References of "Klapproth, Florian 40020962"
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See detailStudents' immigration background as a moderator of predictive validity of tracking decisions.
Klapproth, Florian UL; Schaltz, Paule UL

in Procedia Social and Behavioral Sciences (in press)

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See detailDer Übergang vom Primar- zum Sekundarschulbereich: Übergangsentscheidungen von Lehrkräften
Krolak-Schwerdt, Sabine UL; Pit-Ten Cate, Ineke UL; Glock, Sabine UL et al

in Lenz, Thomas; Bertemes, Jos (Eds.) Bildungsbericht Luxembourg 2015 Band 2:Analysen und Befunde (2015)

The transition from primary school to secondary school is an important event both for pupils and their parents and is a major determinant of further educational and professional progress. The transition ... [more ▼]

The transition from primary school to secondary school is an important event both for pupils and their parents and is a major determinant of further educational and professional progress. The transition decision by primary school teachers in Luxembourg is largely based on a pupil‘s marks, but is also (unconsciously) influenced by information that is not performance-related, such as social background, a pupil‘s immigration background and the educational attainment of their parents. Luxembourg school grades and test results in the three core subjects have the strongest influence on the binding transition decision. Most pupils remain with the school type to which they were assigned at the end of fundamental school. Throughout the observation period, only 6% of the pupils changed to a different kind of school. However, both the parents‘ socio-economic status and the pupil‘s immigrant background exerted an influence on the transition decision. It must therefore be assumed that not only the pupil‘s individual performance will determine to which type of school they will go, but also their family background. This raises the question of how a performance-related, less socially selective transition decision can be promoted. In a school system in which the transition decisions are binding and the freedom of choice is very low, the accuracy of the assessment is particularly important. Therefore teachers should: (1) be explicitly reminded of their responsibility for the decision in the period in which transition decisions are being made. (2) have the opportunity to learn about decision models and factors that reduce the quality of decisions and actively question them during the period in which the transition decisions are taken. (3) be taught about optimum decision-making models, which include adequate weighting of the student‘s characteristics and incorporate them appropriately. [less ▲]

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See detailThe Effect of Ability-based Tracking in Secondary School on Subsequent School Achievment: A Longitudinal Study
Schaltz, Paule UL; Klapproth, Florian UL

in British Journal of Education, Society & Behavioural Science (2014), 4(4), 440-455

Aims: Using propensity-score matching, we matched students with similar prior-school achievement and demographical data who attended either an academic or vocational track during the first two years of ... [more ▼]

Aims: Using propensity-score matching, we matched students with similar prior-school achievement and demographical data who attended either an academic or vocational track during the first two years of secondary school. Methodology: In a two-factorial between-subject analysis of variance, we compared standardised school achievement test scores of propensity-score matched prior high- and low-achieving students who attended either an academic or vocational track. Results: Results showed that for the subjects German and French, prior high-achieving students performed significantly better than prior low-achieving students, and students who attended the academic track performed significantly better than students who attended the vocational track. For the subject Mathematics we found a main effect of prior-achievement level. However, we did not find an interaction between prior-achievement level and tracklevel. [less ▲]

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See detailPredictive validity of tracking decisions: Application of a new validation criterion.
Klapproth, Florian UL; Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL et al

in Spiliopoulou, Myra; Schmidt-Thieme, Lars; Janning, Ruth (Eds.) Studies in classification, data analysis, and knowledge organisation: Data Analysis, Machine Learning and Knowledge Discovery. (2014)

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See detailIdentifying students at risk of school failure in Luxembourgish secondary school
Klapproth, Florian UL; Schaltz, Paule UL

in International Journal of Higher Education (2013), 2(4), 191-204

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See detailLeistungstestwerte als Validierungskriterium von Schullaufbahnempfehlungen: Ein neuer formaler Ansatz
Klapproth, Florian UL; Krolak-Schwerdt, Sabine UL; Hörstermann, Thomas UL et al

in Empirische Pädagogik (2013), 27

In this paper, an approach of validating school placement decisions is presented and ap­plied to a representative sample of N = 2 300 Luxembourgish 9th graders. In this approach, the vali­dation criterion ... [more ▼]

