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See detailDie Entwicklung der Entfremdung vom Lernen in der unteren Sekundarstufe in Luxemburg: Der Beitrag differenzieller schulischer Lern- und Entwicklungsmilieus
Grecu, Alyssa Laureen UL

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 ▲]

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See detailDo students’ language backgrounds explain achievement differences in the Luxembourgish education system?
Simoes Lourêiro, Kevin UL; Hadjar, Andreas UL; Scharf, Jan et al

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 ▲]

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See detailTeachers’ images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg
Grecu, Alyssa Laureen UL; Hascher, Tina; Hadjar, Andreas UL

in Studia Paedagogica (2019), 24(2), 85-108

Particularly in highly stratified educational systems, the transition from primary to secondary school involves a substantial alteration of school culture as students leave their familiar environment of ... [more ▼]

Particularly in highly stratified educational systems, the transition from primary to secondary school involves a substantial alteration of school culture as students leave their familiar environment of primary school and encounter a fundamentally different, initially strange school context. The transition to a new secondary school culture is presumably one cause of students’ increasing school alienation as the students face specific expectations from their secondary teachers. The main aim of this paper is to shed light on the association between the change in school culture represented by the teachers’ image of the ideal student and school alienation in the educational context of Luxembourg. The methodolog y follows a qualitative approach: in-depth interviews and group discussions with teachers from primary and secondary schools were analysed applying a qualitative reconstructive approach. The results confirmed the importance of the transition for students’ educational trajectories and indicated its challenges concerning the changes in demands and values students are expected to meet. Various risk and protective factors concerning the development of school alienation over the course of the transition were identified according to the specific demands of a single school’s cultures. [less ▲]

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See detailSchulische Kontexte, Schulentfremdung und Bildungsarmut
Hadjar, Andreas UL; Scharf, Jan; Grecu, Alyssa Laureen UL

in Quenzel, Gudrun; Hurrelmann, Klaus (Eds.) Handbuch Bildungsarmut (2019)

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See detailApplying social production function theory to benefits of schooling: the concept of values of education
Scharf, Jan; Hadjar, Andreas UL; Grecu, Alyssa Laureen UL

in British Journal of Sociology of Education (2019), 40(7), 847-867

Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a ... [more ▼]

Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings. [less ▲]

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See detailMixed Methods. Potenziale und Herausforderungen der Integration qualitativer und quantiativer Forschungsmethoden
Grecu, Alyssa Laureen UL; Völcker, Matthias

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 ▲]

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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 ▲]

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