Schulformwechsel im zweigliedrigen Schulsystem     

Ricarda Albrecht  Marko Neumann  Malte Jansen  Michael Becker  Kai Maaz  Jürgen Baumert 《Zeitschrift für Erziehungswissenschaft》2018,21(4):839-865

This study focuses on students who change from the academic to the non-academic school track after grade 7 (probationary year) in Berlin. We examined which individual student characteristics (e.?g., performance, school biography, family background) predict school change after the probationary year. We were particularly interested as to whether there are secondary effects of social background, after controlling for differences in performance. Our analyses were based on data from a study which included a whole cohort of school track changers (N?=?754) who were compared with students that remained at the academic track (N?=?1470). In order to predict the change of school type, multivariate logistic regression analyses were performed. Results revealed significant differences between both groups regarding all observed characteristics. Performance-related characteristics were the best predictors of track change. After controlling for these characteristics, no further significant effects for other predictors were observable (i.?e., no secondary effects of social background were present).  相似文献   

A Scientific Discourse on Education in the Crisis: sociology of education in the Federal Republic of Germany     

Egon Becker 《British Journal of Sociology of Education》1986,7(1):107-114

The discourse on German education in sociology and economics is investigated as an intertwined process of politico‐educational events, adoption of problems by social scientists, reactions to general ideological topics and redefinitions within a changing spectrum of theoretical contexts. It is argued that the present crisis of educational reform and crisis of the scientific discourse on education have their roots in the nature of the reconstruction of. the German society after the Nazi‐period. The former common ideological basis of the discourse is factionised and a new theoretical foundation is out of sight.  相似文献   

The risk of delayed school entry in relation to migration background in different institutional settings     

Julia Tuppat  Birgit Becker  Matthias Lange 《Zeitschrift für Erziehungswissenschaft》2016,19(4):745-764

In Germany, children of immigrants are faced with delayed school entry about twice as often as children of native-born parents because they are more often diagnosed not being ready for school. We investigate these early educational inequalities, focusing on the interplay of individual competencies and the institutional context in terms of the school enrollment procedure. We compare the conventional procedure, where school enrollment is supposed to be bound on school readiness, with reformed procedures where school enrollment is not supposed to be bound on school readiness. Data of school entry examinations from Hesse, Germany from 2008–2012 are analyzed (N = 50,717). The results show that children of immigrants from all origin groups have a substantially higher risk of obtaining a recommendation for delayed school entry than children of native-born parents. However, these ethnic differences are strongly reduced in the reformed procedures as compared to the conventional school enrollment procedure, indicating that these procedures could be an effective measure to reduce ethnic educational inequalities at school start.  相似文献   

Supporting Transgender College Students: Implications for Clinical Intervention and Campus Prevention     

Martin A. Swanbrow Becker  Stacey F. Nemeth Roberts  Sam M. Ritts  William Tyler Branagan  Alia R. Warner  Sheri L. Clark 《Journal of College Student Psychotherapy》2017,31(2):155-176

This study examines the experiences of transgender college students in coping with stress in comparison to their cisgender peers. Undergraduate and graduate students from 73 colleges, totaling 26,292 participants, of which 47 identified as transgender completed an online survey. Transgender students reported greater exposure to trauma and higher rates of suicidal experiences, as well as different precipitants to reported stressful periods and sources of support than their cisgender peers. Implications for individual and group counseling as well as outreach and prevention to better support transgender students are explored.  相似文献   

Documenting English syntactic development in face-to-face signed communication     

Akamatsu CT  Stewart DA  Becker BJ 《American annals of the deaf》2000,145(5):452-463

The authors explored the face-to-face English competence of five students who were participating in a larger study of teachers' use of English-based signing. Using case studies, the authors report on the students' development of English-based signing at the beginning and end of their involvement in this 4-year study. Grammatical forms similar in English and American Sign Language (ASL) were initially more readily produced when tested for in English, and showed consistently higher attainment levels across all the students, than grammatical forms that are different in English and ASL. The authors found emerging English forms that could be documented (a) between prompted and imitated utterances and (b) within blocks of test items examining the same grammatical constructions. The authors conclude that teachers' concerted efforts to use English-based signing as a language of instruction enhance deaf students' English acquisition. Such signing helps build a bridge between native sign language and the development of English skills necessary for literacy.  相似文献   

Does out-of-print= Out-of-copyright?     

Gary Becker  Esther R. Sinofsky Ph.D. 《TechTrends》1998,43(2):2-3

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Does ethnic bias affect kindergarten teachers’ school entry recommendations?     

Birgit Becker 《Educational research; a review for teachers and all concerned with progress in education》2018,60(1):17-30

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Investigating the Effect of Different Selected-response Item Formats for Reading Comprehension     

Anthony Becker  Tatiana Nekrasova-Beker 《Educational Assessment》2018,23(4):296-317

While previous research has identified numerous factors that contribute to item difficulty, studies involving large-scale reading tests have provided mixed results. This study examined five selected-response item types used to measure reading comprehension in the Pearson Test of English Academic: a) multiple-choice (choose one answer), b) multiple-choice (choose multiple answers), c) re-order paragraphs, d) reading (fill-in-the-blanks), and e) reading and writing (fill-in-the-blanks). Utilizing a multiple regression approach, the criterion measure consisted of item difficulty scores for 172 items. 18 passage, passage-question, and response-format variables served as predictors. Overall, four significant predictors were identified for the entire group (i.e., sentence length, falsifiable distractors, number of correct options, and abstractness of information requested) and five variables were found to be significant for high-performing readers (including the four listed above and passage coherence); only the number of falsifiable distractors was a significant predictor for low-performing readers. Implications for assessing reading comprehension are discussed.  相似文献   

Editor's note     

Joseph Becker 《The Information Society》2013,29(4)

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The disenchantments of educational TV     

John Mercer  Sam Becker 《Educational technology research and development : ETR & D》1955,3(3):173-182

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