1,720,974 research outputs found
Shadow Education in Switzerland: Regional Variation in the Use of Private Tutoring and the Role of Cantonal Education Systems
Full text linkDisadvantaged by Chance: Date of Birth, Relative Age in School and Educational Achievement
Full text linkDisadvantaged by Chance? Cut-off Dates for School Enrolment and Their Consequences for Educational Outcomes
Full text linkGeographical constraints and upper secondary track choice: does distance to schools prevent students from entering school-based programmes?
Full text linkAbundant research has shown that educational transitions are decisively shaped by prior educational attainment and students’ family background. In contrast, the role of geography and spatial features during educational transitions remains less explored. Drawing on linked large-scale assessment data from Switzerland, the present study examines the role of the distance between a student’s place of residence and the nearest upper secondary school as a potential barrier to entry into school-based education at the upper secondary level. In response to potentially flawed distance measures used in previous research, this study proposes a novel distance measure based on commuting times to the nearest school. Using a series of probit and mixed-effects probit models, this study finds that greater distances to schools prevent students from entering school-based programmes at the upper secondary level, although the effect sizes are comparatively modest. Overall, the results confirm previous findings on higher education that geographical distance may pose a barrier to accessing educational institutions
Regional variation in participation in private tutoring and the role of education system features
Full text linkThe use of private tutoring to enhance academic outcomes has proliferated across the globe over recent decades. Despite increased scholarly interest in these so-called shadow education activities, the understanding of how education system features relate to the prevalence of shadow education is relatively limited. Moreover, regional variation of private tutoring within countries remains largely overlooked. This study exploits the federalist structure of Switzerland's education system to investigate how education system features incentivise or discourage participation in private tutoring. Based on a subjective expected utility framework and drawing on data from two large-scale assessment studies, the analyses reveal a substantial regional variation in participation rates in private tutoring. Multilevel regression models provide evidence that the institutional modalities of selection into general secondary education contribute to this variation and the social inequalities in the use of private tutoring
PIONEERED Deliverable No. 2.1. State of research report – definitions, conceptual approaches, empirical findings
No full textDisadvantaged by chance? Examining the persistence of relative age effects on educational achievement
Full text linkMost education systems have arbitrarily chosen annual cut-off dates for school enrolment, which create age differences of up to a year within a cohort of pupils. Prior research has shown that the oldest in a cohort systematically outperform their relatively younger peers. Yet, little is known about the temporal persistence of relative age effects in education. In this article, we investigate how relative age effects on educational achievement evolve over different stages of compulsory education. Drawing on administratively linked test score data comprising entire student cohorts in Northwestern Switzerland, we employ two complementary analytical approaches to examine for how long the advantages of relatively older pupils prevail. The results indicate that relative age effects diminish the more pupils progress in their educational careers. However, effects of relative age at school enrolment are still identifiable beyond sixth grade, which marks the transition into secondary education in Switzerland
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Effects of School Segregation on Educational Achievement Along the Educational Trajectory in Germany
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