Foelling-Albers, Maria (2005) Unequal opportunities in school - (not) an issue? Reflections on pedagogical and structural reasons. ZEITSCHRIFT FUR SOZIOLOGIE DER ERZIEHUNG UND SOZIALISATION, 25 (2). pp. 198-213. ISSN 1436-1957,
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The results of the comparative international students' achievement tests (TIMSS, PISA, PIRLS/IGLU) confused the German public not only because of the (mainly) bad results of the German students, but particularly due to the correlation between social status and type of school visited by the students and their performance in the tests respectively. This work claims that the main reasons for this can be found in the tradition of German didactics, as a consequence ofthe "Progressive Education" programme for preventing high demands, and last but not least in the selective nature ofthe German educational system: selection processes for proceeding to the next grade or (usually after the fourth grade)for the different types of secondary schools. Moreover, there is an overemphasis on "normal" lessons as means for selection, rather than to create a culture for fostering comprehension and application.
| Item Type: | Article |
|---|---|
| Uncontrolled Keywords: | ; unequal opportunities; PISA; didactics; selectivity; research on learning an instruction |
| Subjects: | 300 Social sciences > 370 Education |
| Divisions: | Human Sciences > Institut für Erziehungswissenschaften > Alumni or Retired Professors > Lehrstuhl für Grundschulpädagogik und -didaktik (Prof. Dr. Maria Fölling-Albers) |
| Depositing User: | Dr. Gernot Deinzer |
| Date Deposited: | 21 Jun 2021 07:49 |
| Last Modified: | 21 Jun 2021 07:49 |
| URI: | https://pred.uni-regensburg.de/id/eprint/36858 |
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