Literaturnachweis - Detailanzeige
Autor/in | Van Houtte, Mieke |
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Titel | School Type and Academic Culture: Evidence for the Differentiation-Polarization Theory. |
Quelle | In: Journal of curriculum studies, 38 (2006) 3, S. 273-292Infoseite zur Zeitschrift |
Sprache | englisch; englische Zusammenfassung |
Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
ISSN | 0022-0272 |
Schlagwörter | Belgien; Berufsschule; Lehrerverhalten; Schulerfolg; Leistungsdifferenzierung; Polarisierung; Lernklima; Sekundarbereich; Lehrerverhalten; Schülereinstellung; Schulerfolg; Lernumgebung; Leistungsdifferenzierung; Vergleichende Analyse; Polarisierung; Soziale Auswirkung; Berufsschule; Einflussfaktor; Belgien |
Abstract | Several decades ago it was shown that the differentiation of pupils into tracks and streams led to a polarization into "anti-school" and "pro-school" cultures. Support for this differentiation-polarization theory is mainly based on case studies. This paper presents findings of a quantitative study in Belgium (Flanders). Attention is given to the conceptualization of the polarization component of the differentiation-polarization theory. The findings suggest that the culture of pupils is less study-oriented in technical/vocational schools than in general (grammar) schools. The differentiation-polarization theory also applies to school staffs: the staff culture is less academically-oriented in technical / vocational schools than in general schools. Moreover, staffs' attitudes towards pupils--their judgements on the teachability of pupils and the trust they place in pupils--are different. (Zusammenfassung vom Verlag übernommen). |
Erfasst von | IPN - Leibniz-Institut für die Pädagogik der Naturwissenschaften und Mathematik an der Universität Kiel |
Update | 2006/5 |