References of "Keller, Ulrich 50002080"
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See detailHow sensitive are the evaluations of a school's effectiveness to the selection of covariates in the applied value‑added model?
Levy, Jessica UL; Brunner, Martin; Keller, Ulrich UL et al

in Educational Assessment, Evaluation and Accountability (2022)

There is no final consensus regarding which covariates should be used (in addition to prior achievement) when estimating value-added (VA) scores to evaluate a school’s effectiveness. Therefore, we ... [more ▼]

There is no final consensus regarding which covariates should be used (in addition to prior achievement) when estimating value-added (VA) scores to evaluate a school’s effectiveness. Therefore, we examined the sensitivity of evaluations of schools’ effectiveness in math and language achievement to covariate selection in the applied VA model. Four covariate sets were systematically combined, including prior achievement from the same or different domain, sociodemographic and sociocultural background characteristics, and domain-specific achievement motivation. School VA scores were estimated using longitudinal data from the Luxembourg School Monitoring Programme with some 3600 students attending 153 primary schools in Grades 1 and 3. VA scores varied considerably, despite high correlations between VA scores based on the different sets of covariates (.66 < r < 1.00). The explained variance and consistency of school VA scores substantially improved when including prior math and prior language achievement in VA models for math and prior language achievement with sociodemographic and sociocultural background characteristics in VA models for language. These findings suggest that prior achievement in the same subject, the most commonly used covariate to date, may be insufficient to control for between-school differences in student intake when estimating school VA scores. We thus recommend using VA models with caution and applying VA scores for informative purposes rather than as a mean to base accountability decisions upon. [less ▲]

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See detailAcademic Profile Development: An Investigation of Differentiation Processes Based on Students' Achievement and Grade Level
Breit, Moritz; Brunner, Martin; Fischbach, Antoine UL et al

Scientific Conference (2022, April 21)

Academic achievement profiles affect students’ further development, i.e., by informing educational and professional choices. However, there is a lack of knowledge on the mechanisms behind the development ... [more ▼]

Academic achievement profiles affect students’ further development, i.e., by informing educational and professional choices. However, there is a lack of knowledge on the mechanisms behind the development of academic profiles. For research on cognitive ability profiles, specifically differentiation processes, statistical tools have been developed. In the present article, we transfer these methods for differentiation research to academic achievement data. We examine differentiation depending on students’ general level of achievement and grade level in a large Luxembourgish student sample. Students’ achievements in German, French, and Math were assessed within the Luxembourg school monitoring program. We found more balanced academic profiles with increasing achievement level. We further found more balanced profiles with increasing grade level and a positive interaction effect. [less ▲]

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See detailSubjektives Wohlbefinden in der 5. und 9. Schulklasse: gibt es einen Zusammenhang mit dem Bildungsweg und der schulischen Leistung?
Pit-Ten Cate, Ineke UL; Esch, Pascale UL; Keller, Ulrich UL et al

Scientific Conference (2022, March 09)

Der Bildungsauftrag unserer heutigen Wissensgesellschaft vereint ein vielseitiges Spektrum an Kompetenzen, die den Schüler*innen vermittelt werden sollen. Die Lernziele beinhalten nicht nur akademischen ... [more ▼]

