Blossfeld / Roßbach Education as a Lifelong Process

The German National Educational Panel Study (NEPS)
2. Auflage 2019
ISBN: 978-3-658-23162-0
Verlag: Springer
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, Band 3, 385 Seiten, eBook

Reihe: Edition ZfE

In modernen Wissensgesellschaften ist Bildung die zentrale Voraussetzung sowohl für die demokratische Teilhabe als auch für wirtschaftliches Wachstum und Wohlstand. Eine sich zunehmend rascher wandelnde, globalisierte Welt erfordert die Bewältigung neuer Anforderungen im privaten Leben und in der Berufs- und Arbeitswelt. Um mehr über den Bildungserwerb und seine Folgen für individuelle Lebensverläufe zu erfahren, um zentrale Bildungsprozesse und -verläufe über die gesamte Lebensspanne zu beschreiben und zu analysieren, wird in Deutschland aktuell das Nationale Bildungspanel aufgebaut.

Professor Dr. Dr. h. c. Hans-Peter Blossfeld holds the Chair of Sociology I at the University of Bamberg and was the first Principal Investigator of the National Educational Panel Study (NEPS).Professor (em.) Dr. Hans-Günther Roßbach held the Chair for Early Childhood Education at the University of Bamberg and was the second principal investigator of the National Educational Panel Study (NEPS) and the founding director of the Leibniz Institute for Educational Trajectories (LIfBi).

Zielgruppe

Professional/practitioner

Autoren/Hrsg.

