Bildungsbericht für Deutschland

Avenarius, Hermann; Ditton, Hartmut; Döbert, Hans; Klemm, Klaus; Klieme, Eckhard; Rürup, Matthias; Tenorth, Heinz‐Elmar; Weishaupt, Horst; Weiß, Manfred

doi:10.1007/978-3-322-90533-8

Cited by 108 publications

(10 citation statements)

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“…For example, students in the academic track are required to leam a second language, whereas students in the nonacademic tracks tend to have more instmction in core subjects, such as German as a first language and mathematics. Additionally, although leaming objectives within the same subjects are similar in the academic and nonacademic tracks, students in the nonacademic tracks tend to cover the material in less depth or breadth, or with different focuses (Avenarius et al, 2003;Kultusministerkonferenz, 2004Kultusministerkonferenz, , 2006Leschinsky, 2003). In German as a first language, for example, academic-track instmction is more focused on literature, whereas nonacademic-track instmction is more focused on basic linguistic skills (Klieme et al, 2008).…”

Section: The Present Studymentioning

confidence: 99%

The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter?

Becker

Lüdtke

Trautwein

et al. 2012

Journal of Educational Psychology

124

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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.Does schooling impact intelligence? Adey, Csapo, Demetriou, Hautamäki, and Shayer (2007) recently discussed how and why cognitive functioning is amenable to education and argued that it should be seen as one of the main targets of schooling. Although there is still debate about how general cognitive functioning should best be conceptualized and measured-more broadly as intelligence/abstract reasoning or more specifically as general strategic processing (e.g., P.

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Section: The Present Studymentioning

confidence: 99%

The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter?

Becker

Lüdtke

Trautwein

et al. 2012

Journal of Educational Psychology

124

View full text Add to dashboard Cite

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“…8, this volume) are underrepresented in preuniversity tracks (e.g., Avenarius et al 2003), but this relative disadvantage seems to vary across different states (e.g., Trautwein et al 2007). Moreover, there may be differences in the achievement levels of students with and without migration background, and the decisions regarding further education (e.g., attending university vs. starting an apprenticeship) might be associated with migration status.…”

Section: Traditional and Nontraditional Pathways To The Abiturmentioning

confidence: 97%

Die gymnasiale Oberstufe und der Übergang von der Schule in den tertiären Bildungsbereich und den Arbeitsmarkt

et al. 2011

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Stage 5 of the German National Educational Panel Study focuses on upper secondary education in academic school tracks and the subsequent transitions. We give an overview of prior empirical studies of the upper secondary level and describe a number of unresolved general research questions that are being focused on in stage 5. These questions mainly address the comparison of traditional and nontraditional pathways to the Abitur (the general qualification for university entrance), the academic achievement levels of Abitur students (in different school types), social disparities (in traditional and nontraditional Gymnasium), and how well achievement indicators (school grades, competencies, Abitur certificate) predict students' further develop-234 W. Wagner et al. ment. Although the research instrument for the National Educational Panel Study is very broad, these guiding questions are central for its development. In addition to the panel study, stage 5 is implementing two supplementary studies to reflect changes due to reforms of the Gymnasium and their consequences for the interpretation of longitudinal data of the National Educational Panel Study. One study focuses on the organizational reform in Thuringia; the other on the reduction in the number of years of schooling for the Abitur (G8 reform) in Baden-Wuerttemberg. Both studies are described in some detail. The chapter closes with a short conclusion. Die gymnasiale Oberstufe und der Übergang von der Schule in den tertiären Bildungsbereich und den ArbeitsmarktZusammenfassung: Im Fokus der Etappe 5 des Nationalen Bildungspanels stehen die gymnasiale Oberstufe sowie die darauffolgenden Übergänge. Zunächst wird ein Überblick über bereits vorhandene empirische Studien im Bereich der gymnasialen Oberstufe gegeben, wobei offene Forschungsfragen diskutiert werden. Zentrale Fragen beziehen sich dabei auf den Vergleich traditioneller und nicht-traditioneller Wege zur Hochschulreife, die Leistungsniveaus von Schü-lerinnen und Schülern (in unterschiedlichen Schultypen), soziale Disparitäten (in traditionellen vs. nicht-traditionellen gymnasialen Oberstufen) sowie die Bedeutung von Leistungsindikatoren (Schulnoten, Kompetenzen, Abitur) für die weitere Entwicklung von Schülerinnen und Schülern. Trotz der insgesamt sehr breiten Anlage der Erhebungsinstrumente des Nationalen Bildungspanels ist eine Berücksichtigung dieser Leitfragen bei der Instrumentenentwicklung zentral. Zusätz-lich zur Panelstudie werden anhand zweier Zusatzstudien der Etappe 5 Veränderungen aufgrund von Reformen der gymnasialen Oberstufe und der sich daraus ergebenden Konsequenzen für die Interpretation der Längsschnittdaten des Panels untersucht. Eine dieser beiden Zusatzstudien beschäftigt sich mit der organisationalen Reform in Thüringen, die andere mit der Reduktion der Schulzeit bis zum Abitur um ein Jahr (G8-Reform) in Baden-Württemberg. Beide Studien werden grob umrissen. Das Kapitel schließt mit einer kurzen Schlussfolgerung.Schlüsselwörter: Bildung · Hochschulreife · Panelstudie · Schulreform · Seku...

