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dc.contributor.authorMichaelowa, Katharinaen
dc.contributor.authorBourdon, Jeanen
dc.date.accessioned2011-07-13-
dc.date.accessioned2011-07-14T14:36:43Z-
dc.date.available2011-07-14T14:36:43Z-
dc.date.issued2006-
dc.identifier.urihttp://hdl.handle.net/10419/48200-
dc.description.abstractWhile increased heterogeneity in schools (diversity) leads to reduced segregation and greater equity for students from different family backgrounds, it is often expected to have a negative impact on overall performance, and on student well-being and motivation. In this study, neither cross-country comparisons nor student-level analysis confirm this hypothesis. In some countries, students' overall achievement as well as their interest and engagement even appear to be positively influenced by diversity, notably by socio-economic and cultural diversity. In Germany, socio-economic diversity has a positive impact on student achievement, and ability related and cultural diversity positively affect interest and engagement in mathematics.en
dc.language.isoengen
dc.publisher|aHamburgisches WeltWirtschaftsInstitut (HWWI) |cHamburgen
dc.relation.ispartofseries|aHWWI Research Paper |x3-2en
dc.subject.ddc330en
dc.titleThe impact of student diversity in secondary schools: An analysis of the international PISA data and implications for the German education system-
dc.typeWorking Paperen
dc.identifier.ppn664104916en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen
dc.identifier.repecRePEc:zbw:hwwirp:3-2en

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