Session Information
09 SES 04 B, Relating Students’ Achievement to Class, School and System Level Factors
Paper Session
Contribution
Objectives / Purposes of the Research
This contribution presents German results of the European Collaborative Research Project (ECRP) ADDITION, which consists of 6 European countries. ADDITION (A Dynamic Effective Knowledge Base for Quality in Education) was selected to be supported by the European Science Foundation (ESF) out of a review against 27 European competitors. The overall project objective is to research the influence of system level aspects (e.g. decisions of educational policy) on the school- and class level and on students’ cognitive achievement in school. Furthermore the objectives of the German project also focus on the influence of school and classroom level aspects on students’ cognitive achievement.
The main research question for this contribution was to identify certain concepts, strategies and methods of teaching and in school, which contribute to a better acquirement of mathematical competencies of students with a disadvantaged socioeconomic background and with migration background. As it is evidenced in the empirical educational research in Germany and in Europe especially students with that kind of socioeconomic background run a high risk to suffer from educational inequality (cp. Pfeifer, 2011; Valtin, Hornberg, Buddeberg, Voss, Kowoll & Potthoff, 2010).
Theoretical Framework
The dynamic model of educational effectiveness (Creemers & Kyriakides, 2008) has been used as a starting point and as a theoretical framework for the analyses. The model is based on three dimensions of school quality: Inputs (system preconditions, system and regional steering), processes (education on school and classroom level) and outputs (quality of student achievements, attitudes and behaviours) (cp. Scheerens & Bosker, 1997). Also the SES of the pupils as an individual precondition is included in the model of Creemers and Kyriakides (ibid.).
Method
Expected Outcomes
References
References: Creemers, B. P. M., & Kyriakides, L. (2008). The dynamics of educational effectiveness: a contribution to policy, practice and theory in contemporary schools. London u.a.: Routledge. Pfeifer, M. (2011). Bildungsbenachteiligung und das Potenzial von Schule und Unterricht (Educational disadvantage and the potential of schools and teaching) (1., neue Ausg.). Wiesbaden: VS Verlag für Sozialwissenschaften. Scheerens, J., & Bosker, R. J. (1997). The foundations of educational effectiveness. Oxford: Pergamon. Valtin, R., Hornberg, S., Buddeberg, M., Voss, A., Kowoll, M. E. & Potthoff, B. (2010). Schülerinnen und Schüler mit Leseproblemen - eine ökosystemische Betrachtungsweise (Students with reading problems - an ecosystemic approach). In W. Bos, S. Hornberg, K.-H. Arnold, G. Faust, L. Fried, E.-M. Lankes, K. Schwippert, I. Tarelli & R. Valtin (Hrsg.), IGLU 2006 - die Grundschule auf dem Prüfstand: Vertiefende Analysen zu Rahmenbedingungen schulischen Lernen (PIRLS 2006 - primary school to the test: In-depth analyzes of school learning environment) (p. 41-90). Münster: Waxmann.
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