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In Germany, the Abitur grades awarded at the end of upper secondary education are critical in the allocation of sought-after university places. Drawing on a representative sample of 3526 grade 13 Abitur students in the German state of Baden-Württemberg, this article examines whether and to what extent grading is affected by the mean achievement of the school serving as frame of reference (“group-referenced grading”), and to what extent this influence differs for coursework and examination grades in mathematics and English as a foreign language. Overall, the results indicate that the higher level of standardization of the central Abitur examinations makes examination grades less susceptible to frame-of-reference effects than are coursework grades. 相似文献
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Ricarda Albrecht Marko Neumann Malte Jansen Michael Becker Kai Maaz Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2018,21(4):839-865
This study focuses on students who change from the academic to the non-academic school track after grade 7 (probationary year) in Berlin. We examined which individual student characteristics (e.?g., performance, school biography, family background) predict school change after the probationary year. We were particularly interested as to whether there are secondary effects of social background, after controlling for differences in performance. Our analyses were based on data from a study which included a whole cohort of school track changers (N?=?754) who were compared with students that remained at the academic track (N?=?1470). In order to predict the change of school type, multivariate logistic regression analyses were performed. Results revealed significant differences between both groups regarding all observed characteristics. Performance-related characteristics were the best predictors of track change. After controlling for these characteristics, no further significant effects for other predictors were observable (i.?e., no secondary effects of social background were present). 相似文献
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This study investigates the contribution of personality traits (HEXACO traits and Schizotypy) and social status dimensions (sociometric and perceived popularity) in understanding boys’ and girls’ respective academic achievement. The sample included 163 elementary school students from Serbia, aged 14–15 (87 girls and 76 boys). Regression analysis reveals that personality traits explain a similar amount of academic achievement variance in two gender groups (22% vs. 20% in girls’ favor), but social status proves to be a better predictor of academic achievement for boys (27% vs. 4% in boys’ favor). High Conscientiousness, perceived popularity as well as low extraversion turned out to be related to girls’ academic achievement. Low Schizotypy and Honesty‐Humility, as well as high openness, sociometric, and perceived popularity turned out to be related to boys’ academic achievement. Conscientiousness appears not to be related to boys’ academic achievement. The results are discussed and recommendations for improving educational practices are offered. 相似文献
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Marko Valenta 《欧洲师范教育杂志》2009,32(1):21-33
In this article, I argue that immigrant bilingual teachers and mother‐tongue teachers are not formally recognised as ‘genuine’ teachers in the Norwegian school system. Norwegian education authorities have invested considerable effort in order to strengthen the competences of bilingual teachers and to both recognise and formalise their home country education. Amongst other things, several university colleges were encouraged to provide specially designed higher education programmes for bilingual teachers in order to integrate teachers with bilingual competences into the Norwegian primary school teaching system. This paper is based on data collected in 2007–2008 during the national evaluation of this education, which is the first of its kind in Norway. Although popular amongst immigrant students, it seems that the competences to be gained by graduates of the BA degree programme are not recognised or utilised in the schools where they work. Due to low social status and an unfavourable structural position within the Norwegian school education sector, these teachers will try to distance themselves from their bilingual roles and identities. Within such a framework, the higher education that is intended to strengthen optimum bilingual tuition in the primary schools sector is, in fact, steering bilingual teachers and mother‐tongue teachers away from these more specialised and less valued professions, seeking instead, access into the more mainstream and higher status teaching jobs. 相似文献
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AbstractThis paper is based on sociological research on Torcida, football supporters of Hajduk Football Club from Split (Croatia). We used ethnographic methodology throughout 37 months of fieldwork (from July 2012 to August 2015) and conducted 23 in-depth interviews with hardcore members of Torcida. Although our research included the distinction between carnival supporters and hooligans, these elements are much more interconnected within the hard core of Torcida than they are separate. Because of various social efforts (sometimes coordinated with other Ultras groups) against the local and global football establishment – especially against the Croatian Football Federation and UEFA – we consider Torcida part of a wide, heterogeneous social movement against modern football. This corresponds to the self-reflection and self-perception of the core group of Torcida. Ultras subculture in the Croatian context represents a key (although not the only) social actor in bearing the AMF movement. 相似文献
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Susanne Böse Marko Neumann Michael Becker Kai Maaz Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2018,21(6):1157-1186
The issue of implementing large-scale reforms has played an important role both in the past as well as in current debates on structural changes and quality measures in education. When putting reforms into practice, individual schools and their leaders, who take a key role in reform processes, are focused. In the context of a comprehensive school reform in Berlin, this contribution presents an implementation of the Stages of Concern Questionnaire (SoCQ, Hall and Hord 2011), which intends to assess the degree of participants’ engagement with innovations in a phased respectively stepwise approach. Recently, the SoCQ questionnaire has been used to build different profiles or types of engagement in reform. Based on N?=?196 school leaders, latent profile analyses thus served to identify five types of profiles. Altogether, they indicate that the majority of school leaders are ready to implement the reform and contribute to its optimization. A rather small group remained skeptical with regard to the school reform. With respect to individual leadership characteristics, differences in profile composition could be found for gender, school type, and professional experience. 相似文献
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Fostering lifelong learning (LLL) is a topic of high relevance for current educational policy. School lays the cornerstone for the key components of LLL, specifically persistent motivation to learn and self-regulated learning behavior. The present study investigated the impact of classroom instruction variables on concrete determinants for these LLL components. Participants in the present study were 2266 fifth, sixth and seventh graders from 125 classrooms. Multi-level analyses showed that perception of autonomy in the classroom is associated with pupils’ motivational beliefs, and that perception that a classroom promotes self-determined performance and self-reflection of learning is a predictor of pupils' monitoring and assessment of learning. Additionally, the extent of perceived autonomy is an important factor in the reduction of gender differences in motivation. The results indicate the importance of providing pupils with appropriate learning contexts to better prepare them for successful LLL. 相似文献
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Hanna Dumont Ulrich Trautwein Oliver Lüdtke Marko Neumann Alois Niggli Inge Schnyder 《Contemporary educational psychology》2012
This research examines whether parental homework involvement mediates the relationship between family background and educational outcomes such as academic achievement and academic self-concept. Data from two studies in which grade 8 students (N = 1274 and N = 1911) described their parents’ involvement in the homework process were reanalyzed via structural equation modeling. Perceived parental homework interference and perceived homework-related conflict were negatively related to students’ academic development, whereas perceived parental support and perceived parental competence to help with homework were positively related to academic outcomes. Although there were small associations between some aspects of parental homework involvement and family background variables, parental homework involvement did not mediate the relationship between family background and educational outcomes. Findings highlight the need for differentiated conceptualizations of parental homework involvement as well as detailed analyses of the processes underlying the association between family background and educational outcomes. 相似文献
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Meredith Marko Harrigan Dawn O. Braithwaite 《Journal of Applied Communication Research》2013,41(2):127-144
This study is the first to provide best practices exclusively for communication about crises that involve issues of culture, ethnicity, and/or race from expert crisis managers' perspectives. Using complexity theory as a framework, this study provides an in-depth, theoretically grounded understanding of managing issues and crises involving culture, ethnicity and/or race through the experiences of 34 senior crisis communicators. Complex insider perspectives suggest that responsibility for crisis management must move beyond any managerial bias to become more organic, normative, inclusive, and community spirited. First, issues and crises involving culture, ethnicity, and/or race are defined, laying a foundation for future theory development on ways these issues can become or exacerbate crises. Second, research participants’ stories coalesce to produce best practices and a useful decision-making framework for practical application in organizations. 相似文献