The Effect of Ability-based Tracking in Secondary School on Subsequent School Achievement: A Longitudinal Study

Schaltz, Paule

doi:10.9734/bjesbs/2014/7255

Cited by 5 publications

(2 citation statements)

References 20 publications

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“…All in all, the stratified school system of Luxembourg can be characterised as a separation model that follows a principle of homogenisation in dealing with heterogeneous students (Backes and Hadjar 2017). A secondary control for the secondary school track seems to be meaningful for the stratified education system of Luxembourg, as stratification/external differentiation (Hadjar and Gross 2016;Schaltz and Klapproth 2014) as a characteristic of the education system appears to be of major importance, as it affects individual learning processes and educational decisions. This relates to a Swiss study by Pregaldini, Backes-Gellner, and Eisenkopf (2018) showing that gender composition effects on achievement also depend on school track (in this study: different self-selected vocational specialisations).…”

Section: Study Contextualisation: the Luxembourgish Education Systemmentioning

confidence: 99%

Gender, teaching style, classroom composition and alienation from learning: an exploratory study

Hadjar

Backes

2022

Educational Research

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Background: Whilst much interest is focused on gender, and classroom-level influences such as and classroom composition and teaching style on achievement, attitudinal outcomes have not received the same attention. This paper focuses on alienation from learning as one sub-dimension of school alienation. School alienation is a relevant issue for all those engaged in supporting students to thrive and have positive outcomes, as it is related to learning and social behaviour, and eventually achievement. Purpose: This explorative study considered how classroom gender composition and perceived teaching style affected the development of alienation from learning in primary and secondary schools. Methods: A multi-level analysis, based on quantitative longitudinal data gathered in Luxembourg, was undertaken. The database included information gathered during three consecutive waves (2016-2018) from 338 primary school students and 376 secondary school students. Findings: Our results indicate that the gender gap in alienation from learning was more pronounced in primary school. A studentcentred supportive teaching style (classroom level) decreased alienation from learning in primary school for boys -closing the gender gap; that is to say, it did change the difference in alienation between girls and boys. In secondary school, only individual-level perceived teaching style was associated with alienation if teaching style was simultaneously considered on both individual and classroom level. A high proportion of male students in the classroom seemed to go along with a higher alienation among all students in secondary school. Conclusion: This exploratory study indicates that teaching style may be a crucial factor for the attitudes towards school of all students, suggesting that employing student-centred and supportive styles could help to prevent school alienation.

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Section: Study Contextualisation: the Luxembourgish Education Systemmentioning

confidence: 99%

Gender, teaching style, classroom composition and alienation from learning: an exploratory study

Hadjar

Backes

2022

Educational Research

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“…Teachers having lower self-efficacy beliefs are less likely to implement high-quality instructions and adequate teaching methods than teachers with high self-efficacy beliefs (Ross, 1998;Muijs and Rejnolds, 2001). Secondary-school tracking is likely to lead to high achieving students on the higher tracks and low achieving students on the lower tracks, although both students might have performed equally well in primary school (Schaltz and Klapproth, 2014).…”

Section: Consequences Of the Misfit On Student School Marksmentioning

confidence: 99%

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2018

International Journal of Education and Practice

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Referring to the stage environment fit theory (Eccles and Midgley, 1989) we examined whether after the transition from Luxembourgish primary to secondary school students' school marks would drop. Actually, using latent growth curve modeling it was found that school marks deteriorated in their main school subjects German, French, and mathematics. The drop of school marks was larger in mathematics than in languages. Moreover, the drop of school marks was affected by various sociodemographic variables as the students' gender, their socioeconomic background, and their ethnicity. This finding stimulates the assumption that certain subpopulations of students in Luxembourg receive different support in school, regardless of their academic competences. However, even students' competences were predictive of the development of their school marks. In the vocational track, high achievers were more likely to drop in school marks than low achievers. We presume that this result indicates a lack of academic challenges in the vocational track, which might eventually hinder better performing students in keeping their initial high achievement level.

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Need for Cognition and its relation to academic achievement in different learning environments

Colling

Wollschläger

Keller

et al. 2022

Learning and Individual Differences

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The Effect of Ability-based Tracking in Secondary School on Subsequent School Achievement: A Longitudinal Study

Cited by 5 publications

References 20 publications

Gender, teaching style, classroom composition and alienation from learning: an exploratory study

Gender, teaching style, classroom composition and alienation from learning: an exploratory study

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Need for Cognition and its relation to academic achievement in different learning environments

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