References of "Hadjar, Andreas 50001921"
     in
Bookmark and Share    
Full Text
Peer Reviewed
See detailAnalyzing Drawings to Explore children’s Concepts of an Ideal School: Implications for the Improvement of children’s Well-Being at School
Simoes Lourêiro, Kevin UL; Grecu, Alyssa Laureen UL; de Moll, Frederick UL et al

in Child Indicators Research (2019), early online

Because not much is known about children’s subjective well-being (SWB) in educational spaces, our objective was to analyze children’s drawings of their ideal school environment, emphasizing the importance ... [more ▼]

Because not much is known about children’s subjective well-being (SWB) in educational spaces, our objective was to analyze children’s drawings of their ideal school environment, emphasizing the importance of obtaining the children’s perspective. To do so, we analyzed Luxembourgish primary school children’s drawings (n = 150; age 10) using visual grounded theory methodology. The results were centered on 10 main underlying themes that indicated children’s conceptualizations of their dream school in which particular attention was paid to the design of the school buildings, playgrounds, and classrooms. Children’s written inputs showed the boundaries of visual expression, as they mentioned different desires beyond those conveyed by the drawings. In addition to fancy aesthetics of the school environment, material conditions such as playground facilities were found to be a significant part of the children’s dream schools. Our analyses offer meaningful insights into children’s perceptions of an educational environment that fosters well-being, thereby functioning as a blueprint for adults’ efforts to improve schools in a more child-friendly manner. [less ▲]

Detailed reference viewed: 136 (6 UL)
See detailEducational expansion and inequalities: how did inequalities by social origin and gender decrease in modern industrial societies
Hadjar, Andreas UL

in Becker, Rolf (Ed.) Research Handbook on the Sociology of Education (2019)

Detailed reference viewed: 87 (0 UL)
Full Text
Peer Reviewed
See detailDevoutness to Islam and the Attitudinal Acceptance of Political Violence Among Young Muslims in Germany
Hadjar, Andreas UL; Schiefer, David; Boehnke, Klaus et al

in Political Psychology (2019), 40(2), 205-222

This article investigates the links between religious beliefs and capitalist mentalities—namely devoutness to Islam and hierarchic self-interest (HSI)—and violence-accepting attitudes among the young ... [more ▼]

This article investigates the links between religious beliefs and capitalist mentalities—namely devoutness to Islam and hierarchic self-interest (HSI)—and violence-accepting attitudes among the young Muslim migrant population in Germany. Following a situational perspective, these links are analyzed under different individual conditions structured by (socioeconomic) precariousness and education. Based on framing approaches and concepts from socialization theory, we derive the following hypothesis: The links between religious beliefs and capitalist mentalities and the attitudinal acceptance of violence are stronger among individuals with low levels of education and a precarious economic status (compared to high education/non-precarious status). The strongest link is expected for a negative status inconsistency (high education/precarious economic status). Structural equation models for data from a random probability sample of 350 Muslims (aged 14–32 years) in Germany indicate that attitudinal acceptance of violence among young Muslims is not predicted by devoutness to Islam but by economic precariousness and by acceptance of capitalist values of the HSI belief system. [less ▲]

Detailed reference viewed: 138 (5 UL)
Full Text
See detailIntegration und Bildung
Hadjar, Andreas UL; Becker, Rolf

in Pickel, Gert; Decker, Oliver; Kailitz, Steffen (Eds.) et al Handbuch Integration (2019)

Im Rahmen des Beitrags wird die Rolle von Bildung für die Integration auf der individuellen Ebene und der gesellschaftlichen Ebene, und damit für Sozial- und Systemintegration diskutiert. Dabei wird von ... [more ▼]

Im Rahmen des Beitrags wird die Rolle von Bildung für die Integration auf der individuellen Ebene und der gesellschaftlichen Ebene, und damit für Sozial- und Systemintegration diskutiert. Dabei wird von den Funktionen von Bildung – Vermittlung von Kenntnissen und Fähigkeiten, Vergabe von auf dem Arbeitsmarkt umsetzbaren Zertifikaten, Sozialisation von Normen und Werten – ausgegangen. Im theoretischen Teil wird ein Überblick gegeben über Konzeptionen zur Analyse von Bildung und Integration. Im empirischen Teil wird der Forschungsstand im Hinblick auf integrationsrelevante Bildungsfolgen unter besonderer Berücksichtigung von Folgen der Bildungsexpansion zusammengefasst. [less ▲]

Detailed reference viewed: 83 (1 UL)
See detailBildungsverläufe und Agency von Care-Leaver_innen in Luxemburg
Göbel, Sabrina; Hadjar, Andreas UL; Karl, Ute et al

in Göbel, Sabrina; Karl, Ute; Lunz, Marei (Eds.) et al Wege junger Menschen aus Heimen und Pflegefamilien. Agency in schwierigen Übergängen (2019)

