uni-leipzig-open-access/json/zfsoz-2023-2028

{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2024,1,11]],"date-time":"2024-01-11T00:20:41Z","timestamp":1704932441482},"reference-count":67,"publisher":"Walter de Gruyter GmbH","issue":"4","license":[{"start":{"date-parts":[[2023,11,2]],"date-time":"2023-11-02T00:00:00Z","timestamp":1698883200000},"content-version":"unspecified","delay-in-days":0,"URL":"http:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2023,11,21]]},"abstract":"<jats:title>Zusammenfassung<\/jats:title>\n               <jats:p>Inwieweit Leistungsdifferenzierung (bzw. <jats:italic>ability tracking<\/jats:italic>) Bildungsungleichheit beeinflusst, wird kontrovers diskutiert. Die vorliegende Studie untersucht, wie die Stringenz von Leistungsdifferenzierung (z.\u200aB. erzeugt durch verbindliche \u00dcbergangsempfehlungen) mit der Effizienz von Lernprozessen und sozialer Ungleichheit in der Sekundarstufe zusammenh\u00e4ngt. Den theoretischen Ausgangspunkt bildet eine kritische Betrachtung des \u201eModel of Ability Tracking\u201c (MoAbiT) von Hartmut Esser. Empirische Analysen von Daten aus zwei IQB-Bildungstrendstudien stellen folgende Hauptannahmen des MoAbiT in Frage: Erstens, dass Sekundarschulklassen bei strikter Leistungsdifferenzierung kognitiv homogener zusammengesetzt sind und zweitens, dass kognitive Homogenit\u00e4t mit h\u00f6heren schulischen Kompetenzen assoziiert ist. In Bezug auf die Auswirkungen von Leistungsdifferenzierung auf soziale Disparit\u00e4ten zeichnet die vorliegende Arbeit ein gemischtes Bild. Ob strikte Leistungsdifferenzierung\u00a0\u2013 wie im MoAbiT postuliert\u00a0\u2013 Lernprozesse erleichtert und Bildungsungleichheit reduziert, bleibt angesichts der Befunde fraglich.<\/jats:p>","DOI":"10.1515\/zfsoz-2023-2028","type":"journal-article","created":{"date-parts":[[2023,11,1]],"date-time":"2023-11-01T10:57:26Z","timestamp":1698836246000},"page":"404-424","source":"Crossref","is-referenced-by-count":0,"title":["Effizienz und soziale Ungleichheit in strikt leistungsdifferenzierenden Bildungssystemen. Eine kritische Betrachtung des Mo<b>del of Ability Tracking (MoAbiT)<\/b>"],"prefix":"10.1515","volume":"52","author":[{"given":"Georg","family":"Lorenz","sequence":"first","affiliation":[{"name":"Universit\u00e4t Potsdam Department Erziehungswissenschaft Potsdam Deutschland"}]},{"given":"Sarah","family":"Lenz","sequence":"additional","affiliation":[{"name":"Humboldt-Universit\u00e4t zu Berlin ehem. Institut zur Qualit\u00e4tsentwicklung im Bildungswesen (IQB) Unter den Linden 6 Berlin Deutschland"}]},{"given":"Camilla","family":"Rjosk","sequence":"additional","affiliation":[{"name":"Universit\u00e4t Potsdam Department Erziehungswissenschaft Karl-Liebknecht-Stra\u00dfe 24\u201325 Potsdam Deutschland"}]}],"member":"374","published-online":{"date-parts":[[2023,11,2]]},"reference":[{"key":"2024011015153651257_j_zfsoz-2023-2028_ref_001","unstructured":"Baumert, J., P. Stanat & R. Watermann, 2006: Schulstruktur und die Entstehung differenzieller Lern- und Entwicklungsmilieus. Wiesbaden: Springer."},{"key":"2024011015153651257_j_zfsoz-2023-2028_ref_002","doi-asserted-by":"crossref","unstructured":"Becker, M., A. Kocaj, M. Jansen, H. Dumont & O. L\u00fcdtke, 2021: Class-Average Achievement and Individual Achievement Development: Testing Achievement Composition and Peer Spillover Effects Using Five German Longitudinal Studies. 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