Der Bildungsauftrag unserer heutigen Wissensgesellschaft vereint ein vielseitiges Spektrum an Kompetenzen, die den Schüler*innen vermittelt werden sollen. Die Lernziele beinhalten nicht nur akademischen Erfolg, sondern auch schulisches Wohlbefinden. In der Bildungsforschung haben affektive und sozio-emotionale Faktoren sowie deren Einfluss auf das Erreichen von Lernzielen über die letzten Jahrzehnte an Interesse gewonnen (s.a. Hascher et al., 2018). Subjektives Wohlbefinden (SWB) ist ein komplexes, multidimensionales Phänomen, welches emotionale, soziale und kognitive Facetten umfasst (Hascher & Edlinger, 2009). Das SWB wird als Grundlage für erfolgreiches Lernen betrachtet (Hascher & Hagenauer, 2011), wobei der Zusammenhang je nach Entwicklungsstadium der Schüler*innen variieren kann. Ergebnisse einer Metaanalyse (Bücker et al., 2018) zeigten eine statistisch signifikante mittlere Effektstärke für den Zusammenhang zwischen SWB und Leistung, wobei diese Ergebnisse über verschiedene Ebenen soziodemografischer Merkmale, SWB-Domäne und Indikatoren der Leistung hinweg stabil waren. Außerdem zeigten Gutman und Voraus (2012) in einer längsschnittlichen Studie mit einer Kohorte von Schüler*innen zwischen 7 und 13 Jahren, schwache bis mittlere Korrelationen zwischen unterschiedlichen Dimensionen des Wohlbefindens und aktueller sowie späterer akademischer Leistung. In dieser Studie haben wir den Zusammenhang zwischen verschiedenen Dimensionen des SWB und standardisierten Kompetenztestergebnissen zu verschiedenen Zeitpunkten (5. und 9. Schulkasse) untersucht. Ein erstes Ziel bestand darin, die Unterschiede des Wohlbefindens in Bezug auf das Entwicklungsstadium zu untersuchen, wobei wir auch den Einfluss von Klassenwiederholung und Schulzweig betrachteten. Ein weiteres Ziel der Studie bestand darin, den Zusammenhang zwischen SWB und Leistung unter Berücksichtigung sozio-demografischer Variablen zu ermitteln. Die Ergebnisse basieren auf den Daten der gesamte Kohorte von Fünft- und Neuntklässler*innen (N=5159 bzw. N=6279), die im Rahmen des nationalen Schulmonitoring (Luxembourg School Monitoring Programm „Épreuves Standardisées“; Martin et al., 2015) im November 2018 in Luxemburg erhoben wurden. Im Rahmen dieser Erhebung wurden sowohl standardisierte Schulleistungstests als auch ein Fragebogen zu soziodemographischen und sozio-emotionalen Aspekten durchgeführt. Vier Domäne des SWB wurden erfasst: Selbstkonzept, Schulangst, soziale- sowie emotionale Inklusion. Die standardisierten Leistungstests umfassten Leseverstehen in Deutsch und Französisch sowie Mathematik. Zusätzlich wurden über einen Schüler- oder Elternfragebogen weitere sozio-demographische Merkmale erfasst. Der Zusammenhang zwischen SWB und Entwicklungsstadium (Schulklasse) unter Einbeziehung von Klassenwiederholung und Schulzweig wurde mittels zwei mixed model Analysen überprüft. Die Ergebnisse zeigten, dass Schüler*innen in der 5. Klasse höhere Werte von SWB angaben als Schüler*innen in der 9. Klasse, F(8,121164)=180.61, p<.001. Zusätzlich wurde das SWB negativ beeinflusst durch Klassenwiederholung, F(8, 63989)=17.75, p<.001. Neuntklässler*innen in anspruchsvolleren Schulzweigen gaben höhere Werte von SWB an als Schüler*innen in niedrigeren Schulzweigen, F(2,40219)=15.71, p<001. Die Schulleistung wurde über eine schrittweise Regression vorhergesagt: zunächst wurden sozio-demographische Hintergrundvariable (Geschlecht, Migrationshintergrund, HISEI der Eltern) dem Model hinzugefügt und, in einem zweiten Schritt, Indikatoren des SWB. Die Ergebnisse zeigten, dass in der 5. Klasse 13% und in der 9. Klasse 19% der Varianz in der Schulleistung durch soziodemografische Variablen vorausgesagt werden kann. Sowohl für Fünft- als auch für Neuntklässler*innen, erklärten die Dimensionen des SWB zusätzliche 6% bzw. 4% der Varianz. Die Ergebnisse dieser Studie zeigten, dass Entwicklungsstadium, Klassenwiederholung und Schulzweig einen Einfluß auf das SWB der Schüler*innen haben. Darüber hinaus zeigten die Ergebnisse, dass das SWB über soziodemografische Merkmale hinaus zur Erklärung der schulischen Leistung beiträgt. In Anbetracht ihrer Ergebnisse, kann diese Studie auch die Diskussion um Klassenwiederholung als pädagogische Intervention und um die Praxis der Aufgliederung von Schüler*innen nach Leistungsniveau innerhalb und zwischen Schulformen bereichern. Während sich die meisten Studien zu den Effekten dieser Interventionen auf die schulische Leistung konzentrierten, zeigt die vorliegende Studie, dass diese Maßnahmen auch das SWB betreffen. Weitere (längsschnittliche) Studien könnten darauf eingehen, inwieweit es letztendlich zu einem kumulativen Effekt auf die schulische Leistung kommen kann oder ob und inwiefern das SWB den Zusammenhang zwischen diesen Faktoren und der schulischen Leistung beeinflussen kann. [less ▲]

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See detailNeed for Cognition and its relation to academic achievement in different learning environments
Colling, Joanne UL; Wollschläger, Rachel UL; Keller, Ulrich UL et al

in Learning and Individual Differences (2022), 93

The present study investigates how Need for Cognition (NFC), an individual's tendency to engage in and enjoy thinking, relates to academic achievement in 9th grade students (N = 3.355) attending different ... [more ▼]