Detailed reference viewed: 39 (1 UL)
See detailBildungsungleichheiten im luxemburgischen Sekundarschulsystem aus zeitlicher Perspektive
Hadjar, Andreas UL; Fischbach, Antoine UL; Backes, Susanne UL

in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2018 (2018)

Detailed reference viewed: 129 (20 UL)
See detailLes inégalités scolaires dans le système secondaire luxembourgeois dans une perspective dans les temps
Hadjar, Andreas UL; Fischbach, Antoine UL; Backes, Susanne UL

in University of Luxembourg, LUCET; Ministère de l’Éducation nationale, de l’Enfance et de la Jeunesse, SCRIPT (Eds.) Rapport national sur l'éducation au Luxembourg 2018 (2018)

Detailed reference viewed: 103 (12 UL)
See detailLe régime d’Etat providence joue un rôle dans le bien-être
Samuel, Robin UL; Hadjar, Andreas UL; Brunel, Valentin

E-print/Working paper (2018)

Detailed reference viewed: 39 (8 UL)
Full Text
Peer Reviewed
See detailSchool alienation – Theoretical approaches and educational research
Hascher, Tina; Hadjar, Andreas UL

in Educational Research (2018), 60(2), 171-188

Background: Many primary school students encounter the educational system positively from the outset. However, over the school years, students develop negative attitudes towards school, which peaks during ... [more ▼]

Background: Many primary school students encounter the educational system positively from the outset. However, over the school years, students develop negative attitudes towards school, which peaks during secondary education. According to the literature, we conceptualise this process as school alienation: a decreasing sense of belonging in terms of learning, teachers and classmates at school. Purpose: This article critically examines the research on school alienation, with a focus on primary and secondary education. In this overview, we consider definitions, general conceptual approaches and specific concepts of school alienation, as well as methodological issues, including operationalisations of school alienation. Based on our identification of the strengths and shortcomings of previous theoretical and empirical approaches, we propose a definition and model of school alienation that may guide future research efforts. We argue that future research on school alienation needs to focus on the processes by which school alienation manifests itself; moreover, it must take into account how school alienation can differ with regard to various domains in school (i.e. alienation from learning, from teachers, from classmates). Overall, we argue that instead of an emphasis on general alienation from school, a more specific approach to school alienation is required. Sources of evidence: We used scientific research search engines to identify the body of literature that explicitly studies the phenomenon of school alienation. Firstly, we identified different types of school/student alienation definitions and concepts. Then, we selected papers addressing school alienation as a crucial issue, as well as papers investigating this issue in relation to an outcome, such as violent student behaviour and drop-out, for review. Further, we related our review to comparable concepts, such as disengagement, to show similarities and/or differences. Main argument: The findings of our overview point to a lack of a clear definition of school alienation, a lack of systematic concepts and a diversity of operationalisations based on manifold theoretical approaches. Thus, we propose a contemporary concept of school alienation by bridging different concepts: particularly, the concepts of alienation and disengagement. Our approach specifies core domains to which school alienation is linked: academic learning, teachers and classmates. Furthermore, in regard to each domain, cognitive and affective aspects can be identified, while behavioural aspects are conceptualised as consequences of school alienation. Conclusions: The need for studies aimed at a more profound understanding of the process of school alienation during different stages of educational pathways (such as primary and secondary education) seems to be evident. Panel data are necessary to reconstruct student trajectories in order to take individual changes into account. Different levels of analysis (individual student level/ micro, school or classroom levels/meso, societal level/macro), as well as interaction between these levels, need to be studied. [less ▲]

Detailed reference viewed: 177 (12 UL)
Full Text
Peer Reviewed
See detailSchulische Inklusion in Deutschland, Luxemburg und der Schweiz: Aktuelle Bedingungen und Herausforderungen
Powell, Justin J W UL; Hadjar, Andreas UL

in Rathmann, Katharina; Hurrelmann, Klaus (Eds.) Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion (2018)

Die hohe und gestiegene Bedeutung Inklusiver Bildung – für Individuen und Gesellschaften gleichermaßen – wird global, national, regional und lokal von verschiedensten Akteurinnen und Akteuren ... [more ▼]

