details
| Title |
Adapted teaching: a chance to reduce the effect of social origin? A comparison between Germany and Norway, using PIRLS 2011 |
|---|---|
| Authors |
Schulz-Heidorf, Katrin  ;
Solheim, Oddny Judith  |
| Source | Tertium comparationis 22 (2016) 2, S. 230-259  |
| Document | full text (391 KB) |
| License of the document | In copyright |
| Keywords (German) | Bildung; Bildungsforschung; Schule; Schulerfolg; Schulgesetz; Schulklasse; Schuljahr 04; Unterricht; Adaptiver Unterricht; Leseunterricht; Lesekompetenz; Lernmotivation; Soziale Herkunft; Soziale Ungleichheit; Sozialer Status; Sozioökonomische Lage; Heterogenität; Selbstkonzept; Rechtsgrundlage; Einflussfaktor; Wirkungsanalyse; Internationaler Vergleich; IGLU <Internationale Grundschul-Lese-Untersuchung>; Datenanalyse; Mehrebenenanalyse; Modell; Strukturgleichungsmodell; Forschung; Forschungsstand; Vergleich; Deutschland; Norwegen |
| sub-discipline | Intercultural and International Comparative Educational Research Empirical Educational Research |
| Document type | Article (journal) |
| ISSN | 0947-9732; 09479732 |
| Language | English |
| Year of creation | 2016 |
| review status | Peer-Reviewed |
| Abstract (English): | Adapted teaching is associated with high hopes regarding its potential to meet heterogeneity in the classroom and has, as such, been anchored in nearly all federal school laws in Germany. As this is a fairly new, not yet fully implemented development that comes with a number of obstacles, an international comparison was conducted to estimate its capability of reducing social disparities in school, giving prospects of its potential development in Germany. For this, Norway was chosen since adapted teaching has a long tradition there. Using a multilevel structural equation model and data from PIRLS 2011, it is analysed whether adapted teaching reduces the effect that social origin has on reading achievement and self-concept in reading. (DIPF/Orig.) |
| Abstract (German): | Dieser Beitrag greift die Frage des Herkunftseffekts und der kompensatorischen Interventionsmöglichkeiten von Schulen auf. Der Beitrag umfasst einen Ländervergleich anhand von in Deutschland und Norwegen repräsentativ erhobenen Daten, in dem zum einen das Ausmaß der Unterschiedlichkeit zwischen den beiden Ländern thematisiert wird und zum anderen auch die Grenzen von Sekundäranalysen für Ländervergleiche thematisiert werden. (DIPF/Orig.) |
| other articles of this journal | Tertium comparationis Jahr: 2016 |
| Statistics |  Number of document requests
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| Checksums | checksum comparison as proof of integrity |
| Date of publication | 17.06.2022 |
| Citation | Schulz-Heidorf, Katrin; Solheim, Oddny Judith: Adapted teaching: a chance to reduce the effect of social origin? A comparison between Germany and Norway, using PIRLS 2011 - In: Tertium comparationis 22 (2016) 2, S. 230-259 - URN: urn:nbn:de:0111-pedocs-246589 - DOI: 10.25656/01:24658 |
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