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Kleine Klassen und gute Luft: Warum sind die Grundschulen auf dem Land besser?

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  • Birkenfeld, Florian

Abstract

Diese Arbeit untersucht anhand von PIRLS 2001 die unterschiedlichen Leseleistungen von Kindern an städtischen und ländlichen Grundschulen in Deutschland. Verwendet wird eine Dreiebenenanalyse, um nach und nach den vermeintlichen Stadt-Land-Unterschied durch Schüler-, Familien-, Klassen-, Lehrer- und Schulcharakteristika zu erklären. Es stellt sich heraus, das vor allem die Situation der Familie einen großen Beitrag zu dieser Erklärung liefert, Klassengrößeneffekte sind an deutschen Grundschulen nicht signifikant. Folglich muss die Bildungspolitik auch nicht zwingend allein für mehr Personal, sondern für eine bessere und individuelle Förderung benachteiligter Schüler sorgen. --

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Bibliographic Info

Paper provided by University of Passau, Faculty of Business and Economics in its series Passauer Diskussionspapiere, Volkswirtschaftliche Reihe with number V-56-08.

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Date of creation: 2008
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Handle: RePEc:zbw:upadvr:v5608

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Postal: 94030 Passau
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Web page: http://www.wiwi.uni-passau.de/index.php?L=2
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Related research

Keywords: Klassengröße; ländliche Regionen; Mehrebenenanalyse; Schulleistung; PIRLS; Produktionsfunktion;

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References

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  1. Thomas Fuchs & Ludger Woessmann, 2004. "What Accounts for International Differences in Student Performance? A Re-examination using PISA Data," Econometric Society 2004 Australasian Meetings 274, Econometric Society.
  2. Landvoigt, Tim & Muehler, Grit & Pfeiffer, Friedhelm, 2007. "Duration and Intensity of Kindergarten Attendance and Secondary School Track Choice," ZEW Discussion Papers 07-051, ZEW - Zentrum für Europäische Wirtschaftsforschung / Center for European Economic Research.
  3. Richard J. Murnane, 2008. "Educating Urban Children," NBER Working Papers 13791, National Bureau of Economic Research, Inc.
  4. Jens Südekum, 2005. "The Pitfalls of Regional Education Policy," FinanzArchiv: Public Finance Analysis, Mohr Siebeck, Tübingen, vol. 61(3), pages 327-, November.
  5. Caroline M. Hoxby, 2000. "The Effects Of Class Size On Student Achievement: New Evidence From Population Variation," The Quarterly Journal of Economics, MIT Press, vol. 115(4), pages 1239-1285, November.
  6. L. Quadrado & W. Heijman & H. Folmer, 2001. "Multidimensional Analysis of Regional Inequality: The case of Hungary," Social Indicators Research, Springer, vol. 56(1), pages 21-42, October.
  7. Edwin Leuven & Hessel Oosterbeek & Marte Rønning, 2008. "Quasi-experimental Estimates of the Effect of Class Size on Achievement in Norway," Scandinavian Journal of Economics, Wiley Blackwell, vol. 110(4), pages 663-693, December.
  8. Silva Portela, Maria Conceicao A. & Thanassoulis, Emmanuel, 2001. "Decomposing school and school-type efficiency," European Journal of Operational Research, Elsevier, vol. 132(2), pages 357-373, July.
  9. Birkenfeld, Florian & Hanafy, Shima'a, 2008. "Wie zentral sind die Abschlussprüfungen an deutschen Schulen wirklich?," Passauer Diskussionspapiere, Volkswirtschaftliche Reihe V-55-08, University of Passau, Faculty of Business and Economics.
  10. Edward P. Lazear, 1999. "Educational Production," NBER Working Papers 7349, National Bureau of Economic Research, Inc.
  11. Florian Birkenfeld, 2008. "Schulleistungen von Maedchen und Jungen. Gleichberechtigung als Bildungsmotor?," Working Papers 047, Bavarian Graduate Program in Economics (BGPE).
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