The model of ability tracking - theoretical expectations and empirical findings on how educational systems impact on educational success and inequality


Esser, Hartmut


DOI: https://doi.org/10.4337/9781785367267.00009
URL: https://www.elgaronline.com/view/9781785367250.000...
Document Type: Book chapter
Year of publication: 2016
Book title: Models of secondary education and social inequality : an international comparison
Page range: 25-42
Author/Publisher of the book
(only the first ones mentioned)
:
Blossfeld, Hans-Peter
Place of publication: Cheltenham ; Northampton, MA
Publishing house: Edward Elgar Publishing
ISBN: 978-1-78536-725-0 ; 978-1-78536-726-7
Publication language: English
Institution: Außerfakultäre Einrichtungen > Mannheim Centre for European Social Research - Research Department A
Subject: 300 Social sciences, sociology, anthropology
Abstract: Hardly any country displays no educational inequalities based on social (and ethnic) origin. Results of sociological research on inequality in general, international comparative studies, and some systematic comparisons of national studies indicate that there are, nonetheless, clear differences between countries (see e.g. Shavit and Blossfeld 1993; Erikson and Jonsson 1996; Kao and Thompson 2003; Müller and Kogan 2010, p. 252ff.). From the very beginning, hypotheses on the causes of these cross-national differences have pointed to the different kinds of educational systems and their effects.

Dieser Eintrag ist Teil der Universitätsbibliographie.




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Esser, Hartmut (2016) The model of ability tracking - theoretical expectations and empirical findings on how educational systems impact on educational success and inequality. Blossfeld, Hans-Peter Models of secondary education and social inequality : an international comparison Cheltenham ; Northampton, MA 25-42 [Book chapter]


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