Die hohe und gestiegene Bedeutung Inklusiver Bildung – für Individuen und Gesellschaften gleichermaßen – wird global, national, regional und lokal von verschiedensten Akteurinnen und Akteuren hervorgehoben sowie zunehmend auch wissenschaftlich multidisziplinär diskutiert. Inklusive schulische Bildung wird hinsichtlich der Merkmale des Zugangs und der Anwesenheit, der Beteiligung am Unterricht sowie der Teilhabe in Schulaktivitäten sowie in Bezug auf die Lernleistung, respektive deren Zertifizierung, bewertet. Aber auch Aspekte wie Wohlbefinden, Gleichstellung und soziale Integration werden zunehmend thematisiert. Der globale Diskurs um Inklusive Bildung als Menschenrecht geht über die Schulbildung hinaus und betrachtet auch die Hochschulbildung sowie lebenslanges Lernen. Inter- wie intranational werden vergleichende Analysen und Länderberichte immer wichtiger, um den Stand der schulischen Inklusion, der individuellen Verwirklichungschancen sowie der gesellschaftlichen Teilhabe von benachteiligten und behinderten Menschen zu messen. Innerhalb der räumlichen Vielfalt der inklusiven Bildung und sonderpädagogischer Fördersysteme finden sich vielfältige Barrieren, aber auch Katalysatoren inklusiver Bildungsreformen. Die Institutionalisierung sonderpädagogischer Fördersysteme in den deutschsprachigen Ländern, insbesondere über die zweite Hälfte des 20. Jahrhunderts, als isolierten eigenständigen und differenzierten Teil des Bildungssystems, stellt heutige Ziele inklusiver Bildungsreformen vor große Herausforderungen. In den drei hier untersuchten Ländern stellt Deutschland das differenzierteste und auch am stärksten segregierte System dar, dann folgt die Schweiz mit einem eher separativen Modell innerschulischer Differenzierung und schließlich Luxemburg als im Vergleich kleinstes Land, das aufgrund der spät begonnenen Etablierung von Sondereinrichtungen und seiner Kleinteiligkeit und seiner relativ hohen Schuldichte vergleichsweise günstige Ausgangsbedingungen für schulische Integration darstellt, allerdings – wie die beiden anderen Länder auch – durch die Mehrgliedrigkeit des Schulsystems und räumliche Segregation durch teilweise homogenisierte Lernumwelten gekennzeichnet ist. [less ▲]

Detailed reference viewed: 769 (33 UL)
Full Text
Peer Reviewed
See detailEducational Trajectories Through Secondary Education in Luxembourg: How does Permeability Affect Educational Inequalities?
Backes, Susanne UL; Hadjar, Andreas UL

in Schweizerische Zeitschrift für Bildungswissenschaften = Rivista Svizzera di Scienze dell' Educazione = Revue Suisse des Sciences de l'Education (2017), 39(3), 437-460

The link between stratification and educational inequality in empirical research is well documented. Some countries – particularly those that do not follow the model of comprehensive schools – discuss the ... [more ▼]

The link between stratification and educational inequality in empirical research is well documented. Some countries – particularly those that do not follow the model of comprehensive schools – discuss the possibility of increasing permeability between school tracks to reduce inequalities. This paper focuses on the occurrence of permeability in the stratified school system of Luxembourg and examines what this permeability entails for certain risk groups, specifically students from lower social background, male students and migrants. Educational pathways were classified (cluster analysis) on the basis of an administrative panel data set (n=5301); mechanisms behind educational decisions were analysed as a second step by estimating logistic regressions (Boudon, 1974). The findings show that reorientations in Luxembourg are often determined by the students’ social group, and that permeability – as blurred educational boundaries – mainly reproduces disparities in track placement. Introduction [less ▲]

Detailed reference viewed: 123 (14 UL)
Full Text
See detailAuthoritarianism
Hadjar, Andreas UL; Boehnke, Klaus

in Stein, John (Ed.) Reference Module in Neuroscience and Biobehavioral Psychology (2017)

Detailed reference viewed: 81 (3 UL)
Full Text
Peer Reviewed
See detailSchool Alienation: A Construct Validation Study
Morinaj, Julia; Scharf, Jan UL; Grecu, Alyssa Laureen UL et al

in Frontline Learning Research (2017), 5(2), 36-59

Early identification of school alienation is of great importance for students’ educational outcomes and successful participation in society. This study examined the psychometric characteristics of a newly ... [more ▼]

