No Evidence that Strict Educational Tracking Improves Student Performance through Classroom Homogeneity: A Critical Reanalysis of Esser and Seuring (2020)
[Keine Belege für leistungsfördernde Effekte von strikter Leistungsdifferenzierung durch kognitive Homogenisierung: Eine kritische Reanalyse von Esser und Seuring (2020)]
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DOI: 10.1515/zfsoz-2022-0001
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Cited by:
- Diehl, Claudia & Pomianowicz, Katja & Hinz, Thomas, 2024. "On the wrong track? Perceived track mismatch among ethnic minority and majority students in the German educational system," Working Papers 35, University of Konstanz, Cluster of Excellence "The Politics of Inequality. Perceptions, Participation and Policies".
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Keywords
ability tracking; secondary education systems; peer effects; classroom composition; mediation analysis; replication; Leistungsdifferenzierung; Sekundarbildungssysteme; Peer-Effekte; Klassenzusammensetzung; Mediationsanalyse; Replikation;All these keywords.
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