Soziale Ungleichheiten beim Übergang von der Grundschule in die Sekundarstufe I: Theorie,Forschungsstand, Interventions- und Fördermöglichkeiten     

Hanna Dumont  Kai Maaz  Marko Neumann  Michael Becker 《Zeitschrift für Erziehungswissenschaft》2014,17(2):141-165

Based on a theoretical model, which distinguishes between primary and secondary effects following Boudon, the present paper summarizes empirical evidence regarding the impact of family background on the transition from elementary into secondary school. In doing so, three types of secondary effects are distinguished: secondary effects of school grades, teacher recommendations, and the transition itself. The empirical literature suggests that both primary and secondary effects exist in the German school system: In addition to having lower achievement, children from disadvantaged backgrounds receive lower grades and fewer recommendations for higher tracks and are less likely to attend a high track even when controlling for their achievement. The paper closes by presenting findings from studies analyzing the relative importance of primary and secondary effects and a discussion on how effects of family background on the transition into secondary school can be reduced.  相似文献   

Soziale Ungleichheiten in der Kompetenzentwicklung in der Grundschule und der Sekundarstufe I     

Marko Neumann  Michael Becker  Kai Maaz 《Zeitschrift für Erziehungswissenschaft》2014,17(2):167-203

The article focuses on the question how competencies of students with different social backgrounds develop during elementary and secondary school. In particular, it addresses if achievement disparities which exist before school entrance increase, remain stable, or even diminish during schooling. The article draws on both national and international studies with longitudinal designs examining the achievement development of students of different social backgrounds during primary or secondary school. Although the results are mixed to some extent, a large part indicates that differences in achievement increase during the time of schooling. The evidence seems more consistent for achievement development during elementary school. Additionally, there is some indication that schools and features of the educational system contribute to increasing achievement disparities between students of different social backgrounds.  相似文献   

Relationship between lateral preference and selected behavioral variables for children failing academically     

D A Sabatino  J T Becker 《Child development》1971,42(6):2055-2060

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Distress and Suicidality in Higher Education: Implications for Population-Oriented Prevention Paradigms     

Chris Brownson  David J. Drum  Martin A. Swanbrow Becker  Andrea Saathoff  Elizabeth Hentschel 《Journal of College Student Psychotherapy》2016,30(2):98-113

College students respond to stressful experiences along a continuum of distress and suicidality. This study investigated, from students’ perspectives, the contributors to stress, nature of stress, coping strategies used, and role of drugs and alcohol during stressful periods—all with particular relevance for suicidality. Undergraduate and graduate students were sampled on an online survey from 73 institutions, totaling 26,292 respondents. The pervasiveness of stressful experiences students endorse appears to be more than traditional clinical interventions can manage on their own. Recommendations are, therefore, made about how to utilize population-based prevention to reduce students’ distress and suicidality and improve their mental health.  相似文献   

The construct of resilience: a critical evaluation and guidelines for future work   总被引：70，自引：0，他引：70  

Luthar SS  Cicchetti D  Becker B 《Child development》2000,71(3):543-562

This paper presents a critical appraisal of resilience, a construct connoting the maintenance of positive adaptation by individuals despite experiences of significant adversity. As empirical research on resilience has burgeoned in recent years, criticisms have been levied at work in this area. These critiques have generally focused on ambiguities in definitions and central terminology; heterogeneity in risks experienced and competence achieved by individuals viewed as resilient; instability of the phenomenon of resilience; and concerns regarding the usefulness of resilience as a theoretical construct. We address each identified criticism in turn, proposing solutions for those we view as legitimate and clarifying misunderstandings surrounding those we believe to be less valid. We conclude that work on resilience possesses substantial potential for augmenting the understanding of processes affecting at-risk individuals. Realization of the potential embodied by this construct, however, will remain constrained without continued scientific attention to some of the serious conceptual and methodological pitfalls that have been noted by skeptics and proponents alike.  相似文献   

Geschlechtsspezifische Leistungsunterschiede in Abhängigkeit der sozialen Herkunft. Eine Untersuchung zur Interaktion zweier sozialer Kategorien     

