School class composition and student development in cognitive and non-cognitive domains. Longitudinal analyses of primary school students in Germany.

Autor/in	Schneider, Thorsten
Titel	School class composition and student development in cognitive and non-cognitive domains. Longitudinal analyses of primary school students in Germany.
Quelle	Aus: Windzio, Michael (Hrsg.): Integration and inequality in educational institutions. Dordrecht: Springer (2013) S. 167-190 PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	978-94-007-6118-6; 978-94-007-6119-3; 978-94-017-8398-9
DOI	10.1007/978-94-007-6119-3_8
Schlagwörter	Forschungsergebnis; Anstrengung; Kognitive Entwicklung; Schulklasse; Wortschatz; Rechnen; Migrationshintergrund; Kompetenzentwicklung
Abstract	The paper discusses whether and how social and ethnic school class composition may affect students' cognitive and non-cognitive development over time. High-performing students, who often tend to come from more privileged backgrounds, may provide opportunities for weaker students to enhance their competence development and serve as role models for behavior appropriate to the school setting. In contrast, a higher share of children with a migration background at a school or in a school class may lead teachers to lower their requirements to adapt to the level of the non-native speakers' language skills. Moreover, a higher proportion of immigrants in a class increases children's opportunities and incentives to use their language of origin in and around school. To test these different hypotheses, we analyze panel data on the impact of school class composition on students' changes in cognitive and non-cognitive outcomes, namely vocabulary, numeracy, and effort. The data are derived from the BiKS project (Educational Processes, Competence Development and Selection Decisions in Preand Elementary School Age) and have been collected in two German states since 2006. The panel study provides detailed information on almost 2,400 students from over 150 classes and includes assessment tests, student's and teacher's questionnaires, and telephone interviews with parents. The major result is that school class composition has little to no effect if initial measures on vocabulary, numeracy or effort are taken into account. This means, that if we shift from a purely cross-sectional to a value-added model from grade 3 to 4. One exception is the negative correlation between the share of migrants in a class and the individual progress in numeracy. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2024/2