Putting All Students in One Basket Does Not Produce Equality: Gender-Specific Effects of Curricular Intensification in Upper Secondary School

Autor/inn/en	Hübner, Nicolas; Wagner, Wolfgang; Nagengast, Benjamin; Trautwein, Ulrich
Titel	Putting All Students in One Basket Does Not Produce Equality: Gender-Specific Effects of Curricular Intensification in Upper Secondary School
Quelle	In: School Effectiveness and School Improvement, 30 (2019) 3, S.261-285 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hübner, Nicolas) ORCID (Wagner, Wolfgang) ORCID (Nagengast, Benjamin) ORCID (Trautwein, Ulrich)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2018.1504801
Schlagwörter	Secondary School Students; Educational Change; Academic Achievement; Self Concept; Gender Differences; English (Second Language); Foreign Countries; Enrollment Trends; Curriculum Development; Mathematics Instruction; Second Language Instruction; Science Instruction; Student Motivation; Physics; Biology; STEM Education; Reading Skills; Germany + Suchen Sie Ihr Suchwort? Sekundarschüler; Bildungsreform; Schulleistung; Selbstkonzept; Geschlechterkonflikt; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Mathematics lessons; Mathematikunterricht; Fremdsprachenunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Schulische Motivation; Physik; Biologie; STEM; Reading skill; Lesefertigkeit; Deutschland
Abstract	In recent decades, several countries have made an effort to increase the enrollment rates and performance of students in science and mathematics by means of mandatory, rigorous course work, which is often referred to as curricular intensification (CI). However, there is a lack of research on intended and unintended effects of CI reforms on achievement and motivation. Using representative data from the National Educational Panel Study, we examined effects of a prototypical CI reform in 1 German state. We compared data from the last student cohort before and the first student cohort after the reform at the end of upper secondary school. There was no statistically significant effect on average achievement. However, we found first evidence for differential effects on English reading and a higher English self-concept of young men after the reform, whereas the reform had a negative effect on young women's math self-concept. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01