Josefine Lühe  Michael Becker  Marko Neumann  Kai Maaz 《Zeitschrift für Erziehungswissenschaft》2017,20(3):499-519

Gender differences in educational outcomes are often reported. However, some evidence suggests that these differences are not consistent but vary with social background. In quantitative research, however, the interaction between gender and social background has been underinvestigated. The present study investigates whether the effect of gender on achievement is moderated by socio-economic status (SES). The sample consists of N = 3935 primary school-children in Berlin (6th grade). The results show that the effect of gender on achievement varies with SES, with a stronger correlation between the achievement of boys and their SES. Taken together, the results of the study suggest a differentiated consideration of the achievement of boys and girls and the importance of considering multiple group identities.  相似文献   

Computer-Based Classification of Preservice Physics Teachers’ Written Reflections     

Wulff  Peter  Buschhüter  David  Westphal  Andrea  Nowak  Anna  Becker  Lisa  Robalino  Hugo  Stede  Manfred  Borowski  Andreas 《Journal of Science Education and Technology》2021,30(1):1-15

Journal of Science Education and Technology - Reflecting in written form on one’s teaching enactments has been considered a facilitator for teachers’ professional growth in...  相似文献   

Preschoolers' use of number words to denote one-to-one correspondence   总被引：1，自引：0，他引：1  

J Becker 《Child development》1989,60(5):1147-1157

Preschoolers' use of number words to denote one-to-one correspondence was assessed by 2 tasks. In the matching task, the children matched 2 sets to determine whether they could be put in one-to-one correspondence and then judged whether the same number word should be used to denote both sets. In the counting task, the children counted 2 sets and used the final number words of the count to determine whether the sets could be put in one-to-one correspondence. Most 4-year-olds and some 3 1/2-year-olds use number words to denote one-to-one correspondence in each of these tasks. These findings are related to previous research.  相似文献   

Young black males: resilience and the use of capital to transform school ‘failure’     

Cecile Wright  Uvanney Maylor  Sophie Becker 《Critical Studies in Education》2016,57(1):21-34

This article addresses the idea of ‘failure’ of young black males with respect to schooling. Perceptions of black masculinity are often linked to ‘underperformance’ in the context of school academic achievement. This article addresses how young black men, by great personal effort, recover from school ‘failure’. It explores how young black men, despite negative school experiences, see possibilities for their future and how they seek to transform school ‘failure’ into personal and educational ‘success’. Low attainment combined with permanent/temporary exclusion from school does not necessarily deter young black men from pursuing their education. This low attainment is used by some to make a renewed attempt at educational progression in a different post-school learning environment. Yosso’s concept of ‘community cultural wealth’ provides an understanding of how different forms of capital are accessed by young black men to form a ‘turnaround narrative’. This article considers the complex ways in which young black males work to transform their negative school experience. Their narratives reveal a determination to succeed and the ways in which cultivation of this determination by the family, organisational/community agents promotes a sense of possibility. However, it remains to be seen how, in the UK, the cuts to vital local services and support will impact on this sense of possibility.  相似文献   

GLOBE—The Science Behind Launching an International Environmental Education Program     

Howland  Dave  Becker  Mimi Larsen 《Journal of Science Education and Technology》2002,11(3):199-210

Global Learning and Observations to Benefit the Environment (GLOBE) is an international science and environmental education program that enables school children to learn about the environment by taking scientific measurements of their natural surroundings and sharing their data with scientists via the Internet. By carefully following protocols and using approved measurement devices, students around the world are developing an archive of standardized data that can also be used in professional research. GLOBE is divided into several separate investigations, each focused on a different aspect of the environment. They include land cover, soil, hydrology, phenology, haze, and the atmosphere. Each investigation has a team of scientists who have worked with students and teachers to develop detailed protocols for the students to collect data. In addition, the scientists are exploring ways of using that data in their own research. This article is mostly about the work of GLOBE scientists—but also some students and teachers—in the first 5 years of the program. It is intended to provide an overview of the scientists' efforts to develop a meaningful learning experience around gathering environmental data for research.  相似文献