Zeitschriftenartikel zum Thema „Vocational tracks“
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Chu, James, Prashant Loyalka, Guirong Li, Liya Gao und Yao Song. „Stereotype Threat and Educational Tracking: A Field Experiment in Chinese Vocational High Schools“. Socius: Sociological Research for a Dynamic World 4 (01.01.2018): 237802311878201. http://dx.doi.org/10.1177/2378023118782011.
Der volle Inhalt der QuelleVan Houtte, Mieke. „Lower-track students’ sense of academic futility: Selection or effect?“ Journal of Sociology 52, Nr. 4 (10.07.2016): 874–89. http://dx.doi.org/10.1177/1440783315600802.
Der volle Inhalt der QuelleZamir, Sara. „Parents’ Perceptions of Their Children’s Vocational Tracking“. Pedagogika 145, Nr. 1 (20.05.2022): 135–50. http://dx.doi.org/10.15823/p.2022.145.8.
Der volle Inhalt der QuelleYastrebov, Gordey, Yuliya Kosyakova und Dmitry Kurakin. „Slipping Past the Test: Heterogeneous Effects of Social Background in the Context of Inconsistent Selection Mechanisms in Higher Education“. Sociology of Education 91, Nr. 3 (28.05.2018): 224–41. http://dx.doi.org/10.1177/0038040718779087.
Der volle Inhalt der QuelleWallrich, Lukas, Keon West und Adam Rutland. „Civic understanding mediates of the effect of educational tracks on voting intentions in German schools“. Citizenship, Social and Economics Education 20, Nr. 2 (20.05.2021): 84–102. http://dx.doi.org/10.1177/20471734211016501.
Der volle Inhalt der QuelleMerino, Rafael. „Las sucesivas reformas de la formación profesional en España o la paradoja entre integración y segregación escolar“. education policy analysis archives 21 (01.09.2013): 66. http://dx.doi.org/10.14507/epaa.v21n66.2013.
Der volle Inhalt der QuelleCheng, Ching Ho. „Online Shadow Education in Hong Kong: Perspectives from Secondary School Students and Private Tutors“. Best Evidence in Chinese Education 11, Nr. 2 (30.07.2022): 1477–97. http://dx.doi.org/10.15354/bece.22.or063.
Der volle Inhalt der QuelleCao, Yan, und Shanshan Tang. „General and Vocational Tracks and Equity of Higher Education Enrollment Opportunities among Classes: A Reconstruction of Indicator System for Social Class-based Differential Enrollment Opportunities and its Empirical Analysis“. Best Evidence in Chinese Education 11, Nr. 1 (31.05.2022): 1461–66. http://dx.doi.org/10.15354/bece.22.ab003.
Der volle Inhalt der QuelleBeattie, Irenee R. „Tracking Women’s Transitions to Adulthood“. Youth & Society 49, Nr. 1 (03.08.2016): 96–117. http://dx.doi.org/10.1177/0044118x14527467.
Der volle Inhalt der QuelleKuzmina, Julia, und Martin Carnoy. „The effectiveness of vocational versus general secondary education“. International Journal of Manpower 37, Nr. 1 (04.04.2016): 2–24. http://dx.doi.org/10.1108/ijm-01-2015-0022.
Der volle Inhalt der QuelleDi Maio, Gina, Lukas Graf und Anna Wilson. „Torn between economic efficiency and social equality? Short-track apprenticeships in Denmark, Germany and Switzerland“. European Educational Research Journal 18, Nr. 6 (25.08.2019): 699–723. http://dx.doi.org/10.1177/1474904119869561.
Der volle Inhalt der QuelleTjaden, Jasper Dag, und Katja Scharenberg. „Ethnic choice effects at the transition into upper-secondary education in Switzerland“. Acta Sociologica 60, Nr. 4 (19.12.2016): 309–24. http://dx.doi.org/10.1177/0001699316679491.
Der volle Inhalt der QuelleVan Houtte, Mieke, und Dimitri Van Maele. „Students’ Sense of Belonging in Technical/Vocational Schools versus Academic Schools: The Mediating Role of Faculty Trust in Students“. Teachers College Record: The Voice of Scholarship in Education 114, Nr. 7 (Juli 2012): 1–36. http://dx.doi.org/10.1177/016146811211400706.
