Recommendation, class repeating, and children's ability: German school tracking experiences

Carsten Ochsena*

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Recommendation, class repeating, and children's ability: German school tracking experiences

机译：推荐，重复上课和孩子的能力：德国学校的跟踪经验

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While the 2006 Progress in International Reading Literacy Study (PIRLS) assesses the average ability of German primary school students as being higher than average, the Programme for International Student Assessment (PISA) studies (OECD, 2000, 2003, 2006) ranks German secondary school students at a considerably lower level. This article examines whether a teacher's recommendation for the secondary school track and class repeating are causes for these ability differences. According to the estimates, failures as a result of teachers' recommendations given at the end of primary school are an important reason for the differences between the two types of studies. Being required to repeat a school class amplifies the inefficient management of children's abilities.View full textDownload full textRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/00036846.2010.485929

机译：尽管2006年国际阅读素养研究进展（PIRLS）评估了德国小学生的平均能力高于平均水平，但国际学生评估计划（PISA）研究（OECD，2000、2003、2006）对德国中学进行了排名低得多的学生。本文研究了教师对中学课程和重复课堂的推荐是否是造成这些能力差异的原因。据估计，由于小学期末教师的推荐而导致的失败是造成这两种学习方式差异的重要原因。要求重复上一堂课会加剧对儿童能力的低效率管理。 stumbleupon，digg，google，more“，pubid：” ra-4dff56cd6bb1830b“};添加到候选列表链接永久链接http://dx.doi.org/10.1080/00036846.2010.485929

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《Applied Economics》 |2011年第27期|p.4127-4133|共7页
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Carsten Ochsena*;
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机译：推荐，重复上课和孩子的能力：德国学校的跟踪经验
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7. Recommendation, class repeating, and children's ability: German school tracking experiences [O] . Carsten Ochsen 2011

机译：推荐，重复上课和孩子的能力：德国学校的跟踪经验

Recommendation, class repeating, and children's ability: German school tracking experiences

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