Die Entwicklung der Entfremdung vom Lernen in der unteren Sekundarstufe in Luxemburg: Der Beitrag differenzieller schulischer Lern- und Entwicklungsmilieus

Doctoral thesis (2019)

This dissertation provides research on alienation from learning in differential learning and developmental milieus (vgl. Baumert/Stanat/Watermann 2006) within the strongly stratified educational system of ... [more ▼]

This dissertation provides research on alienation from learning in differential learning and developmental milieus (vgl. Baumert/Stanat/Watermann 2006) within the strongly stratified educational system of Luxembourg. Alienation from learning is defined as a student´s generalised negative orientation towards learning (Hascher/Hadjar 2018, S. 179) and collocates with severe consequences including school dropout (see Hascher/Hagenauer 2010, S. 220). The study focusses on the question of how the development of alienation from learning differs between the differential learning and developmental milieus within Luxembourgish secondary school tracks. The conceptual framework is based on the perspective of differential learning and developmental milieus (Baumert/Stanat/Watermann 2006), the theory of school culture (Helsper 2008; Kramer/Thiersch/Ziems 2015) and further culture sociological and resonance pedagogical approaches (Willis 1978; Beljan 2017). Combining research on school culture and research on school alienation, this works examines the interplay between school culture and individual students and its impact on alienation from learning. Conceptualized as a mixed method study, this research aims for a holistic picture on alienation from learning by combining quantitative and qualitative approaches. The quantitative part is based on a three-year panel study with students from all secondary school tracks (grade 7-9). Employing random effects models and growth curves models it investigated the degree and development of alienation from learning over time. Qualitative group discussions and interviews with classes (grade 7) and their teachers from the high-achieving and low-achieving school track (corresponding to grammar school and the lowest secondary school track) were conducted to research how schools´ specific demands contribute to alienation from learning. The method employed in the qualitative analysis was the sequence-analytical habitus reconstruction approach. Quantitative analysis reveals a moderate but increasing degree of alienation from learning in all secondary school tracks from grade 7 to 9. Therefore, alienation from learning develops similarly in all secondary school tracks. Students from the high-achieving ES-Track show the strongest degree of alienation from learning whereas students from the low-achieving Modulaire-Track show the lowest degree of alienation from learning. Qualitative analysis identifies the high-achieving and low-achieving secondary school tracks as differential learning and developmental milieus characterized by diverging educational demands and standards on the class level. Consequently, when students’ orientations conflict with the school´s demands and offers there is a high risk for them to develop alienation. Track-specific possibilities and risks were identified with regard to bonding and alienation. Strong achievement orientation, theoretical educational content and highly standardised educational settings may foster alienation from learning depending on the students´ individual competencies and orientations. [less ▲]

Analyzing Drawings to Explore children’s Concepts of an Ideal School: Implications for the Improvement of children’s Well-Being at School

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 ▲]

Do students’ language backgrounds explain achievement differences in the Luxembourgish education system?

in Ethnicities (2019), 19(6), 1202-1228

What is the role of students’ language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the ... [more ▼]

What is the role of students’ language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the primary effects of social and ethnic origin, we assume that students of a disadvantaged social origin (e.g. working class), with an immigrant background, who speak languages at home other than Luxembourg’s official languages show lower school achievements and are placed into lower school tracks. Analyses are based on the data of Luxembourgish primary (grades 4/5) and secondary students (grades 7/8) from two consecutive survey waves in 2016/2017 (for the international project SASAL – School Alienation in Switzerland and Luxembourg). The results indicate language background has only marginal effects, but social and immigrant origin has stronger effects. [less ▲]

Mixed Methods. Potenziale und Herausforderungen der Integration qualitativer und quantiativer Forschungsmethoden

in Maier, Maja S.; Keßler, Catharina I.; Deppe, Ulrike (Eds.) et al Qualitative Bildungsforschung: Methodische und methodologische Herausforderungen in der Forschungspraxis (2017)

Ein multimethodischer Feldzugang, der quantitative und qualitative Zugriffe kombiniert, eröffnet Gelegenheiten, einen Forschungsgegenstand und somit Forschungsfragen aus verschiedenen Perspektiven ... [more ▼]

Ein multimethodischer Feldzugang, der quantitative und qualitative Zugriffe kombiniert, eröffnet Gelegenheiten, einen Forschungsgegenstand und somit Forschungsfragen aus verschiedenen Perspektiven methodisch und methodologisch fundiert zu untersuchen. Zugleich wirft die Anwendung von Mixed Methods neue Fragen und Herausforderungen für die Forschungspraxis auf, die sowohl die Methodologie als auch das methodische Vorgehen betreffen, etwa Ansprüche an das Forschungsdesign oder auch die Relevanz und zeitliche Situierung des Mixings von Forschungsbefunden. Im Fokus des Beitrages stehen solche Fragen sowie eine Diskussion einer Verbindung qualitativer und quantitativer Forschungsparadigmen innerhalb der empirischen Sozialforschung. Der Beitrag plädiert für eine integrativ ausgerichtete Vorgehensweise und eine umfassende Darstellung des Forschungsgegenstandes sowie insgesamt für die Freilegung methodologischer und methodischer Potenziale jenseits des monomethodologischen Paradigmenstreits. Anhand konkreter Forschungsbeispiele werden Potenziale und Herausforderungen dieses Ansatzes herausgearbeitet und in ihrem Gewinn für die Weiterentwicklung entsprechender Verfahren diskutiert. [less ▲]