Der Übergang vom Primar- zum Sekundarschulbereich: Übergangsentscheidungen von Lehrkräften

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 ▲]

The Effect of Ability-based Tracking in Secondary School on Subsequent School Achievment: A Longitudinal Study

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 ▲]

Der Effekt der Schulform auf die Schülerleistung in der Sekundarstufe I.: Eine empirische Studie aus Luxembourg.

Scientific Conference (2013, September 25)

Neue Ansätze zur Entwicklung von Kriterien für die Qualität von Sekundarschulempfehlungen

Scientific Conference (2013, March)

Beyond judgment bias: How students' ethnicity and academic profile consistency influence teachers' tracking judgments

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 ▲]

Prädiktoren der Schullaufbahnempfehlung für die Schulzweige des Sekundarbereichs I

in Pädagogische Rundschau (2013), 67

The validity of predictors of academic and vocational-training achievement: A review of the literature.

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

Prädiktoren der Sekundarschulempfehlung in Luxemburg: Ergebnisse einer Large-Scale-Untersuchung

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 ▲]

Overestimation of time as an indicator of surprise

in GSTF Journal of Law and Social Sciences (2012), 1

School placement decisions in Luxembourg: Do teachers meet the Education Ministry’s standards?

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