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“…Trois types d'école peuvent leur être proposés : Hauptschule , Realschule , Gymnasium , en plus d'un quatrième, la Gesamtschule , qui scolarise tous les élèves ensemble, sans distinction de niveau scolaire. Dans le premier Rapport sur l'éducation publié en 2006, la diversité de structure des systèmes scolaires est soulignée (Avenarius et al, 2003), faisant ainsi écho au constat faits en 1968 par le Conseil allemand de l'éducation (Deutscher Bildungsrat, 1968 : 11). L'absence de coordination horizontale s'explique dans ce cas par la très forte polarisation partisane que cette question a suscité depuis les années 1950, structurée par les vues opposées du parti social-démocrate (SPD) et du parti démocrate-chrétien (CDU) (Schmidt, 1980 ; Stern, 2000).…”

Section: La Forte Similarité Du Changement Des Politiques Régionales unclassified

La course vers le milieu des régions. Compétition et politiques régionales d'éducation en France et en Allemagne

Dupuy

2012

Can J Pol Sci

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Résumé. La régionalisation de l'action publique est l'une des évolutions les plus marquantes des États européens depuis les années 1970. Cette évolution présente une opportunité pour examiner, dans le contexte européen, les théories de la compétition interrégionale. C'est ce que cet article se propose de faire à partir de la comparaison de deux cas les plus différents : les politiques d'éducation en France, un État anciennement centralisé où les régions disposent de compétences relativement étroites, et en Allemagne, un État fédéral où les régions possèdent des compétences étendues. L'article montre que ni une course vers le bas, ni une course vers le haut ne s'enclenchent. C'est au contraire une course vers le milieu qui caractérise les relations compétitives entre les régions françaises et allemandes, respectivement, où les gouvernements régionaux tentent de montrer qu'ils font comme les autres afin d'éviter le blâme des électeurs et de l'État central.Abstract. The regionalization of public policy is one of the most remarkable transformations European states have undergone since the 1970s. Through an examination of this particular development, the article explores theories of interregional competition in two very different cases: education policy in France, a decentralized unitary state where regional governments are entrusted with limited policy competences in this field, and Germany, a federal state where regions have exclusive responsibility over secondary education. The paper shows that, in both cases, interregional competition lends itself neither to a race to the bottom nor a race to the top, but rather to a race to the middle. Regional governments aim, in fact, to demonstrate that they adopt similar policies to other regions so as to avoid being blamed by both the electorate and the central state.

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Bildungsbericht für Deutschland

Cited by 108 publications

References 0 publications

The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter?

The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter?

Die gymnasiale Oberstufe und der Übergang von der Schule in den tertiären Bildungsbereich und den Arbeitsmarkt

La course vers le milieu des régions. Compétition et politiques régionales d'éducation en France et en Allemagne

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