The present study investigates how Need for Cognition (NFC), an individual's tendency to engage in and enjoy thinking, relates to academic achievement in 9th grade students (N = 3.355) attending different school tracks to understand whether school track moderates this relation when controlling for student background variables. Using structural regression analyses, our findings revealed small and significant positive relations between NFC and academic achievement in German, French and Math. Relations were strongest in the highest and weakest in the lowest track. No significant track difference between the highest and the intermediary track could be identified; significant differences of small effect size between the intermediary and the lowest track were found in favor of the intermediary track in the relation between NFC and academic achievement in German and Math. These findings underpin the importance of NFC in academic settings, while highlighting that the relation between NFC and achievement varies with the characteristics of different learning environments. [less ▲]

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See detailAcademic Achievement and Subjective Well-being: A Representative Cross-sectional Study
Wollschläger, Rachel UL; Esch, Pascale UL; Keller, Ulrich UL et al

in Heinen, Andreas; Samuel, Robin; Vögele, Claus (Eds.) et al Wohlbefinden und Gesundheit im Jugendalter (2022)

Formal education is a very important, time-intensive, and highly consequential aspect of adolescents’ everyday life. School as well as education can influence adolescents’ well-being in both the short ... [more ▼]

Formal education is a very important, time-intensive, and highly consequential aspect of adolescents’ everyday life. School as well as education can influence adolescents’ well-being in both the short- and long-term. In return, adolescents’ well-being in- and outside school may affect their educational achievement. The objective of the present study is to investigate how self-reported dimensions of adolescents’ subjective well-being (SWB) in an educational context (i.e., academic self-concept, school anxiety, social and emotional inclusion) relate to educational pathways (regular vs. irregular school transitions; attendance of more vs. less prestigious secondary school tracks) and standardized assessment scores in key academic areas (i.e., mathematics and languages). Drawing on representative data emerging from the Luxembourg School Monitoring Programme “Épreuves Standardisées” (academic year 2018/2019), the relationship between academic achievement and students’ self-reported well-being was analysed cross-sectionally for the entire student cohorts of 5th and 9th graders. Result indicated that grades and educational pathways affect SWB, whereby in general lower ratings of SWB were observed in older students, students that experienced grade retention and students in lower secondary school tracks. Furthermore, ratings of SWB explained a significant proportion of variance in academic achievement in bot Grade 5 and Grade 9. These findings highlight the importance of student´ SWB in education. SWB may not only affect academic achievement, but also impact motivation and engagement and hence long-term educational success. Implications of the findings for research and educational debate are discussed. [less ▲]

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See detailRésultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

in LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)

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See detailBefunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

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See detailRésultats du monitoring scolaire national ÉpStan dans le contexte de la pandémie de COVID-19 (Matériels supplémentaires)
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

in LUCET; SCRIPT (Eds.) Rapport National sur l´Éducation au Luxembourg 2021 (2021)

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See detailBefunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19 Pandemie (Supplement)
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

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See detailThe Impact of the COVID-19 Pandemic on the Luxembourgish Education System: Differences between students based on background characteristics in elementary and secondary school
Fischbach, Antoine UL; Colling, Joanne UL; Levy, Jessica UL et al

Scientific Conference (2021, November)

Policy responses to the COVID-19 pandemic (e.g., school closure, home-schooling) have affected students at various stages of education all over the world and were found to increase inequalities in ... [more ▼]