In this paper, an approach of validating school placement decisions is presented and ap­plied to a representative sample of N = 2 300 Luxembourgish 9th graders. In this approach, the vali­dation criterion “keeping the track” was supplemented by a criterion based on scores of standardized scholastic aptitude tests. For this purpose, students’ test scores were allocated to either of two catego­ries. These categories were separated by the test score that represented the intersection of the distribu­tions of test scores of students from either the vocational track or the academic track of Luxembour­gish secondary school. Students of the vocational track were considered as being misclassified if their test score was above the intersection test score, students of the academic track were considered as being misclassified if their test score was below the intersection test score. According to this classifi­cation rule, about 21 % of all students were misclassified. Predictive validity was estimated by the degree of agreement between school placement decisions and test categories and between school placement decisions and actual tracks, with the latter being higher than the former. The results ob­tained were discussed as indicators of both a lack of permeability of the Luxembourgish school sys­tem and placement decisions being only partially based on students’ performance. [less ▲]

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See detailPrädiktoren der Sekundarschulempfehlung in Luxemburg: Ergebnisse einer Large-Scale-Untersuchung
Klapproth, Florian UL; Glock, Sabine UL; Krolak-Schwerdt, Sabine UL et al

in Zeitschrift für Erziehungswissenschaft (2013), 16

Mit dieser Studie wurde anhand einer Stichprobe von 2925 Schülern aus luxemburgischen Grundschulen geprüft, inwieweit die Leistungen von Schülern luxemburgischer Grundschulen und Merkmale ihres sozialen ... [more ▼]

Mit dieser Studie wurde anhand einer Stichprobe von 2925 Schülern aus luxemburgischen Grundschulen geprüft, inwieweit die Leistungen von Schülern luxemburgischer Grundschulen und Merkmale ihres sozialen Hintergrundes Eingang finden in die Sekundarschulempfehlungen, die am Ende ihrer Grundschulzeit ausgesprochen wurden. Zur Analyse des Gewichts unterschiedlicher Prädiktoren für die Sekundarschulempfehlung wurde ein Zweiebenenmodell der logistischen Regression verwendet. Im Wesentlichen ergaben sich folgende Befunde: Schulnoten und Ergebnisse aus standardisierten Schulleistungstests stellten die stärksten Prädiktoren für die Sekundarschulempfehlung dar. Nach den individuellen Schülerleistungen war der Elternwunsch der stärkste Prädiktor für die Sekundarschulempfehlung. Darüber hinaus hingen sowohl die Nationalität als auch der sozioökonomische Status der Schüler mit der Sekundarschulempfehlung zusammen. Selbst bei Kontrolle ihrer schulischen Leistungen erhielten Schüler mit Migrationshintergrund seltener eine Empfehlung für den höchsten Schulzweig als Schüler ohne Migrationshintergrund. Ein hohes Klassenleistungsniveau führte bei Kontrolle der individuellen Leistungen seltener zu Empfehlungen für den höchsten Schulzweig als ein niedriges Klassenleistungsniveau. [less ▲]

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See detailThe validity of predictors of academic and vocational-training achievement: A review of the literature.
Klapproth, Florian UL; Schaltz, Paule UL

in Krolak, Sabine; Glock, Sabine; Böhmer, Matthias (Eds.) The future of educational research. (2013)

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See detailTemporal expectations affect retrospective temporal judgements : Evidence in favour of assimilation effects.
Klapproth, Florian UL

in Psychology and Behavioral Sciences (2013), 2

A study containing four experiments provided evidence in favour of assimilation effects in retrospective duration judgments due to temporal expectations. In this study, the participants did not know in ... [more ▼]

A study containing four experiments provided evidence in favour of assimilation effects in retrospective duration judgments due to temporal expectations. In this study, the participants did not know in advance that they would have to reproduce the duration of a target interval. Temporal expectations were induced prior to the target interval by the repeated presentation of a visually filled interval (the expectancy interval). Both the duration of the expectancy interval and the number of presentations of that interval were varied between subjects. The experiments showed a clear assimilation effect of temporal expectations on reproduced duration, indicated by judged durations strongly resembling the duration of the ex-pectancy interval. This effect increased with the magnitude of the difference between the expectancy interval and the target interval, and with the number of repetitions of the expectancy interval. Results were discussed with reference to Helson’s adaptation-level theory. [less ▲]

