Session Information
MC_POST, Main Conference Poster Session and Lunch Break
Posters will be displayed throughout the conference and submitters are asked to be present in both Poster Sessions to answer questions. Poster Session I: Tuesday, 12.15 - 13.30 Poster Session II: Wednesday 12.15 - 13.30
Contribution
Method
Expected Outcomes
References
Baumert, J., & Schümer, G. (2001). Family background. Educational participation and the acquisition of competencies. In J. Baumert, E. Klieme, M. Neubrand, M. Prenzel, U. Boudon, R. (1974). Education, opportunity, and social inequality: Changing prospects in Western society. New York: Wiley. Bos, W., Voss, A., Lankes, E.-M., Schwippert, K., Thiel, O., & Valtin, R. (2004). Teachers’ recommendations for student tracking at the end of fourth grade. In W. Bos, E.-M. Lankes, M. Prenzel, K. Schwippert, R. Valtin, & G. Walther (Eds.), IGLU. Einige Länder der Bundesrepublik Deutschland im nationalen und internationalen Vergleich (pp. 191–220). Münster, Germany: Waxmann. Caro, D., McDonald, J. T., & Willms, J. D. Socioeconomic status and academic achievement trajectories from childhood to adolescence. Manuscript submitted for publication. Caro. D. & Lehmann, R. Measuring socioeconomic status and its gradient effect on student achievement in Hamburg. Manuscript submitted for publication. Caro. D. & Lehmann, R. Achievement inequalities in Hamburg schools: How do they change as students get older? Manuscript submitted for publication. Caro, D., Schnabel, K., & Eccles, J. Socioeconomic background, education, and labor force outcomes. Manuscript submitted for publication. Condron, J. (2007). Explaining ascriptive inequalities in early childhood reading group placement. Social Problems, 54, 139–160. Ditton, H. (2005). The contribution of family and school to the reproduction of educational inequality. In H. G. Holtappels & K. Ho¨hmann (Eds.), Schulentwicklung und Schulwirksamkeit. Systemsteuerung, Bildungschancen und Entwicklung der Schule. 30 Jahre Institut fu¨r Schulentwicklungsforschung (pp. 121–130). Weinheim, Germany: Juventa. Ditton, H., & Krüsken, J. (2006): Der Übergang von der Grundschule in die Sekundarstufe I. Zeitschrift für Erziehungswissenschaft, 9(3), 348-372. Lehmann, R.H., & Peek, R. (1997). Aspekte der Lernausgangslage und der Lernentwicklung von Schülerinnen und Schülern, die im Schuljahr 1996/97 eine fünfte Klasse an Hamburger Schulen besuchten. Hamburg: Behörde für Schule, Jugend und Berufsbildung. Lehmann, R. & Lenkeit, J. (2008). ELEMENT. Erhebung zum Lese- und Mathematikverständnis - Entwicklungen in den Jahrgangsstufen 4 bis 6 in Berlin. Abschlussbericht über die Untersuchungen 2003, 2004 und 2005 an Berliner Grundschulen und grundständigen Gymnasien. Humboldt Universität zu Berlin Maaz, K., Trautwein, U., Lüdtke, O., & Baumert, J. (2008). Educational transitions and differential learning environments: How explicit between-school tracking contributes to social inequality in educational outcomes. Child Development Perspectives, 2(2), 99–106. Merkens, H, & Wessel, A. (2002). Zur Genese von Bildungsentscheidungen. Eine empirische Studie in Berlin und Brandenburg. Jugendforschung aktuell 7. Hohengehren: Schneider Verlag. Schiefele, W. Schneider, et al. (Eds.), PISA 2000. Basiskompetenzen von Schu¨lerinnen und Schu¨lern im internationalen Vergleich (pp. 323–407). Opladen, Germany: Leske + Budrich. Schnabel, K., Alfeld, C., Eccles, J., Köller, O., & Baumert, J. (2002). Parental influence on students’ educational choices in the United States and Germany: Different ramifications—same effect? Journal of Vocational Behavior, 60, 178–198. Tiedemann, J., & Billmann-Mahecha, E. (2007). „Zum Einfluss von Migration und Schulklassenzugehörigkeit auf die Übergangsempfehlung für die Sekundarstufe I“ Zeitschrift für Erziehungswissenschaft, 10(1), 108-120. Trautwein, U., & Baeriswyl, F. (2007). “When high-achieving classmates put students at a disadvantage: Reference group effects at the transition to secondary schooling” Zeitschrift für Pädagogische Psychologie, 21(2), 119–133. Updegraff, K.A., Eccles, J.S., & O’Brien, B.B. (1996). “Course-enrollment as self-regulatory behavior: Who takes optional high school math courses” Learning and Individual Differences, 8(3), 239-259. Willet, J.B. (1988). Questions and answers in the measurement of change. Review of Research in Education, 15, 345–422.
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