Children at Risk of Poor Educational Outcomes: In Search of a Transdisciplinary Theoretical Framework

Differenzielle Effekte von Klassenführung und Unterstützung fürSchülerinnen und Schüler mit Migrationshintergrund

“…Ausgehend von der ATI-Forschung und der Forschung zu adaptivem Unterricht (Corno, 2008;Klieme & Warwas, 2011;Tomlinson et al, 2003) (Heinzel, 2008;Trautmann & Wischer, 2012 (Hasselhorn et al, 2014;. Für ein einzelnes Kind bedeutet das, dass die Zugehörigkeit zu einer dieser Gruppen zunächst rein statistisch die Wahrscheinlichkeit erhöht, geringere Bildungserfolge zu erzielen.…”

“…In diesem Fall spricht man von einem "Risiko-Schüler bzw. einer Risiko-Schülerin" (Hasselhorn et al, 2014;.…”

Constellations of risk factors as moderators of the impact of a randomized intervention on students’ reading skills in rural India

“…The association between parental education and children's academic success has been documented profusely (e.g., Feinstein, Duckworth, & Sabates, 2004;Hasselhorn et al, 2014;Moore, Vandivere, & Anderson, 2006). Feinstein et al (2004) argue that there are several pathways for the inter-generational effect of parental education on their offspring's educational attainment.…”

“…Individual and family characteristics are here conceived as risk/protective factors for educational success, which might also be reinforced or buffered by community characteristics. Since it is known that risk factors tend not to occur in isolation (Cicchetti & Rogosch, 1996;Sameroff & Seifer, 1983), nor to operate only at the individual or family level (Hasselhorn et al, 2014), risk is operationalized as "constellations". Constellations of risk may better explain the interaction of an individual with his/her environment, providing more comprehensive insights into differential impacts of interventions (Cooper & Lanza, 2014).…”

Children and Society

“…This predominant understanding of children—as opposed to adults—is interlinked with several ideas about children as incompetent, unaware, passive, and vulnerable. In line with this view, the child is seen foremost as a developmental being and one in the process of socialization, a person in the making, a future adult, and, therefore, “not yet” a fully competent and active member of society (e.g., Hasselhorn et al, 2015). This widespread scientific perspective on children—and its equivalent in broader societal contexts—has already been criticized extensively from a Childhood Studies perspective (e.g., Betz, 2013; Bühler-Niederberger & Sünker, 2009; Esser, Baader, Betz, & Hungerland, 2016) and will therefore not be discussed here in detail.…”