks made either by teachers or by the models allowed for the homogenization of the students' achievements for both test scores and school marks. Moreover, the models' simulations of tracking decisions were more effective in the homogenization of achievement than were the tracking decisions, if the students assigned to the different tracks were at the center of the achievement distribution. For the remaining students, there was no significant difference found between teachers' tracking decisions and the models' simulations thereof. The reason why algorithms produced more homogeneous groups was assumed to be due to the higher consistency of model decisions compared to teacher decisions.

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Mixed Methods

Grecu

Völcker

2017

Qualitative Bildungsforschung

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Parental educational aspirations and migration background as predictors for school form changes in the lower secondary school: results of a longitudinal study

Cited by 21 publications

References 26 publications

Teachers’ Images of the Ideal Student as a Marker for School Culture and Its Role in School Alienation During the Transition from Primary to Secondary Education in Luxembourg

Teachers’ Images of the Ideal Student as a Marker for School Culture and Its Role in School Alienation During the Transition from Primary to Secondary Education in Luxembourg

Do Algorithms Homogenize Students’ Achievements in Secondary School Better Than Teachers’ Tracking Decisions?

Mixed Methods

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