Der volle Inhalt der QuelleKim, Suehye. „Vocational education and numeracy acquisition of young adults: A comparison of education systems in German and English speaking countries“. European Journal of Education 58, Nr. 4 (10.11.2023): 699–718. http://dx.doi.org/10.1111/ejed.12578.
Der volle Inhalt der QuelleMerino, Rafael, Ona Valls und Albert Sánchez-Gelabert. „Comprehensive School and Vocational Training in Spain. A Longitudinal Approach from the Transition from Lower to Upper Secondary Education“. Education Sciences 11, Nr. 3 (02.03.2021): 101. http://dx.doi.org/10.3390/educsci11030101.
Der volle Inhalt der QuelleBasler, Ariane, und Irene Kriesi. „The Development of Informal Competences Between the End of Compulsory School and Early Adulthood“. Swiss Journal of Sociology 48, Nr. 2 (01.07.2022): 285–315. http://dx.doi.org/10.2478/sjs-2022-0016.
Der volle Inhalt der Quellevan den Bergh, Huub. „Doorlopende Leerlijnen Taal en Rekenen“. Toegepaste Taalwetenschap in Artikelen 86 (01.01.2011): 9–16. http://dx.doi.org/10.1075/ttwia.86.02ber.
Der volle Inhalt der QuelleLee, Bora, und Soo-yong Byun. „Socioeconomic Status, Vocational Aspirations, School Tracks, and Occupational Attainment in South Korea“. Journal of Youth and Adolescence 48, Nr. 8 (29.06.2019): 1494–505. http://dx.doi.org/10.1007/s10964-019-01056-5.
Der volle Inhalt der QuelleBailey, Thomas R., und Clive R. Belfield. „The False Dichotomy between Academic Learning & Occupational Skills“. Daedalus 148, Nr. 4 (Oktober 2019): 164–78. http://dx.doi.org/10.1162/daed_a_01765.
Der volle Inhalt der QuelleKirbiš, Andrej. „Environmental Attitudes among Youth: How Much Do Young People and Parental Educational Characteristics Matter?“ Sustainability 15, Nr. 15 (03.08.2023): 11921. http://dx.doi.org/10.3390/su151511921.
Der volle Inhalt der QuelleTjaden, Jasper Dag. „Migrant Background and Access to Vocational Education in Germany: Self-Selection, Discrimination, or Both?“ Zeitschrift für Soziologie 46, Nr. 2 (01.05.2017): 107–23. http://dx.doi.org/10.1515/zfsoz-2017-1007.
Der volle Inhalt der QuelleBarone, Carlo, Giulia Assirelli, Giovanni Abbiati, Gianluca Argentin und Deborah De Luca. „Social origins, relative risk aversion and track choice“. Acta Sociologica 61, Nr. 4 (08.10.2017): 441–59. http://dx.doi.org/10.1177/0001699317729872.
Der volle Inhalt der QuelleBenfratello, Luigi, Giuseppe Sorrenti und Gilberto Turati. „Tracking in the tracks in the Italian public schooling: Inequality patterns in an urban context“. ECONOMIA PUBBLICA, Nr. 2 (August 2020): 39–70. http://dx.doi.org/10.3280/ep2020-002002.
Der volle Inhalt der QuelleDvořák, Dominik, Petr Meyer, Silvie R. Kučerová, Jan Vyhnálek und Ondřej Šmíd. „Changing places, changing tracks: Inter-school mobility among Czech secondary students“. Journal of Pedagogy 11, Nr. 1 (01.06.2020): 83–105. http://dx.doi.org/10.2478/jped-2020-0005.
Der volle Inhalt der QuellePeeters, M., L. Laninga-Wijnen und R. Veenstra. „Differences in Adolescents’ Alcohol Use and Smoking Behavior between Educational Tracks: Do Popularity Norms Matter?“ Journal of Youth and Adolescence 50, Nr. 9 (07.07.2021): 1884–95. http://dx.doi.org/10.1007/s10964-021-01467-3.
Der volle Inhalt der QuelleUtvær, Britt Karin, und Ellen Saur. „Små- og stordriftsfordeler i yrkesfaglige løp: Stedets betydning for opplæring i skole og bedrift“. Nordic Journal of Comparative and International Education (NJCIE) 3, Nr. 3 (09.12.2019): 43–60. http://dx.doi.org/10.7577/njcie.3270.
Der volle Inhalt der QuelleLISTVIN, ALEXANDER A., und MARINA A. GARTH. „SUBJECT AREA “TECHNOLOGY” AND FORMATION OF REGIONAL EDUCATIONAL STRUCTURES“. Cherepovets State University Bulletin 6, Nr. 105 (2021): 129–39. http://dx.doi.org/10.23859/1994-0637-2021-6-105-11.
Der volle Inhalt der QuelleDi Stasio, Valentina. „‘Diversion or safety net?’ Institutions and public opinion on vocational education and training“. Journal of European Social Policy 27, Nr. 4 (Oktober 2017): 360–72. http://dx.doi.org/10.1177/0958928717719199.
Der volle Inhalt der QuelleVan Houtte, Mieke. „Global Self-Esteem in Technical/Vocational Versus General Secondary School Tracks: A Matter of Gender?“ Sex Roles 53, Nr. 9-10 (November 2005): 753–61. http://dx.doi.org/10.1007/s11199-005-7739-y.
Der volle Inhalt der QuelleBense Ferreira Alves, Celia, und Michel Nguyen Duc Long. „Mesdames et Messieurs Les Proviseurs: Principals Address Structural Inequalities in a Diverse High School“. ANNALS of the American Academy of Political and Social Science 673, Nr. 1 (September 2017): 266–95. http://dx.doi.org/10.1177/0002716217726763.
Der volle Inhalt der QuelleVan Caudenberg, Rut, Noel Clycq und Christiane Timmerman. „Feeling at home in school: Migrant youths’ narratives on school belonging in Flemish secondary education“. European Educational Research Journal 19, Nr. 5 (18.05.2020): 428–44. http://dx.doi.org/10.1177/1474904120923184.
Der volle Inhalt der QuelleLandberg, Monique, und Peter Noack. „A Grounded Theory Study on Motivational Development After Detours in Young Adulthood – How Extra-Vocational Training Affects Aspirations“. International Journal for Research in Vocational Education and Training 9, Nr. 1 (18.03.2022): 66–91. http://dx.doi.org/10.13152/ijrvet.9.1.4.
Der volle Inhalt der QuellePfister, Curdin, Simone N. Tuor Sartore und Uschi Backes-Gellner. „The relative importance of type of education and subject area: empirical evidence for educational decisions“. Evidence-based HRM: a Global Forum for Empirical Scholarship 5, Nr. 1 (03.04.2017): 30–58. http://dx.doi.org/10.1108/ebhrm-05-2015-0019.
Der volle Inhalt der QuelleGolsteijn, Rianne H. J., Hieronymus J. M. Gijselaers, Hans H. C. M. Savelberg, Amika S. Singh und Renate H. M. de Groot. „Differences in Habitual Physical Activity Behavior between Students from Different Vocational Education Tracks and the Association with Cognitive Performance“. International Journal of Environmental Research and Public Health 18, Nr. 6 (16.03.2021): 3031. http://dx.doi.org/10.3390/ijerph18063031.
Der volle Inhalt der QuelleLaih, Hueih-Lirng, und Ian Westbury. „Transformation of Taiwan's Upper Secondary Education System“. education policy analysis archives 6 (08.09.1998): 18. http://dx.doi.org/10.14507/epaa.v6n18.1998.
Der volle Inhalt der QuelleEstipona, Jane Delano R. „Strategic Intervention Material (SIM): Its Effectiveness in Teaching Beauty Nail Care Services“. American Journal of Physical Education and Health Science 2, Nr. 1 (28.03.2024): 30–34. http://dx.doi.org/10.54536/ajpehs.v2i1.2412.
Der volle Inhalt der QuelleAaltonen, Sanna. „‘My mother thought upper secondary school was OK, but then my sibling said no’ - Young People's Perceptions of the Involvement of Parents and Siblings in their Future Choices“. Sociological Research Online 21, Nr. 1 (Februar 2016): 65–76. http://dx.doi.org/10.5153/sro.3850.
Der volle Inhalt der QuelleKauppinen, T. M. „Schools as Mediators of Neighbourhood Effects on Choice Between Vocational and Academic Tracks of Secondary Education in Helsinki“. European Sociological Review 24, Nr. 3 (20.02.2008): 379–91. http://dx.doi.org/10.1093/esr/jcn016.
Der volle Inhalt der QuelleWeber, Sylvain. „Human capital depreciation and education level“. International Journal of Manpower 35, Nr. 5 (29.07.2014): 613–42. http://dx.doi.org/10.1108/ijm-05-2014-0122.
Der volle Inhalt der QuelleEiríksdóttir, Elsa, und Per-Åke Rosvall. „VET Teachers’ Interpretations of Individualisation and Teaching of Skills and Social Order in two Nordic Countries“. European Educational Research Journal 18, Nr. 3 (25.02.2019): 355–75. http://dx.doi.org/10.1177/1474904119830022.
Der volle Inhalt der QuelleDunekacke, Simone, Lars Jenßen und Sigrid Blömeke. „The role of opportunities to learn in early childhood teacher education from two perspectives: A multilevel model“. Zeitschrift für Erziehungswissenschaft 24, Nr. 6 (28.10.2021): 1429–52. http://dx.doi.org/10.1007/s11618-021-01052-1.
Der volle Inhalt der QuelleWorley, Paul, Anne Martin, David Prideaux, Richard Woodman, Elizabeth Worley und Michael Lowe. „Vocational career paths of graduate entry medical students at Flinders University: a comparison of rural, remote and tertiary tracks“. Medical Journal of Australia 188, Nr. 3 (Februar 2008): 177–78. http://dx.doi.org/10.5694/j.1326-5377.2008.tb01567.x.
Der volle Inhalt der QuelleMartin, Cathie Jo. „Imagine All the People“. World Politics 70, Nr. 3 (19.06.2018): 398–442. http://dx.doi.org/10.1017/s0043887118000023.
Der volle Inhalt der QuelleSchels, Brigitte, Corinna Kleinert, Melanie Fischer-Browne und Lea Ahrens. „Compromises between Occupational Aspirations and VET Occupations—a Contribution to the Reproduction of Social Inequalities?“ Zeitschrift für Soziologie 51, Nr. 2 (30.06.2022): 154–73. http://dx.doi.org/10.1515/zfsoz-2022-0011.
Der volle Inhalt der QuelleAlfonsi, Livia, Oriana Bandiera, Vittorio Bassi, Robin Burgess, Imran Rasul, Munshi Sulaiman und Anna Vitali. „Tackling Youth Unemployment: Evidence From a Labor Market Experiment in Uganda“. Econometrica 88, Nr. 6 (2020): 2369–414. http://dx.doi.org/10.3982/ecta15959.
Der volle Inhalt der QuelleLengyelova, Kristina, und Nefeli Dimopoulou. „Benchmarking of the e-Learning Quality Assurance in Vocational Education and Training: Project Results“. Quality Innovation Prosperity 27, Nr. 2 (31.07.2023): 1–15. http://dx.doi.org/10.12776/qip.v27i2.1855.
Der volle Inhalt der QuelleTarabini, Aina, und Judith Jacovkis. „Las transiciones a la educación secundaria post obligatoria en Cataluña: Un análisis desde la sociología de la política educativa“. education policy analysis archives 28 (06.07.2020): 102. http://dx.doi.org/10.14507/epaa.28.4860.
Der volle Inhalt der QuelleYiu, Lisa, und Jennifer Adams. „Reforming Rural Education in China: Understanding Teacher Expectations for Rural Youth“. China Quarterly 216 (19.11.2013): 993–1017. http://dx.doi.org/10.1017/s0305741013001136.
Der volle Inhalt der QuelleБедарева, Л. Ю., und Е. В. Ломтева. „Educational trajectories of 9th grade graduates: Regional features“. Vocational education and labour market, Nr. 2(49) (30.06.2022): 103–18. http://dx.doi.org/10.52944/port.2022.49.2.007.
Der volle Inhalt der QuelleZimmermann, Barbara, und Simon Seiler. „The Relationship between Educational Pathways and Occupational Outcomes at the Intersection of Gender and Social Origin“. Social Inclusion 7, Nr. 3 (05.09.2019): 79–94. http://dx.doi.org/10.17645/si.v7i3.2035.
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