OBPWO research: social inequality in the transition from primary to secondary education: an investigation into the conduct of the practice orientation

15 February 2008 → 14 February 2010
Regional and community funding: various
Research disciplines
  • Social sciences
    • Education curriculum
    • Education systems
    • General pedagogical and educational sciences
    • Specialist studies in education
    • Other pedagogical and educational sciences
education orientation
Project description

questions: 1) What factors determine the choice of study in the transition from primary to secondary education? Metn name. (A) what is the relative importance of ascribed characteristics - such as gender, socio-economic and ethnic origin, level of education parents - versus acquired characteristics - such as school performance and delay, but also interests of the student? (B) What role kenmerkenn of the school, such as location (urban / rural), composition of the student population, school size, relationship with secondary school, the presence of wide middle? and how they interact structural and compositional characteristics of the school with individual characteristics? 2) What characteristics of students and parents determine the advice they get and it is given by whom? Which is given advice based? How does the orientation and selection process exactly? 3) Can observed differences are explained in study through the course of the study in the transition to secondary education? Specifically, (a) the role of the knowledge and information that parents have their network, and hum appreciation and perception of various forms of education in the study? And (b) what role internal processes in the school with regard to study? More specifically: Takes primary actions related to the transition to secondary education? Is given study and who does that? What factors play a role (eg. Interest 'primary certificate' ')? What role prevailing views about the students or the study provide? What role the CLB plays in all this?