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PD Dr. Ulrich Trautwein Kai Maaz Oliver Lüdtke Gabriel Nagy Nicole Husemann Rainer Watermann Olaf Köller 《Zeitschrift für Erziehungswissenschaft》2006,9(3):393-412
Beim übergang von der Schule auf die Universit?t müssen sich Abiturienten u.a. für einen bestimmten Hochschultypus entscheiden.
Der Fokus in diesem Beitrag liegt auf der sogenannten Berufsakademie, die in einigen Bundesl?ndern eine interessante, aber
wenig beachtete Alternative zu Universit?t, Fachhochschule und P?dagogischer Hochschule darstellt. Anhand einer gro?en L?ngsschnittstudie,
die in Baden-Württemberg durchgeführt wird, werden der Leistungsstand, der famili?re Hintergrund, die beruflichen Interessen
und die Studienwahlmotive von (künftigen) Studierenden an den verschiedenen Hochschultypen untersucht. Berufsakademien erwiesen
sich insbesondere für Abiturienten mit weniger günstigem famili?ren Hintergrund und dem Wunsch, rasch finanziell unabh?ngig
zu sein, sowie für Absolventen beruflicher Gymnasien als attraktive Alternative zur Universit?t. Berücksichtigt man die schulische
Herkunft (berufliches vs. allgemeinbildendes Gymnasium), so fanden sich ?hnliche kognitive Eingangsvoraussetzungen bei Studierenden
wirtschaftswissenschaftlicher F?cher an Berufsakademie, Fachhochschule und Universit?t. 相似文献
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This article examines the development of social and ethnic disparities in academic achievement in elementary schooling. It investigated whether reading and mathematics development in 136 mixed‐ability classes shows path‐dependent processes of cumulative advantage (Matthew effects) from Grades 4 to 6 (Grade 4 mean age = 10.62, SD = 0.57) resulting in growing inequality. Status‐dependent processes of cumulative advantage, their interaction with path‐dependent processes, and consequences for the degree of social and ethnic inequality are examined. Two complementary methods for analyzing multilevel data are used: growth curve and quasi‐simplex models. No evidence for a Matthew effect was found in either domain. A compensation effect emerged for reading, to the benefit of ethnic minorities. A fan‐spread effect was found for mathematics, partly attributable to status‐dependent processes of cumulative advantage. 相似文献
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The study combines a bibliometric approach with a content analysis of abstracts of articles to explore the patterns of international comparative higher education research in leading international journals. The overall data set covers 4,095 publications from the Web of Science for the period 1992–2012 and the amount of international comparative articles in this data set is analyzed utilizing a geographical coding. Contrary to a general proliferation of international and global trends in higher education, the results of the analysis most importantly reveal a relatively steady state of international comparative higher education research over the past 20 years. Further patterns examined show that international collaborative articles have a much higher share in international comparative research compared to non-comparative research, small-scale country clusters are preferred for comparison and there is a dense network of comparative clusters between Europe and the US. Finally, rationales for these patterns are discussed, as well as potential implications. 相似文献
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Catherine McBride-Chang Linda Gallahan Carol Nagy Jacklin 《Early education and development》1996,7(4):367-380
Two seemingly opposing positions on the stability of behavior related to activity are considered. The first position is that there is stability in activity level beginning very early in development. The second position is the “inversion of intensity” hypothesis, which posits that intense behavior in the newborn predicts low activity in the third year of life, and newborn behavior which is-lacking in intensity predicts high activity at this time. Paradoxically, support for both positions is found in the present study of girls and boys from birth to 6 years of age. 相似文献
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Holenstein Mathias Bruckmaier Georg Grob Alexander 《European Journal of Psychology of Education - EJPE》2021,36(3):799-825
European Journal of Psychology of Education - Mathematical literacy (ML) is considered central to the application of mathematical knowledge in everyday life and thus is found in many comparative... 相似文献
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