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Descriptors:
School Desegregation; Socioeconomic Status; Social Integration; Achievement Gap; Public Schools; Middle Class; Economically Disadvantaged; Students; Educational Change; Resistance to Change; School Choice; Politics of Education; Evidence; Educational Research; Cost Effectiveness; Barriers; Track System (Education); Magnet Schools; School Turnaround; Charter Schools

Abstract:
Integrating our schools is a goal that many of us share. But some seem to have given up on the idea, as plans to boost racial diversity have come under attack, and as the fixation on test scores has narrowed some people's concept of a good education. There is, however, new hope: integration by socioeconomic status. It's a cost-effective, legally sound strategy that can promote racial diversity while narrowing the achievement gap. (Contains 48 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Evidence; Teacher Expectations of Students; Foreign Countries; Stereotypes; Student Teachers; Track System (Education); Student Teacher Attitudes; Attitude Change; Teacher Education; Immigrants

Abstract:
In Germany, Turkish students are overrepresented on lowest school tracks. Research has provided evidence that stereotypical expectations can color judgments. We experimentally investigated whether student information that strongly confirmed or disconfirmed Turkish stereotypical expectations led to student teachers' judgments that were biased against nationality. Furthermore, we explored whether judging an expectation-confirming or expectation-disconfirming Turkish student resulted in changes in stereotypical beliefs. Results showed that student teachers' judgments were biased against nationality when it came to an expectation-confirming student and that the expectation-disconfirming student could change stereotypical beliefs into slightly more positive ones. Results are discussed with regard to their theoretical relevance as well as to their importance for teacher education. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Academic Achievement; Institutional Characteristics; Grade 4; Grade 6; Grade 5; Grades (Scholastic); Goal Orientation; Secondary School Students; Elementary School Students; Student Motivation; Correlation; Longitudinal Studies; Statistical Analysis; Predictor Variables; Track System (Education)

Abstract:
During the transition from elementary school to secondary school, in Germany, students are assigned to different school tracks, academic or non-academic, that differ markedly in compositional and institutional characteristics, e.g., the level of cognitive activation and performance standards are higher in academic tracks than in non-academic tracks. Currently, there is a lack of research examining the changes in achievement goals (mastery-approach, performance-approach, and performance-avoidance goals) and in the association between achievement goals and school achievement during the transition to these different school tracks. There were 1646 students who participated in a large-scale, three-wave longitudinal study from Grade 4 to Grade 6. While results revealed only slight differences between the two school tracks, the three types of achievement goals declined over time. In elementary school mastery-approach goals were positively and performance-approach goals negatively associated with school grades. After the transition to secondary school mastery-approach goals predicted school grades positively, whereas performance-approach goals negatively influenced achievement (academic track). Overall, the results indicate that between-school-tracking plays a minor role for the development of achievement goals and the relation between goals and achievement. (Contains 5 tables and 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Science Instruction; Scientific Concepts; Science Curriculum; Science Teachers; Geographic Information Systems; Computer Assisted Instruction; Pretests Posttests; Statistical Analysis; Observation; Instructional Effectiveness; Curriculum Implementation; Grade 8; Urban Schools; Student Evaluation; Science Achievement; Energy; Effect Size; Middle School Students; Internet; Educational Technology; Technology Integration; Energy Education; Track System (Education)

Abstract:
Geospatial technologies are increasingly being integrated in science classrooms to foster learning. This study examined whether a Web-enhanced science inquiry curriculum supported by geospatial technologies promoted urban middle school students' understanding of energy concepts. The participants included one science teacher and 108 eighth-grade students classified in three ability level tracks. Data were gathered through pre/posttest content knowledge assessments, daily classroom observations, and daily reflective meetings with the teacher. Findings indicated a significant increase in the energy content knowledge for all the students. Effect sizes were large for all three ability level tracks, with the "middle" and "low" track classes having larger effect sizes than the "upper" track class. Learners in all three tracks were highly engaged with the curriculum. Curriculum effectiveness and practical issues involved with using geospatial technologies to support science learning are discussed. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Higher Education; Foreign Countries; Labor; Labor Market; Vocational Education; College Graduates; Education Work Relationship; Educational Policy; Comparative Education; Track System (Education); Educational Attitudes

Abstract:
In this paper we investigate the determinants of regret of study program for tertiary education graduates in Spain and the Netherlands. These two countries differ in their educational system in terms of the tracking structure in their secondary education and the strength of their education-labor market linkages in tertiary education. Therefore, by comparing Spain and the Netherlands, we aim at learning about the consequences that the two educational systems might have on the regret of study program in tertiary education. Basing on the psychological literature on regret, we derive some expectations on the determinants of regret of study program. Results reveal that both, education track and education-labor mismatch of tertiary education, are important determinants of the likelihood of program regret. Results allow us to derive some policy recommendations on the tertiary education system. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Educational Attainment; Foreign Countries; Family Characteristics; Secondary School Students; Student Mobility; Track System (Education); Prediction; Individual Characteristics; Predictor Variables; Academic Achievement; Longitudinal Studies; Decision Making

