Prolonging inequality? Education in Germany after unification

Arps, Sebastian

doi:10.1080/0268093052000386

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…Although academic ability is primarily taken into account in differentiating between students, empirical studies have confirmed that socio-economic factors have an enormous impact on tracking decisions (e.g. Bos et al 2004;Arps 2005).…”

Section: Secondary Education In Baden-württembergmentioning

confidence: 97%

Towards state‐mandated testing in Germany: how do teachers assess the pedagogical relevance of performance feedback information?

Maier

2009

Assessment in Education: Principles, Policy & Practice

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The paper analyses how teachers view state-mandated tests in Baden-Württemberg, a large state in the south-west of Germany. For the first time in 2006, public secondary schools were bound by law to administer Vergleichsarbeiten [state-wide tests] in up to three relevant subjects after Grade 6. Scholars in the field of school improvement emphasise that there is a gap between performance feedback provided by external tests and how this information is internally processed. To bridge this gap, a crucial precondition is that teachers must accept state-wide testing as a useful instrument for improving the performance of schools. To examine how teachers view the pedagogical relevance of performance feedback information, 256 secondary schools were approached, and an anonymous questionnaire was completed by a representative sample of 307 teachers with Grade 6 classes. Analysis of the quantitative data reveals that teachers in general secondary schools (the lower level of the academically streamed secondary system) are more openminded towards the tests than their colleagues in intermediate schools or in grammar schools (the highest level). Even so, only a small percentage of teachers in general secondary schools acknowledge the pedagogical relevance of performance feedback information for improving teaching strategies. This result suggests that state-mandated testing in Baden-Württemberg is highly unlikely to initiate or support school improvement activities for the time being.

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Section: Secondary Education In Baden-württembergmentioning

confidence: 97%

Towards state‐mandated testing in Germany: how do teachers assess the pedagogical relevance of performance feedback information?

Maier

2009

Assessment in Education: Principles, Policy & Practice

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“…Inequalities related to gender, socioeconomic status, caste, ethnicity, and so forth basically limit the educational opportunities, and hence the career opportunities, of people faced with these disadvantages. What is even worse, unfortunately, is that some studies have shown that very often, even when a country has achieved an increase in economic growth or improved socioeconomic status of people in general, the school enrollment rate for girls is still significantly lower than for boys (Arps, 2005;Stash & Hannum, 2001).…”

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confidence: 99%

How Culture Affects Female Inequality Across Countries: An Empirical Study

Cheung

Chan

2007

Journal of Studies in International Education

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Many studies have commented that culture has an influence on gender inequality. However, few studies have provided data that could be used to investigate how culture actually influences female inequality. One of the aims of this study is to investigate whether Hofstede's cultural dimensions have an impact on female inequality in education in terms of female enrollment rates (at primary, secondary, and tertiary levels) in 53 different regions. Moreover, this study examines whether the enrollment rates can affect the career and income of women in the regions studied. Finally, this study also examines the relationships between Hofstede's cultural dimensions and the career opportunities and income of women. Data from the United Nations Development Program's Human Development Report 2005 was used in this study, and the results show that individualism, power distance, and masculinity could significantly and strongly predict the educational enrollment rates, career, and income of women across the 53 regions.

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Disruption and decline: the gendered consequences of civil war and political transition for education in Tajikistan

O’Brien

2019

Post-Soviet Affairs

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The sweeping political transition from the Soviet Union to independence in Tajikistan was accompanied by a devastating civil war. Social, economic, and demographic change followed. This research examines a critical indicator of human welfare and stability at the micro-and macrolevels: educational attainment and mobility. Using the 2007 Tajik Living Standards Survey, I compare cohorts educated before, during, and after the civil war. I examine the impact of the war and the political transition on educational attainment and mobility. The findings suggest that the consequences of civil war and political transition in Tajikistan were gendered: boys' attainment was disrupted when they lived in a conflict-affected area and were 16-to-17 years old when the war began; girls' attainment decline was more widespread. This research contributes to our understanding of the long-term consequences of political events on human capital accumulation over the life course.

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Prolonging inequality? Education in Germany after unification

Cited by 3 publications

References 14 publications

Towards state‐mandated testing in Germany: how do teachers assess the pedagogical relevance of performance feedback information?

Towards state‐mandated testing in Germany: how do teachers assess the pedagogical relevance of performance feedback information?

How Culture Affects Female Inequality Across Countries: An Empirical Study

Disruption and decline: the gendered consequences of civil war and political transition for education in Tajikistan

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