L'égalité dans les systèmes scolaires: effet école ou effet société.

Autor/inn/en	Dupriez, Vincent; Dumay, Xavier
Titel	L'égalité dans les systèmes scolaires: effet école ou effet société. Paralleltitel: Equal opportunities at school: analysis of a specific effect of school structure.
Quelle	In: Revue française de pédagogie, 1 (2005) 150, S. 5-18Verfügbarkeit
Beigaben	Literaturangaben
Sprache	französisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0056-7807; 0556-7807
Schlagwörter	Fallstudie; Vergleichsuntersuchung; Chancengleichheit; Soziale Herkunft; Bildungspolitik; Bildungsreform; Integrierte Gesamtschule; Integrierte Sekundarschule; Schulerfolg; Internationaler Vergleich; Belgien; Deutschland; Dänemark; Europa; Finnland; Frankreich; Griechenland; Großbritannien; Irland; Island; Italien; Luxemburg; Niederlande; Norwegen; Portugal; Schottland; Schweden; Schweiz; Spanien; Tschechische Republik; Österreich
Abstract	This study is based on observations tending to show that integrated school systems are characterized by more equal opportunities than differentiated school systems. In other words in integrated school systems pupils' achievements are less dependent on family social background than in other types of schools. Before drawing the conclusion that the curriculum structure has a lot of influence on the opportunities of equality offered by school system. Indeed the most egalitarian countries regarding schools do not share an integrated structure; they are "nested" in countries more egalitarian in other areas too, such as the range of income. To get in perspective the effects due to social environment and the effects due to school structure, the authors offer three analyses based on the compared analysis of international school achievement databases, using equality measurements with samples of 10 and 15 year old students. The results of the three analyses support the hypothesis that school systems have an impact on equal opportunities. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2005/3