Who Has a Good Relationship with the Teachers? A Comparison of Comprehensive Education Systems with Education Systems Using Between-School Tracking

Autor/inn/en	Vieluf, Svenja; Hochweber, Jan; Klieme, Eckhard; Kunter, Mareike
Titel	Who Has a Good Relationship with the Teachers? A Comparison of Comprehensive Education Systems with Education Systems Using Between-School Tracking
Quelle	In: Oxford Review of Education, 41 (2015) 1, S.3-25 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2014.992874
Schlagwörter	Teacher Student Relationship; Track System (Education); Comprehensive Programs; Comparative Analysis; High Achievement; Low Achievement; Socioeconomic Status; School Demography; Mathematics Achievement; Regression (Statistics); Foreign Countries; Adolescents; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Leistungsgruppe; Leistungsdifferenzierung; Gesamtunterricht; Unterdurchschnittliche Leistung; Socio-economic status; Sozioökonomischer Status; Schulbesuchsrate; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Regression; Regressionsanalyse; Ausland; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher
Abstract	In the present study we compared comprehensive education systems and education systems using between-school tracking with regard to disparities in the quality of student-teacher relations between low and high achieving students, between students with different socioeconomic backgrounds, and between schools with different achievement and social compositions. Data from 271,760 students in 10,125 schools in 40 of the 41 education systems that participated in the Programme for International Student Assessment 2003 was analysed using three-level regression models. The results document differences between comprehensive education systems and those using between-school tracking: In the former, but not the latter, high achievers and students with higher socioeconomic backgrounds had better student-teacher relations than their schoolmates. In education systems with between-school tracking, but not in comprehensive education systems, the quality of student-teacher relations was higher in schools with a disadvantaged social composition. These findings indicate a need to develop better strategies to address the socio-emotional needs of disadvantaged students in comprehensive education systems. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01