Abstract
To empirically address the research questions outlined above, data was collected from ten classes of 9th-graders and ten classes of 10th-graders in three Stadtteilschulen in Hamburg in the form of a questionnaire, a language assessment task and a test for cognitive abilities. The schools were selected by the social index KESS 7, which describes the composition of the student body in general schools in Hamburg in terms of the students’ social situation. The index ranges from 1 (strongly disadvantaged social situation of students) to 6 (privileged social situation of students).
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Gogolin, I., Dirim, I., Klinger, T., Lange, I., Lengyel, D., Michel, U., Neumann, U., Reich, H. H., Roth, H.-J., & Schwippert, K. (2011). Förderung von Kindern und Jugendlichen mit Migrationshintergrund FörMig: Bilanz und Perspektiven eines Modellprogramms (Vol. 7). Münster: Waxmann.
Heller, K., & Perleth, C. (2000). Kognitiver Fähigkeitstest für bis 12. Klassen, Revision: KFT 4-12+ R. Manual. Göttingen: Beltz Test.
Ilić, V. (2012). Home-Literacy Practices and Academic Language Skills of Migrant Pupils. In J. Duarte & I. Gogolin (Eds.), Tertium Comparationis (Vol. 18, pp. 190–208). Münster: Waxmann.
Ilić, V. (2013). Sprachstandserhebungen unter der Bedingung von Mehrsprachigkeit in der Sekundarstufe I und II. In F. Hellmich & K. Siekmann (Eds.), Sprechen, Lesen und Schreiben lernen - Erfolgreiche Konzepte der Sprachförderung (pp. 29–53). Berlin: DGLS.
Reich, H. H., Roth, H.-J., & Döll, M. (2009). Fast Catch Bumerang – Auswertungshinweise, Schreibimpuls und Auswertungsbogen. In D. Lengyel, H. H. Reich, H.-J. Roth & M. Döll (Eds.), Von der Sprachdiagnose zur Sprachförderung (pp. 209–241). Münster: Waxmann.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
Copyright information
© 2015 Springer Fachmedien Wiesbaden
About this chapter
Cite this chapter
Trebbels, M. (2015). Study design. In: The transition at the end of compulsory full-time education. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-06241-5_7
Download citation
DOI: https://doi.org/10.1007/978-3-658-06241-5_7
Published:
Publisher Name: Springer VS, Wiesbaden
Print ISBN: 978-3-658-06240-8
Online ISBN: 978-3-658-06241-5
eBook Packages: Humanities, Social Science (German Language)