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New journal article in Educational Assessment, Evaluation and Accountability published

Educational_groß

29.01.2021 – Strello, A., Strietholt, R., Steinmann, I., & Siepmann, C. (2021). Early Tracking and Different Types of Inequalities in Achievement: Difference-in-Differences Evidence from 20 Years of Large-scale Assessments. Educational Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-020-09346-4

The empirical study showed that early between-school tracking (e.g. in Gymnasien, Realschulen etc. in Germany) increases educational inequalities more than comprehensive education (e.g. in Scandinavian countries). This was especially pronounced for social educational inequalities. At the same time, early tracking had no beneficial effects for mean achievement levels. The study applied a difference-in-differences approach and used international comparative data from 75 countries. Together with previous research, this indicates that educational reforms towards longer joint schooling could reduce educational inequalities without lowering mean achievement levels.

 

New publisher’s edition Monitoring Student Achievement in the 21st Century - European Policy Perspectives and Assessment Strategies published by Springer

05.05_publikation

06.05.2020 – Harju-Luukkainen, H., McElvany, N. & Stang, J. (Eds.). (2020). Monitoring Student Achievement in the 21st Century - European Policy Perspectives and Assessment Strategies. Cham, Switzerland: Springer.
Educational assessment is of high importance. Therefore, the book examines its importance and gives a broad cross-national perspective on educational assessment in Europe. It draws together leading student assessment academics from across Europe exploring student monitoring policies and practices in a range of countries across 22 chapters.

 

Article in School Effectiveness and School Improvement was published

Folie2

31.07.2019 – Steinmann, I., Strietholt, R. & Caro, D. (2018). Participation in Extracurricular Activities and Student Achievement: Evidence from German All-Day Schools. School Effectiveness and School Improvement. doi 10.1080/09243453.2018.1540435

The present study investigates the effects of participation in aca-demic extracurricular activities on student achievement in mathe-matics and reading in the course of secondary schooling. We use 2 samples of nonmandatory all-day schools that are part of the National Educational Panel Study (NEPS): N = 1,131 fifth graders at 43 schools were followed until Grade 7 and N = 1,545 seventh graders at 64 schools until Grade 9. We compare students partici-pating in all-day schools’ extracurricular activities homework sup-port, remedial education, and subject-specific programs to nonparticipating students. After controlling for prior achievement and further student background variables as well as estimating school fixed effects, we find no effects of participation in extra-curricular activities on student achievement for both samples and both outcomes. The study contributes to the evidence base on the effects of extracurricular activities. We discuss the findings in light of the international discourse on effective extracurricular activities.

 

New journal article in Psychology in education and teaching was published (September 2017)

Folie2

10.10.2017 – Gebauer, M. M. & McElvany, N. (2017). Zur Bedeutsamkeit unterrichtsbezogener heterogenitätsspezifischer Einstellungen angehender Lehrkräfte für zukünftiges Unterrichtsverhalten. Psychologie in Erziehung und Unterricht, 64 (3), 163–180.

In this article, the authors examine, whether future teachers have heterogenic-specific attitudes and to what extent these are predictive for intended teaching behavior. The results are discussed with regard to their relevance for teaching praxis and future research. The article was published in the journal Psychologie in Erziehung und Unterricht (PEU, [Psychology in education and teaching]).

 

New journal article in Psychology in education and teaching was published (June 2017)

Folie2

30.06.2017 – Hartwig, S. J., Schwabe, F., Gebauer, M. M. & McElvany, N. (2017). Wie beurteilen Lehrkräfte und Lehramtsstudierende Leistungsheterogenität? Ausprägungen und Prädiktoren von Einstellungen und Motivation. Psychologie in Erziehung und Unterricht, 64 (2), 94–108.

In this article the influence of different facets in attitudes and motivation of teachers regarding performance heterogeneity in school classes is examined. The results were discussed regarding implications and relevance. The article was published in the journal Psychologie in Erziehung und Unterricht (PEU, [Psychology in education and teaching]).

 

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