Abstract:
This article applies the theory of planned behaviour (Ajzen 1988, 1991) to analyse the decision of students to attain a more advanced certificate than the one dictated by their school track. The analyses were based on a longitudinal survey of 1,010 Hauptschule students in Germany in years 8 and 10. Consistent with the theory, the results showed that earning a higher certificate in year 10 was predicted by the intention to obtain that certificate, as well as perceived behavioural control, in year 8. Individual and family characteristics not only were associated with attitudes, subjective norms and perceived behavioural control, but they also had a direct effect on educational attainment. Specific beliefs discriminated effectively between intenders and non-intenders, while high achieving intenders who did not obtain an intermediate certificate differed from "successful" intenders mainly in terms of specific control beliefs. In all, the study provides evidence for the utility of the theory of planned behaviour as a predictor of educational decisions. However, it also points to the limitations of this approach and draws attention to structural and formal conditions which are not reflected by the individual. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Academic Achievement; Intelligence; Foreign Countries; Psychometrics; Socioeconomic Background; Track System (Education); Educational Quality; Vocational Education; Academic Education; Nonverbal Ability; Longitudinal Studies; Grade 7; Grade 10; Scores; Intelligence Tests

Abstract:
Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling--such as ability tracking or, more generally, school quality--can also influence intelligence. In this study, the authors analyzed intelligence gains in academic- and vocational-track schools in Germany, testing for differential effects of school quality (academic vs. vocational track) on psychometric intelligence. Longitudinal data were obtained from a sample of N = 1,038 Grade 7 and 10 students in 49 schools. A nonverbal reasoning test was used as an indicator of general psychometric intelligence, and relevant psychological and social background variables were included in the analyses. Propensity score matching was used to control for selection bias. Results showed a positive effect of attending the academic track. (Contains 7 table, 2 figures and 3 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Outcomes of Education; Self Concept; Foreign Countries; Educational Change; Educational Research; High School Students; Educational Objectives; Academic Achievement; Academic Ability; Track System (Education); Longitudinal Studies; Research Needs

Abstract:
Academic self-concept has received a great deal of attention in recent educational research because it mediates many other educational outcomes. Therefore, it is important to find out how students' academic self-concept develops. We examined the big-fish-little-pond effect (BFLPE) dynamically by investigating the effect of track changes in high school on changes in students' academic self-concept. A sample of 2,747 students from 50 high schools in Flanders (Belgium) was longitudinally followed up in a study with a four-wave design. Data were collected in Grades 7, 8, 10, and 12. Multilevel growth modeling for discontinuous change was performed. The results showed a general decline in academic self-concept across high school. In line with the BFLPE hypothesis, students who changed from a higher to a lower track during high school experienced an initial increase in their academic self-concept compared with students who remained in the same track. This effect was neither attenuated, nor exacerbated over time. These findings extend the BFLPE research by revealing that students' downward changes in educational reference groups over time (cascade effects) are generally related to upward changes in their academic self-concept over time. However, track dropping seems a double-edged sword because students' downward track changes simultaneously resulted in decreases in academic achievement. The results of the current study therefore call for more longitudinal and dynamic research in both the BFLPE and educational effectiveness literature. (Contains 5 tables, 2 figures and 7 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Graduate Study; Humanities; Doctoral Programs; Doctoral Dissertations; Educational Change; Time to Degree; Track System (Education)

Abstract:
The crisis in humanities graduate education is coming to an end. But academic jobs are still few and far between, and graduate education remains on shaky ground both institutionally and socially. Nevertheless, two generations of "crisis thinking" are finally giving way to the idea that graduate education is not in a crisis. Instead, it is confronting a new normal, and it has to adjust accordingly. The most recent sign of collective awakening is a white paper titled "The Future of the Humanities Ph.D. at Stanford." Written by Russell Berman, a professor of German studies and comparative literature (and immediate past president of the Modern Language Association) together with five other Stanford faculty members, the document presents the latest and best proposal for more-flexible doctoral instruction, with different tracks aimed at different career goals. In this article, the author argues that one should take a long look at Stanford's proposal to rethink the humanities doctorate. He discusses one model for alternative paths to the Ph.D. that involves dividing "scholars" from "teachers" by granting them separate versions of the doctorate. Balancing the practical appeal of dual Ph.D. tracks is the model's heavy reliance on binary thinking--the "us" and "them" problem. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Secondary School Students; Educational Attainment; Parent Attitudes; Risk; Track System (Education); Parent Student Relationship; Gender Differences; Foreign Countries

Abstract:
Although it is well-known that individuals' risk attitudes are related to behavioral outcomes such as smoking, portfolio decisions, and educational attainment, there is virtually no evidence of whether parental risk attitudes affect the educational attainment of their dependent children. We add to this literature and examine children's secondary school track choice in Germany where tracking occurs at age ten and has a strong binding character. Using risk indicators for different domains, we mainly find evidence of an inverse relation between parental risk aversion and children's secondary school track, with some heterogeneity depending on whether parents' risk willingness is modeled separately or jointly, by child gender, or by the risk measure used. (Contains 11 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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