Early identification of school alienation is of great importance for students’ educational outcomes and successful participation in society. This study examined the psychometric characteristics of a newly developed assessment instrument, the School Alienation Scale (SALS), to measure school alienation among primary and secondary school students. The SALS consists of three school-related domains, namely, classmates, teachers, and learning. Based on the responses of Swiss (1) and Luxembourgish (2) students from two schoolspecific cohorts — primary (grade 4; n1=486, n2=503) and secondary schools (grade 7; n1=550, n2=534), we assessed instrument reliability, validity, and cross-cultural equivalence. The scale showed evidence of reliability and internal validity across two samples, confirming that the hypothesized first-order three-factor model fits the data better than several alternative models. The results of measurement invariance tests revealed that the measurement model operated equally well for primary and secondary school students in both countries. The construct validity of the SALS was additionally supported by demonstrated criterion-related validity. Specifically, school alienation domains were negatively associated with positive attitudes to and enjoyment in school; social problems in school were positively related to alienation from classmates and teachers. Our key contributions to the measurement of school alienation are the disclosure of the core domains of school alienation, development of a reliable and valid instrument, and justification for its use. Therefore, the results of this study have important implications for further theoretical work in alienation research and contribute to comparative research by examining the construct of school alienation in different educational settings. [less ▲]

Detailed reference viewed: 267 (13 UL)
See detailMeritokratie: Zur gesellschaftlichen Legitimation ungleicher Bildungs-, Erwerbs- und Einkommenschancen in modernen Gesellschaften
Becker, Rolf; Hadjar, Andreas UL

in Becker, Rolf (Ed.) Lehrbuch der Bildungssoziologie. 3. aktualisierte und überarbeitete Auflage (2017)

Detailed reference viewed: 345 (3 UL)
See detailErwartete und unerwartete Folgen der Bildungsexpansion
Hadjar, Andreas UL; Becker, Rolf

in Becker, Rolf (Ed.) Lehrbuch der Bildungssoziologie. 3. aktualisierte und überarbeitete Auflage (2017)

Detailed reference viewed: 77 (2 UL)
Full Text
Peer Reviewed
See detailChancengleichheit und Leistungsmotiv in der Bildungspolitik: Die Debatten um die Gesamtschule am Beispiel Luxemburgs
Hadjar, Andreas UL; Rothmüller, Barbara UL

in OPZ-Austrian Journal of Political Science (2016), 45(1), 51-64

Equality of opportunity and meritocracy are common catchwords of the legitimation of educational reforms. In the 20th century, a comprehensive school reform was one major reform project that was expected ... [more ▼]

Equality of opportunity and meritocracy are common catchwords of the legitimation of educational reforms. In the 20th century, a comprehensive school reform was one major reform project that was expected to reduce educational inequalities. Yet, very different concepts of equality, merit and achievement dominated the heated debates over a comprehensive school which remain controversial until today. Drawing on the example of Luxembourg, the article analyses main political arguments for and against a comprehensive school reform. Based on expert interviews and historical documents, the authors show how different political approaches to equality are connected with specific concepts of merit as well as the social reproduction of national elites. [less ▲]

Detailed reference viewed: 196 (18 UL)
Full Text
Peer Reviewed
See detailHow Quantitative Methods of Data Analysis Can Contribute to Historical Analysis: The Example of the Stapfer Inquiry
Hadjar, Andreas UL; Ruloff, Michael; Boser, Lukas et al

in International Journal for the Historiography of Education (Bildungsgeschichte) (2016), 6(1), 11-26

In 1799, the Ministry of Education led by Philipp Albert Stapfer gathered data on a large variety of issues concerning the education system in the Helvetic Republic. The main objective of this paper is to ... [more ▼]

In 1799, the Ministry of Education led by Philipp Albert Stapfer gathered data on a large variety of issues concerning the education system in the Helvetic Republic. The main objective of this paper is to demonstrate how the Stapfer inquiry as a historical data source can be analyzed employing techniques of quantitative data analysis. Two research questions were considered: How did school fees and distance to school impact school attendance at the time? Before presenting analyses and results, strengths and limitations of the Stapfer inquiry from the historical and the social science perspective are discussed followed by a conceptual elaboration of the research issues. The database for our analysis is a sample drawn from the Stapfer inquiry that consists of 104 schools. Results show that whereas the existence of school fees does not seem to have had an impact, the distance to school had a negative impact on school attendance. [less ▲]

Detailed reference viewed: 136 (2 UL)
See detailWie soziale Herkunft, Geschlecht und Migrationshintergrund den Übergang in Hochschule und höhere Berufsbildung prägen: Die Schweiz und Frankreich im Vergleich
Griga, Dorit; Hadjar, Andreas UL

in Kriesi, Irene; Liebig, Brigitte; Horwath, Ilona (Eds.) et al Gender und Migration an Universitäten, Fachhochschulen und in der höheren Berufsbildung (2016)

Detailed reference viewed: 118 (5 UL)
Full Text
Peer Reviewed
See detailGender differences in educational attainment
Hadjar, Andreas UL; Krolak-Schwerdt, Sabine UL; Priem, Karin UL et al

in Hadjar, Andreas; Krolak, Sabine; Priem, Karin (Eds.) et al Gender and Educational Achievement (2016)

Detailed reference viewed: 134 (10 UL)