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(Personen: "Scharf," und "Jan")
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Applying social production function theory to benefits of schooling. The concept of values of […]
Scharf, Jan; Hadjar, Andreas; Grecu, Alyssa
Journal Article
| In: British Journal of Sociology of Education | 2019
39496 Endnote
Author(s):
Scharf, Jan; Hadjar, Andreas; Grecu, Alyssa
Title:
Applying social production function theory to benefits of schooling. The concept of values of education
In:
British Journal of Sociology of Education, 40 (2019) 7, S. 847-867
DOI:
10.1080/01425692.2019.1604207
URN:
urn:nbn:de:0111-pedocs-236317
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-236317
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bildung; Ungleichheit; Bildungsertrag; Gewinn; Wertigkeit; Theorie; Konzept; Messinstrument; Datenanalyse; Schüler; Schuljahr 07; Schuljahr 08; Schweiz; Luxemburg
Abstract:
Many approaches to explaining educational inequalities relate explicitly and implicitly to benefits of education, and rational choice theories in particular consider monetary benefits. We specify a concept of the value of education that allows for an empirical analysis of educational benefits, considering both monetary and non-monetary dimensions (instrumental goals) outlined in social production function theory. Our objectives include introducing a sound theoretical framework, the validation of an empirical measurement instrument and an analysis of the differences between certain dimensions of educational values structured by social origin, gender and immigrant background. Analyses are based on a two-wave panel study (SASAL-School Alienation in Switzerland and Luxembourg) carried out in secondary schools in Luxembourg and Switzerland. We distinguish four dimensions within the concept of values of education: stimulation, comfort/status, behavioural confirmation and affection. The different dimensions of the value of education are influenced by gender and immigrant backgrounds in both national settings. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Do students' language backgrounds explain achievement differences in the Luxembourgish education […]
Simoes Loureiro, Kevin; Hadjar, Andreas; Scharf, Jan; Grecu, Alyssa
Journal Article
| In: Ethnicities | 2019
39687 Endnote
Author(s):
Simoes Loureiro, Kevin; Hadjar, Andreas; Scharf, Jan; Grecu, Alyssa
Title:
Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
In:
Ethnicities, 19 (2019) 6, S. 1202-1228
DOI:
10.1177/1468796819840734
URN:
urn:nbn:de:0111-pedocs-193243
URL:
http://nbn-resolving.org/urn:nbn:de:0111-pedocs-193243
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Mehrsprachigkeit; Fremdsprachenunterricht; Mathematikunterricht; Schulnoten; Schuljahr 05; Schuljahr 08; Panel; Längsschnittuntersuchung; Luxemburg; Sprachkompetenz; Schüler; Wirkung; Schülerleistung; Soziale Herkunft; Migrationshintergrund; Soziale Ungleichheit; Bildungssystem; Bourdieu; Pierre; Grundschule; Übergang; Sekundarbereich; Gegliedertes Schulsystem; Bildungsgang; Schulform; Schülerauslese; Curriculum
Abstract:
What is the role of students' language background in school success within the multilingual and highly stratified education system in Luxembourg? Considering achievement differences in terms of the primary effects of social and ethnic origin, we assume that students of a disadvantaged social origin (e.g. working class), with an immigrant background, who speak languages at home other than Luxembourg's official languages show lower school achievements and are placed into lower school tracks. Analyses are based on the data of Luxembourgish primary (grades 4/5) and secondary students (grades 7/8) from two consecutive survey waves in 2016/2017 (for the international project SASAL - School Alienation in Switzerland and Luxembourg). The results indicate language background has only marginal effects, but social and immigrant origin has stronger effects. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Schulische Kontexte, Schulentfremdung und Bildungsarmut
Hadjar, Andreas; Scharf, Jan; Grecu, Alyssa
Book Chapter
| Aus: Quenzel, Gudrun; Hurrelmann, Klaus (Hrsg.): Handbuch Bildungsarmut | Wiesbaden: Springer VS | 2019
42604 Endnote
Author(s):
Hadjar, Andreas; Scharf, Jan; Grecu, Alyssa
Title:
Schulische Kontexte, Schulentfremdung und Bildungsarmut
In:
Quenzel, Gudrun; Hurrelmann, Klaus (Hrsg.): Handbuch Bildungsarmut, Wiesbaden: Springer VS, 2019 , S. 183-209
DOI:
10.1007/978-3-658-19573-1_7
URL:
https://link.springer.com/chapter/10.1007/978-3-658-19573-1_7
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Abstract:
Im Rahmen einer theoretisch-fundierten Betrachtung von empirischen Befunden wird der Zusammenhang zwischen Schulmerkmalen, insbesondere der Schul- bzw. Klassenkomposition, individuellen Haltungen der Schüler/innen gegenüber Schule und Lernen, und dem frühen Verlassen des Bildungssystems in den Blick genommen. Ein besonderer Fokus wird dabei auf Schulentfremdung im Sinne negativer Einstellungen, die im Laufe der Schullaufbahn zunehmen und entlang bestimmter Ungleichheitsachsen variieren, gelegt.
School alienation. A construct validation study
Morinaj, Julia; Scharf, Jan; Grecu, Alyssa; Hadjar, Andreas; Hascher, Tina; Marcin, Kaja
Journal Article
| In: Frontline Learning Research | 2017
42603 Endnote
Author(s):
Morinaj, Julia; Scharf, Jan; Grecu, Alyssa; Hadjar, Andreas; Hascher, Tina; Marcin, Kaja
Title:
School alienation. A construct validation study
In:
Frontline Learning Research, 5 (2017) 2, S. 36-59
DOI:
10.14786/flr.v5i2.298
URL:
https://journals.sfu.ca/flr/index.php/journal/article/view/298
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
Early identification of school alienation is of great importance for students' educational outcomes and successful participation in society. This study examined the psychometric characteristics of a newly developed assessment instrument, the School Alienation Scale (SALS), to measure school alienation among primary and secondary school students. The SALS consists of three school-related domains, namely, classmates, teachers, and learning. Based on the responses of Swiss (1) and Luxembourgish (2) students from two school-specific cohorts - primary (grade 4; n1=486, n2=503) and secondary schools (grade 7; n1=550, n2=534), we assessed instrument reliability, validity, and cross-cultural equivalence. The scale showed evidence of reliability and internal validity across two samples, confirming that the hypothesized first-order three-factor model fits the data better than several alternative models. The results of measurement invariance tests revealed that the measurement model operated equally well for primary and secondary school students in both countries. The construct validity of the SALS was additionally supported by demonstrated criterion-related validity. Specifically, school alienation domains were negatively associated with positive attitudes to and enjoyment in school; social problems in school were positively related to alienation from classmates and teachers. Our key contributions to the measurement of school alienation are the disclosure of the core domains of school alienation, development of a reliable and valid instrument, and justification for its use. Therefore, the results of this study have important implications for further theoretical work in alienation research and contribute to comparative research by examining the construct of school alienation in different educational settings.
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