Details
| Titel in Übersetzung | The influence of social and migratory aspects and class composition on changes in mathematical competences from ninth to tenth grade |
|---|---|
| Originalsprache | Deutsch |
| Seiten (von - bis) | 125-149 |
| Seitenumfang | 25 |
| Fachzeitschrift | Zeitschrift fur Erziehungswissenschaft |
| Jahrgang | 20 |
| Ausgabenummer | S2 |
| Publikationsstatus | Veröffentlicht - 2017 |
Abstract
In this study we look the relationship between students’ mathematical competencies and their relationship to family background variables. The backdrop of this investigation is a follow-up measurement to the 2012 Programme for Internationas Student Assessment (PISA) in 2013. The large influence of family variables for student achievement in Germany has been the result of numerous studies. Yet, in more recent analyses trend developments in the context of PISA show improvement in this area. This circumstance provides evidence for the need of a longitudinal investigation of family background variables and their relationship with students’ mathematical competence. Multilevel analyses stress the great importance of prior competencies and support prior research indicating that much of the achievement differences due to migration status come down to differences in financial resources. Controlling for class composition had only limited effects, but decreased the role of migration status even further. Results are discussed in light of recent research.
Schlagwörter
- Competence development, Family background, Mathematical competence, Migration background, PISA 2012
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
Zitieren
- Standard
- Harvard
- Apa
- Vancouver
- BibTex
- RIS
in: Zeitschrift fur Erziehungswissenschaft, Jahrgang 20, Nr. S2, 2017, S. 125-149.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
}
TY - JOUR
T1 - Einfluss sozialer und zuwanderungsbezogener Disparitäten, sowie der Klassenkomposition auf die Veränderung der mathematischen Kompetenz von der neunten zur zehnten Klassenstufe
AU - Kiemer, Katharina
AU - Haag, Nicole
AU - Müller, Katharina
AU - Ehmke, Timo
N1 - Publisher Copyright: © 2017, Springer Fachmedien Wiesbaden.
PY - 2017
Y1 - 2017
N2 - In this study we look the relationship between students’ mathematical competencies and their relationship to family background variables. The backdrop of this investigation is a follow-up measurement to the 2012 Programme for Internationas Student Assessment (PISA) in 2013. The large influence of family variables for student achievement in Germany has been the result of numerous studies. Yet, in more recent analyses trend developments in the context of PISA show improvement in this area. This circumstance provides evidence for the need of a longitudinal investigation of family background variables and their relationship with students’ mathematical competence. Multilevel analyses stress the great importance of prior competencies and support prior research indicating that much of the achievement differences due to migration status come down to differences in financial resources. Controlling for class composition had only limited effects, but decreased the role of migration status even further. Results are discussed in light of recent research.
AB - In this study we look the relationship between students’ mathematical competencies and their relationship to family background variables. The backdrop of this investigation is a follow-up measurement to the 2012 Programme for Internationas Student Assessment (PISA) in 2013. The large influence of family variables for student achievement in Germany has been the result of numerous studies. Yet, in more recent analyses trend developments in the context of PISA show improvement in this area. This circumstance provides evidence for the need of a longitudinal investigation of family background variables and their relationship with students’ mathematical competence. Multilevel analyses stress the great importance of prior competencies and support prior research indicating that much of the achievement differences due to migration status come down to differences in financial resources. Controlling for class composition had only limited effects, but decreased the role of migration status even further. Results are discussed in light of recent research.
KW - Competence development
KW - Family background
KW - Mathematical competence
KW - Migration background
KW - PISA 2012
UR - http://www.scopus.com/inward/record.url?scp=85020051493&partnerID=8YFLogxK
U2 - 10.1007/s11618-017-0753-3
DO - 10.1007/s11618-017-0753-3
M3 - Artikel
VL - 20
SP - 125
EP - 149
JO - Zeitschrift fur Erziehungswissenschaft
JF - Zeitschrift fur Erziehungswissenschaft
SN - 1434-663X
IS - S2
ER -