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See detailÜbergang Primar – Sekundar: Wie schwer wiegt die Hypothek schwacher Schulleistungen?
Zurbriggen, Carmen UL

Scientific Conference (2015, September)

Detailed reference viewed: 24 (0 UL)
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See detailDer Übergang vom Primar- zum Sekundarschulbereich: Übergangsentscheidungen von Lehrkräften
Krolak-Schwerdt, Sabine UL; Pit-Ten Cate, Ineke UL; Glock, Sabine UL et al

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 ▲]

Detailed reference viewed: 250 (13 UL)
See detailÜbergänge / Transitionen in früher Kindheit
Bollig, Sabine UL

in Service Nationale de la Jeunesse (Ed.) Pädagogische Handreichung. Die Eingewöhnung in Kindertagesstätten (2016)

Detailed reference viewed: 310 (3 UL)
See detailÜbergänge aus der Heimerziehung in Luxemburg
Lunz, Marei UL; Jäger, Julia

in Sozialmagazin (2018)

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See detailÜbergänge in der Perspektive von Professionellen im Kontext der strukturellen Bedingungen in Luxemburg
Jäger, Julia UL; Peters, Ulla UL; Herdtle, Anna-Marie UL et al

Report (2016)

Kurzfassung der wichtigsten Ergebnisse einer Befragung von Professionellen, die Übergänge von Jugendlichen in die Selbstständigkeit begleiten. Die Befragung ist Teil des unter der Leitung von Prof. Dr ... [more ▼]

Kurzfassung der wichtigsten Ergebnisse einer Befragung von Professionellen, die Übergänge von Jugendlichen in die Selbstständigkeit begleiten. Die Befragung ist Teil des unter der Leitung von Prof. Dr. Ute Karl vom FNR geförderten Forschungsprojekts „TransCare“. [less ▲]

Detailed reference viewed: 288 (23 UL)
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See detailÜbergänge vom Bildungssystem in die Arbeitswelt
Schumacher, Anette UL; Haas, Christina UL; Weis, Daniel UL et al

in Willems, Helmut (Ed.) Übergänge vom Jugend- ins Erwachsenenalter: Verläufe, Perspektiven, Herausforderungen (2015)

Detailed reference viewed: 146 (33 UL)
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See detailÜbergänge vom Jugend- ins Erwachsenenalter: Verläufe, Perspektiven, Herausforderungen
Willems, Helmut UL; Weis, Daniel UL; Biewers, Sandra UL et al

in MENJE; UL (Eds.) Übergänge vom Jugend- ins Erwachsenenalter. Kurzfassung des nationalen Berichtes zur Situation der Jugend in Luxemburg 2015 (2015)

Detailed reference viewed: 201 (41 UL)
Peer Reviewed
See detailÜbergänge vom Jugend- zum Erwachsenenalter: Verläufe, Perspektiven, Herausforderungen
Willems, Helmut UL

in MENJE/UL (Ed.) Nationaler Bericht zur Situation der Jugend in Luxemburg 2015 (2015)

Detailed reference viewed: 844 (37 UL)
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See detailDie Übergangsempfehlung am Ende der Grundschulzeit. Welche Merkmale von Schülerinnen und Schülern erachten Lehrkräfte als übergangsrelevant?
Nölle, Ines; Gräsel, Cornelia; Hörstermann, Thomas UL et al

in Schulverwaltung: Zeitschrift für Schulleitung und Schulaufsicht, Nordrhein-Westfalen (2011), 22

Detailed reference viewed: 85 (7 UL)
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See detailÜbergangsentscheidungen am Ende der Grundschulzeit. Die Entscheidungsprozesse der Lehrkräfte.
Gräsel, Cornelia; Krolak-Schwerdt, Sabine UL; Böhmer, Ines et al

Scientific Conference (2013)

Detailed reference viewed: 53 (2 UL)
Peer Reviewed
See detailDas Übergangsurteil am Ende der Grundschulzeit – Welcher Urteilsstrategie folgen Lehrkräfte bei der Infomationssuche?
Böhmer, Ines; Glock, Sabine; Gräsel, Cornelia et al

Scientific Conference (2016)

Detailed reference viewed: 74 (5 UL)
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See detailÜbergewicht bei Schülern in Luxemburg
Residori, Caroline UL; Kern, Matthias Robert UL; Heinz, Andreas UL et al

E-print/Working paper (2017)

Detailed reference viewed: 123 (23 UL)