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See detailBeyond judgment bias: How students' ethnicity and academic profile consistency influence teachers' tracking judgments
Glock, Sabine UL; Krolak-Schwerdt, Sabine UL; Klapproth, Florian UL et al

in Social Psychology of Education (2013), 16

Research on school tracking has provided evidence that students with immigrant backgrounds are overrepresented in the lower school tracks. As teachers are the main decision makers when it comes to ... [more ▼]

Research on school tracking has provided evidence that students with immigrant backgrounds are overrepresented in the lower school tracks. As teachers are the main decision makers when it comes to tracking, we investigated whether teachers’ tracking judgments are biased by the immigrant backgrounds of the students and how teachers’ tracking judgments are affected by inconsistencies in students’ academic profiles. Drawing on dual process models of judgment formation, we conducted two experimental studies to investigate teachers’ judgments. The results of both studies showed less favorable teacher judgments of students with immigrant backgrounds than of students without immigrant backgrounds. Students with inconsistent academic profiles were also judged less favorably than students with consistent profiles. Think aloud data indicated careful processing of all information both for students with immigrant backgrounds and students with inconsistent profiles. Results are discussed with regard to their underlyingmechanisms as well as with regard to their implications for teacher training. [less ▲]

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See detailDo social variables affect school placement decisions in Luxembourg?
Klapproth, Florian UL; Glock, Sabine UL; Böhmer, Matthias UL et al

in Shoniregun, C. A.; Akmayeva, G. A. (Eds.) Ireland International Conference on Education - IIEC 2012 proceedings (2012)

In Luxembourg, the assignment of primary-school students to one of the tracks in secondary school is regulated by the Luxembourgish Ministry of Education. These regulations entail four criteria according ... [more ▼]

In Luxembourg, the assignment of primary-school students to one of the tracks in secondary school is regulated by the Luxembourgish Ministry of Education. These regulations entail four criteria according to which decisions about the assignment should be made. With the study at hand, it was examined whether teachers meet these four criteria when assigning students to either the academic track or the vocational track of secondary school. We conducted multi-level regression analyses on a representative sample of 2,731 Luxembourgish primary school 6th graders. Six major results were obtained. (1) Students’ school marks in language courses were most predictive for school placement decisions. (2) School marks were on average of more predictive value than were scores of standardized scholastic achievement tests. (3) Working and learning habits of the students played a role when teachers made their school placement decisions. (4) There was a strong positive relationship between the teachers’ placement decisions and the parents’ schooling preferences. (5) The socio-economic back- ground of the students did substantially affect school placement decisions. (6) Even when achievement variables were controlled for, migration background of students contributed significantly to teachers’ school placement decisions. [less ▲]

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See detailSchool placement decisions in Luxembourg: Do teachers meet the Education Ministry’s standards?
Klapproth, Florian UL; Glock, Sabine UL; Böhmer, Matthias UL et al

in Literacy Information and Computer Education Journal (2012), 1

Detailed reference viewed: 96 (20 UL)
See detailDas modale Zeitgedächtnis
Klapproth, Florian UL

Book published by Südwestdeutscher Verlag für Hochschulschriften (2012)

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See detailThe date-delay framing effect in temporal discounting depends on substance abuse.
Klapproth, Florian UL

in Behavioural Processes (2012), 90

In the present study, individuals with substance use disorders (n = 30) and non-addicted controls (n = 30) were presented with a delay-discounting task with time being described either as dates or as ... [more ▼]

In the present study, individuals with substance use disorders (n = 30) and non-addicted controls (n = 30) were presented with a delay-discounting task with time being described either as dates or as temporal intervals. Three main results were obtained. First, in both groups reward size had a large impact on discounting future rewards, with discount rates becoming larger with smaller reward sizes. Second, participants discounted future rewards less strongly when their time of delivery was presented as a date instead of a temporal distance. Third, whereas discount rates of individuals with substance use disorders varied substantially with regard to the presentation of time in the task, the controls changed their choices depending on time presentation only slightly. [less ▲]

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