Literaturnachweis - Detailanzeige
Autor/inn/en | Boyadjieva, Pepka; Ilieva-Trichkova, Petya |
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Titel | Horizontal Differentiation Matters: Moderating Influence of the Type of Upper Secondary Education on Students' Transitions |
Quelle | In: European Education, 51 (2019) 1, S.32-50 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Boyadjieva, Pepka) ORCID (Ilieva-Trichkova, Petya) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1056-4934 |
DOI | 10.1080/10564934.2017.1411764 |
Schlagwörter | Secondary Education; Track System (Education); High School Graduates; Outcomes of Education; Foreign Countries; Academic Achievement; Socioeconomic Background; Selective Admission; Academic Education; Vocational Education; General Education; Employment; Higher Education; Bulgaria Sekundarbereich; Leistungsgruppe; Leistungsdifferenzierung; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Lernleistung; Schulerfolg; Ausland; Schulleistung; Sozioökonomische Lage; Bildungsselektion; Akademische Bildung; Ausbildung; Berufsbildung; Allgemein bildendes Schulwesen; Allgemeinbildung; Dienstverhältnis; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bulgarien |
Abstract | This article explores how the horizontal differentiation of upper secondary education affects students' transitions after graduation. It builds upon the institutional perspective on education and draws on data from a nationally representative survey. The analysis shows a considerable variation in graduates' patterns of transition according to the type of secondary education and that the type of secondary education program moderates the effect of the academic achievement and of students' socioeconomic background on students' patterns of transition. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |