Ausgabe 1/2010, 102. Jahrgang S. 70–85
Macht der Klassenlehrer einen Unterschied?
Schullaufbahnempfehlungen und Bildungschancen von Grundschülern
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Do teacher variables have an influence on inequal educational opportunities of elementary school students, in addition to the multiple proven impacts of the social background? This article deals with the influence of a class teacher’s (a) gender, (b) professional experience, and (c) main subject on the probability that a student gets a recommendation for grammar school. It is based on the results of a survey of all fourth graders at Wiesbaden elementary schools, their parents, and their teachers. The results indicate that a student’s chances to get a recommendation for grammar school in case of equal school grades are the better, the more oft en a class teacher has already been in charge of the transition of fourth graders to secondary schools. Moreover, the chances to get a recommendation for grammar school get worse for students whose class teacher is a German teacher because he lays more stress on the grade in German. The teachers’ gender has no effect on the probability to get a recommendation for grammar school however, neither separately nor in relation to the students’ gender. Though the selection process which has been practiced for a long time shall not be legitimized, this article will give a first stocktaking of the issue “teachers and educational opportunities”. An objective description of the actual state of decision-making of the relevant players is an indispensable pre-condition for further discussion.
educational opportunities, teacher variables, class teacher, elementary school, multi-level analysis, school recommendations