Policy responses to the COVID-19 pandemic (e.g., school closure, home-schooling) have affected students at various stages of education all over the world and were found to increase inequalities in academic achievement (OECD, 2021). The present study is based on fully representative large-scale data from the Luxembourg School Monitoring Programme (Épreuves Standardisées; ÉpStan; LUCET, 2021). The ÉpStan are assessing key competencies of primary and secondary school students in different subjects (e.g., German, French and Math). To allow a fair performance comparison, socio-economic and socio-cultural backgrounds of students (e.g., gender, migration and language background) are systematically taken into consideration. The ÉpStan 2020 entail data from approximatively 25.000 students from five different grades (elementary and secondary school), from 15.000 parents (elementary school) and comparative data from 160.000 students from previous cohorts, thus providing key empirical findings on the pandemic’s impact on the Luxembourgish education system. In the present contribution, we analyze a) how the results of standardized achievement tests compare to previous cohorts and under consideration of students’ socio-economical and socio-cultural background, as well as b) how parents and students perceived home-schooling with regard to aspects such as coping, technical equipment, motivation or contact to teachers. First results indicate that in Grades 1, 5, 7 and 9, standardized achievement scores were generally stable in comparison to previous years. However, in Grade 3, students’ competency scores in German (primary language of instruction in elementary school) listening comprehension worsened substantially. Furthermore, third graders from socio-economically disadvantaged households and/or students that do not speak Luxembourgish/German at home did worse in German reading comprehension than their peers from socio-economically advantaged households and/or speaking Luxembourgish/German at home. Concerning the perception of home-schooling, students coped rather well with the situation, with German being a bit more challenging in primary school and math in secondary school. Findings concerning motivation and enjoyment of home-schooling were mixed, with primary school students’ motivation being comparably to the regular school setting but approximately half of the secondary school students being less motivated than in the regular school setting. Furthermore, all households seem to have been well equipped, with the situation being slightly more favorable in socio-economically advantaged households. For the majority of students, the contact with teachers was frequent, with teachers having adapted their type of support to the needs of their students (e.g., more personal contact towards students from socio-economically disadvantaged households). To conclude, it can be said that no systematic negative trend has been identified in students’ achievement scores. Only German listening comprehension in Grade 3 has worsened substantially and these skills should therefore be fostered as early as possible. Overall, students coped rather well with home-schooling without, however, particularly enjoying it. While students entering the pandemic with favorable background characteristics (e.g., higher socio-economic status, speaking a language of instruction at home) managed better both regarding competencies and perception of home-schooling, students with less favorable background characteristics have received more differentiated support. These findings underline that already existing inequalities in the Luxembourgish school system have in parts been intensified by the pandemic. References LUCET. (2021). Épreuves Standardisées (ÉpStan). https://epstan.lu OECD. (2021). The State of School Education: One Year into the COVID Pandemic. OECD Publishing. https://doi.org/10.1787/201dde84-en [less ▲]

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See detailLong-Term Effects of Retention in Grade 8 in Luxembourg
Klapproth, Florian; Keller, Ulrich UL; Fischbach, Antoine UL

Scientific Conference (2021, September 10)

Meta-analyses (Hattie, 2009; Jimerson, 2001) have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The ... [more ▼]

Meta-analyses (Hattie, 2009; Jimerson, 2001) have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The occurrence of negative effects may be due to the absence of new learning experiences (Pagani, Tremblay, Vitaro, Boulerice & McDuff, 2001). However, in the short term, positive effects of grade retention are quite likely to occur (Klapproth, Schaltz, Brunner, Keller, Fischbach, Ugen & Martin, 2016). In Luxembourg, more than half of the students repeat at least one grade within their entire school career (Klapproth & Schaltz, 2015). Since grade retention is applied so frequently, the aim of the current study was to examine long-term effects of grade retention, and particularly retention in grade 8. The data used in this study were drawn from 2,835 Luxembourgish students who completed primary education (grade 6) and began secondary education (grade 7) in the 2008-2009 school year. We conducted propensity-score matching to select retained and promoted students with comparable characteristics. We used the “same age-cohort, same grade, different times of measurement” approach for comparisons (Klapproth et al., 2016). The dependent variables were the school marks in the main subjects (German, French, and mathematics) in grades 10, 11, and 12, which can vary between 0 and 60 (with higher values indicating better achievement, and values below 30 indicating insufficient achievement). Our results showed that grade 8 repeaters obtain significantly lower school marks in grades 10 to 12 as compared to matched non-repeaters, with most negative effects appearing for mathematics and French (as opposed to German) and with negative effects strengthening significantly with time. These results seem to confirm results of previous meta-analyses on longer-term effects of grade retention, seemingly suggesting that grade retention is no effective means to tackle low student achievement. [less ▲]

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See detailLong-term effects of retention in grade 8 in Luxembourg
Klapproth, Florian; Keller, Ulrich UL; Fischbach, Antoine UL

Scientific Conference (2021, August 26)

Meta-analyses have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The occurrence of negative effects ... [more ▼]

Meta-analyses have suggested that grade retention rarely has positive effects and more often negative effects on students’ performance and psycho-emotional well-being. The occurrence of negative effects may be due to the absence of new learning experiences. However, in the short term, positive effects of grade retention are quite likely to occur. In Luxembourg, more than half of the students repeat at least one grade within their entire school career. Since grade retention is applied quite frequently, the aim of the current study was to examine long-term effects of grade retention. A representative sample of 2,835 Luxembourgish 8th grade students was used for this study, and propensity score matching was applied to select a control group of promoted students who were similar to the retained students on a variety of characteristics. Furthermore, a type of comparison was used by which the outcome variables of the retained and promoted students were compared at different times while the grade- and age-cohort were held equal between groups. With respect to school marks as an indicator of students’ academic achievement, this study showed that grade 8 retention lowered repeaters’ school marks, on average, in grades 10 to 13, as compared to matched non-repeaters. [less ▲]

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See detailTackling educational inequalities using school effectiveness measures
Levy, Jessica UL; Mussack, Dominic UL; Brunner, Martin et al

Scientific Conference (2020, November 11)

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