09 SES 05.5 PS, General Poster Exhibition
General Poster Session during Lunch
Although pupils are confronted with many transitions during their school years, the transition from primary to secondary school, may be most significant. In several European countries entry into secondary schools is based on a selection process whereby teachers together with other professionals and parents decide which track would be most suitable for the pupil. Irrespective of the rights and wrongs of a tracking system (see Gamoran, 1992; Jürges & Schneider, 2011; and Werfhorst & Mijs, 2010, for reviews), the extent to which teachers are able to correctly identify pupils for orientation towards different tracks is not only important for the direct school choice, but may have a long lasting effect as the orientation decisions have a major impact on future adult life (Brunner & Martin, 2011). Although several studies have compared teacher based judgments of achievement with (standardized) test scores (e.g. Demaray & Elliott 1998; Hoge & Coladarci, 1992), whereby generally moderate to high correlations are reported, relatively little is known about the validity of transition decisions. In the Netherlands the transition decision is made based on a test score (“Cito-eindtoets”) combined with advice of the teacher and parental preference. Based on figures of the test in 2005, Stroucken, Takkenberg and Béguin (2008) reported that 83% of pupils were orientated towards the track indicated by their test score, whilst 13% started on a higher track and 5% on a lower track. After the first year in secondary school, three percent of pupils who followed the advice were orientated towards a higher track, and 3% towards a lower track. Of the pupils who chose a higher track than indicated, 8% was orientated to a lower track, whilst of the pupils choosing a lower than indicated track, 13% were orientated towards a higher track (Stroucken, Takkenberg & Béguin, 2008). In Germany and Luxembourg however, the orientation towards different tracks is more dependent on teacher judgments and although guidelines indicate these should be based on academic achievement and general skills (motivation, schoolattitude), research has shown other variables to affect judgments, whereby pupils with an immigration background and/or lower socioeconomic status are underrepresented in the higher tracks (Bos, 2004; Maier 2007; OECD, 2010). Hence, it can be concluded that when decisions are based on teacher judgments, these are error prone but could be improved by increasing diagnostic competence of teachers. Our project aims to develop and compare different intervention methods to improve the diagnostic competence of primary school teachers in Luxembourg. However, in order to evaluate the effectiveness of our intervention modules, it is necessary to define a criterion for ‘right’ versus ‘wrong’ decisions. The first step of our intervention program therefore was to define such criterion and test its predictive validity in regards to transition decisions.
Bos, W., Voss, A., Lankes, E.M., Schwippert, K., Thiel, O., & Valtin, R. (2004). Schullaufbahnemphelungen von Lehrkraften fur Kinder am Ende der vierten Jahrgangsstufe. In W. Bos, E.-M. Lankes, M. Prenzel, K. Schwippert, R. Valtin & G. Walther (Hrsg.), IGLU. Einige Länder der Bundesrepublik Deutschland im nationalen und internationalen Vergleich (S. 191-228). Münster: Waxmann. Brunner, M, & Romain, M. (2011). Die MAGRIP-Studie (1968-2009). Wie beeinflussen sozio-kognitive Merkmale von Kindern im Grundschulalter und ihre Bildungswege ihr späteres Leben als erwachsenen in Luxembourg? Luxembourg: Universität Luxembourg, Forschungseinheit EMACS. Demaray, M.K., & Elliott, S.N. (1998). Teachers’ judgments of students’ academic functioning: A comparison of actual and predicted performances. School Psychology Quarterly, 13, 8-24. Gamoran, A. (1992). The variable effects of high school tracking. American Sociological Review, 57, 812-828. Hoge, R.D., & Coladarci, T. (1992). Teacher-based judgments of academic achievement: A review of the literature. Review of Educational Research, 59, 297-313. Jürges, H., & Schneider, K. ( 2011). Why young boys stumble: Early tracking age and gender bias in the German school system. German Economic review, 12(4), 371-394. Maiern, U. (2007). Systematic effects of teachers in transfer rates to different school types - an analysis using educational statistics [Systematische Lehrereffekte bei Übergangsquoten auf weiterführende Schulen: Eine Analyse bildungsstatistischer Daten]. Zeitschrift für Erziehungswissenschaft, 10, 271-284 OECD (2010). PISA 2009 Results: Overcoming Social Background – Equity in Learning opportunities and Outcomes (Vol II). http://dx.doi.org/10.1787/97892640951504-en Stroucken, L., Takkenberg, D., & Béguin, A. (2008). Cito and the transition from primary to secondary education [Citotoets en de overgang van basisionderwijs naar voortgezet onderwijs]. Sociaaleconomische trends,2e kwartaal 2008, CBS . Retrieved from http://www.cbs.nl/NR/rdonlyres/92FA624A-0870-4930-8DDF-868F3DEB65DC/0/2008k2v4p07art.pdf. Werfhorst, H.G. van de & Mijs, J.J.B. (2010). Achievement inequality and the Institutional Structure of Educational systems. Annual Review of Sociology, 36, 407-428.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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