Support of Students in Primary Schools: A Comparative Case Study in a Selective Education System

Autor/inn/en	Maag Merki, Katharina; Buehlmann, Franziska; Kamm, Chantal; Truniger, Annina; Emmerich, Marcus
Titel	Support of Students in Primary Schools: A Comparative Case Study in a Selective Education System
Quelle	In: Journal of Curriculum Studies, 53 (2021) 3, S.279-297 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Maag Merki, Katharina) ORCID (Kamm, Chantal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0272
DOI	10.1080/00220272.2020.1734663
Schlagwörter	Elementary School Students; Elementary Schools; Foreign Countries; Intermediate Grades; Educational Environment; Equal Education; Track System (Education); Student Attitudes; Student Characteristics; Elementary School Teachers; Teacher Attitudes; Teacher Student Relationship; Academic Support Services; Switzerland + Suchen Sie Ihr Suchwort? Elementary school; Grundschule; Volksschule; Ausland; Mittelstufe; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Leistungsgruppe; Leistungsdifferenzierung; Schülerverhalten; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Schweiz
Abstract	Previous research has demonstrated that school processes can be significantly associated with (in)equality in schools. However, it is unclear what these practices in schools look like. This study aims to understand support practices for students in primary schools in a highly selective education system. The findings are based on a contrastive case comparison of five primary schools in Switzerland with a large percentage of children with a migration background. Quantitative surveys with students in Grades 4, 5, and 6 (n = 372) and qualitative analyses of group discussions with teachers were conducted. The results of the qualitative study, and in part also of the quantitative study, show that schools differ systematically in providing support for students. None of the schools was found to have a support milieu that could be described as non-discriminatory. In the majority of the schools, the support milieu is oriented towards high performing students with a higher socio-cultural family background or high educational aspirations; this may lead to the reproduction of inequalities. Only two schools seem to have implemented compensatory support strategies, at least partially. Further, the schools can be differentiated regarding the teachers' perceived degree of their active participation in supporting students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01