Unterrichtswissenschaft
Volume 46, Issue 1, 2018, Pages 61-85

Progress of basic and professional skills of adolescents with and without migrant background in the transition system under the terms of individual development [Die Entwicklung allgemeiner und berufsfachlicher Kompetenzen von Jugendlichen mit und ohne Migrationshintergrund im Übergangssystem unter den Bedingungen individueller Förderung] (Editorial)

Nickolaus R.* , Mokhonko S. , Behrendt S. , Vetter D. , Méliani K.
  • a Institut für Erziehungswissenschaft, Abteilung Berufs‑, Wirtschafts- und Technikpädagogik, Universität Stuttgart, Geschwister-Scholl-Straße 24D, Stuttgart, 70174, Germany
  • b Institut für Erziehungswissenschaft, Abteilung Berufs‑, Wirtschafts- und Technikpädagogik, Universität Stuttgart, Geschwister-Scholl-Straße 24D, Stuttgart, 70174, Germany
  • c Institut für Erziehungswissenschaft, Abteilung Berufs‑, Wirtschafts- und Technikpädagogik, Universität Stuttgart, Geschwister-Scholl-Straße 24D, Stuttgart, 70174, Germany
  • d Institut für Erziehungswissenschaft, Abteilung Berufs‑, Wirtschafts- und Technikpädagogik, Universität Stuttgart, Geschwister-Scholl-Straße 24D, Stuttgart, 70174, Germany
  • e Institut für Erziehungswissenschaft, Abteilung Berufs‑, Wirtschafts- und Technikpädagogik, Universität Stuttgart, Geschwister-Scholl-Straße 24D, Stuttgart, 70174, Germany

Abstract

The present study compares the traditional types of schools of the transition system (VAB, BEJ, 2BFS) with the newly introduced school types AVdual and BFPE, using a quasi-experimental design. The aim is to investigate the influence of the different school types on the development of the basic competences (mathematics, reading) and the professional competences (metalworking, home economic skills) of students, taking into account that adolescents with migrant background have special support requirements in this context. The results show Matthew effects in mathematics and the professional area (particularly in the newly introduced school types) and advantages for 2BFS. An overall comparison shows no significant difference between traditional and newly introduced school types. The reading skills predominantly improve in the lower tertile—only the top-performing students of AVdual show a positive development as well. Students with migrant background show a poorer performance at the beginning of the school year than German students and a poorer performance development (exception: mathematics) as well. © 2018, Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature.

Author Keywords

Transition system Baden-Württemberg Basic and professional competence development Migrant background Individual development

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85042220617&doi=10.1007%2fs42010-017-0009-1&partnerID=40&md5=a088511f0730326532ef330ecb87dbb7
DOI: 10.1007/s42010-017-0009-1
ISSN: 03404099
Original Language: German