Blossfeld, Hans-Peter

Roßbach, Hans-Günther

Inhaltsverzeichnis

1;Editorial;6
2;Contents;10
3;1 The National Educational Panel Study: Need, Main Features, and Research Potential;13
3.1;Abstract;13
3.2;1.1Project Overview;14
3.3;1.2Review of Existing Longitudinal Studies on Education;16
3.4;1.3Organization and Funding;16
3.5;1.4Dimensions and Stages: The Framing Concept;19
3.6;1.5Main Research Questions;21
3.7;1.6Multicohort Sequence Design;22
3.8;1.7Sampling and Data Collection;24
3.9;1.8Data Access and Expectations;26
3.10;References;27
4;2 Education as a Lifelong Process;29
4.1;Abstract;29
4.2;2.1Education as a Lifelong Process: Five Theoretical Principles;30
4.2.1;2.1.1The Principle of Lifespan Development;30
4.2.2;2.1.2The Principle of Linked Lives;32
4.2.3;2.1.3The Principle of Agency;33
4.2.4;2.1.4The Principle of Timing of Events and Transitions;34
4.2.5;2.1.5The Principle of Time and Place;34
4.3;2.2Methodological Advantages of Longitudinal Data on Educational Processes;35
4.3.1;2.2.1Charting Trajectories of Change and Development on the Individual Level;35
4.3.2;2.2.2Studying Causal Processes;37
4.3.3;2.2.3NEPS Can Take Advantage of “Natural Experiments”;38
4.3.4;2.2.4Techniques to Approximate Randomized Controlled Experiments Using Observational Data;38
4.3.5;2.2.5Causation as Generative Process;39
4.3.6;2.2.6Studying Educational Processes Within Contexts;40
4.3.7;2.2.7Studying the Effects of Age Versus Stage;41
4.4;2.3Conclusion;42
4.5;References;43
5;3 Sampling Designs of the National Educational Panel Study: Setup and Panel Development;46
5.1;Abstract;46
5.2;3.1Introduction;47
5.3;3.2Definitions of Target Populations and the Actual Initial Sample Sizes;48
5.3.1;3.2.1NEPS Starting Cohort 1 (Newborns);48
5.3.2;3.2.2NEPS Starting Cohort 2 (Kindergarten and Elementary School Children);49
5.3.3;3.2.3NEPS Starting Cohorts 3 and 4 (Secondary School Children—5th and 9th Grade);49
5.3.4;3.2.4NEPS Starting Cohort 5 (First-Year Undergraduate Students);50
5.3.5;3.2.5NEPS Starting Cohort 6 (Adults);50
5.4;3.3Methodological Background;50
5.4.1;3.3.1Stratified Multistage Sampling Based on Explicit and Implicit Stratification;50
5.4.2;3.3.2Indirect Sampling;53
5.5;3.4Sampling Strategies;54
5.5.1;3.4.1Starting Cohort 1: Newborns;54
5.5.2;3.4.2Starting Cohort 2: Kindergarten and Elementary School Children;54
5.5.3;3.4.3Starting Cohorts 3 and 4: 5th- and 9th-Grade Secondary School Children;55
5.5.4;3.4.4Starting Cohort 5: First-Year Undergraduate Students;57
5.5.5;3.4.5Starting Cohort 6: Adults;58
5.6;3.5Panel Development;59
5.6.1;3.5.1Starting Cohort 1: Newborns;59
5.6.2;3.5.2Starting Cohort 2: Kindergarten and Elementary School Children;60
5.6.3;3.5.3Starting Cohort 3: 5th Grade Secondary School Children;61
5.6.4;3.5.4Starting Cohort 4: 9th Grade Secondary School Children;62
5.6.5;3.5.5Starting Cohort 5: First-Year Undergraduate Students;63
5.6.6;3.5.6Starting Cohort 6: Adults;63
5.7;3.6Conclusion;64
5.8;References;65
6;4 Development of Competencies Across the Life Course;67
6.1;Abstract;68
6.2;4.1General Remarks on the Concept of Competence and on the Dynamic of Competence Development;68
6.3;4.2Which Competencies Are Included in the NEPS: An Overview;70
6.3.1;4.2.1Area A: Domain-General Cognitive Abilities and Capacities;72
6.3.2;4.2.2Area B: Domain-Specific Cognitive Competencies;73
6.3.2.1;4.2.2.1 Assessment of German-Language Competencies (Reading Competence and Listening Comprehension) Across the Life Course;75
6.3.2.2;4.2.2.2 Assessment of Mathematical Literacy Across the Life Course;78
6.3.2.3;4.2.2.3 Assessment of Scientific Literacy Across the Life Course;80
6.3.3;4.2.3Area C: Metacompetencies and Social Competencies;81
6.3.4;4.2.4Area D: Stage-Specific (Curriculum- or Job-Related) Attainments, Skills, and Outcome Measures;84
6.4;4.3Assessment Design and Outlook;85
6.5;References;86
7;5 Education Processes in Life-Course-Specific Learning Environments;92
7.1;Abstract;92
7.2;5.1Introduction;93
7.3;5.2Conceptual Perspectives;94
7.3.1;5.2.1Diversity of Learning Environments;95
7.3.2;5.2.2Cumulation of Learning Opportunities;97
7.3.3;5.2.3Quality of Learning Opportunities;98
7.4;5.3Perspectives of Analysis;102
7.5;5.4Surveying Learning Environments;102
7.6;5.5Outlook;105
7.7;References;106
8;6 Social Inequality and Educational Decisions in the Life Course;109
8.1;Abstract;109
8.2;6.1Introduction;110
8.3;6.2Theoretical Models and Empirical Evidence;112
8.3.1;6.2.1Rational Choice Theory and Bounded Rationality;112
8.3.2;6.2.2Values, Social Norms, and Reference Groups;113
8.3.3;6.2.3Social Capital Theory;114
8.3.4;6.2.4Cultural Capital Theory;115
8.4;6.3NEPS Measures for the Constructs in the Educational Stages;116
8.4.1;6.3.1Principles of Measuring Social Origin and Sociodemographics;116
8.4.2;6.3.2Measuring Rational Choice and Bounded Rationality;118
8.4.2.1;6.3.2.1 Expected Probability of Success, Costs, and Benefits;118
8.4.2.2;6.3.2.2 Motive of Status Maintenance;119
8.4.2.3;6.3.2.3 Information and Time Horizon;119
8.4.2.4;6.3.2.4 Aspirations and Value Orientations;119
8.4.3;6.3.3Measuring Social Capital and Reference Group Effects;120
8.4.3.1;6.3.3.1 Networks of Information, Support, and Obligation;120
8.4.3.2;6.3.3.2 Normative Climate and Reference Groups;121
8.4.4;6.3.4Dimensions of Cultural Capital;121
8.4.4.1;6.3.4.1 Objectified Cultural Capital;121
8.4.4.2;6.3.4.2 Institutionalized Cultural Capital;122
8.4.4.3;6.3.4.3 Embodied Cultural Capital;122
8.4.4.4;6.3.4.4 Reading Culture;122
8.5;References;122
9;7 The Education of Migrants and Their Children Across the Life Course;127
9.1;Abstract;127
9.2;7.1Introduction;128
9.3;7.2“Ethnic Resources” and the Education of Immigrants and Their Offspring;130
9.4;7.3Proficiency in L1: Beneficial, Hindering, or Irrelevant for Educational Success?;132
9.4.1;7.3.1L1 as a Beneficial Resource;132
9.4.2;7.3.2L1 as a Hindrance or Irrelevant Skill;134
9.5;7.4Ethnic Networks as Promoters of Educational Success?;135
9.5.1;7.4.1Ethnic Networks as a Beneficial Resource;135
9.5.2;7.4.2Ethnic Networks as a Hindrance;136
9.6;7.5Analytical Potential of NEPS;138
9.7;References;140
10;8 Educational Returns Over the Life Course;145
10.1;Abstract;145
10.2;8.1Theoretical Concepts;146
10.3;8.2Labor Market Success as a Key Return to Education;148
10.3.1;8.2.1Earnings;148
10.3.2;8.2.2Income Expectations;149
10.3.3;8.2.3Funding of Education: Family Background and Financing Strategies;151
10.4;8.3Nonmarket Returns to Education;151
10.4.1;8.3.1Health and Health Behavior;152
10.4.2;8.3.2Subjective Well-Being and Education;154
10.4.3;8.3.3Political and Social Participation;155
10.4.4;8.3.4Family Formation and Educational Homogamy;156
10.5;8.4Conclusion;157
10.6;References;157
11;9 Measuring Motivational Concepts and Personality Aspects in the National Educational Panel Study;162
11.1;Abstract;162
11.2;9.1Introduction;163
11.3;9.2Motivation;164
11.3.1;9.2.1Learning Motivation and Effort;164
11.3.2;9.2.2Personal Goals and Goal Pursuit;165
11.4;9.3Interests;166
11.4.1;9.3.1General Interest Orientations;166
11.4.2;9.3.2Topic-Related Interests;167
11.5;9.4Self-Concept;168
11.5.1;9.4.1General Self-Concept;168
11.5.2;9.4.2Domain-Specific Self-Concept;169
11.6;9.5Personality;169
11.7;9.6Social Skills and Parenting Behavior;170
11.8;9.7Measurement Schedule;171
11.9;9.8Conclusion;171
11.10;References;173
12;10 Disentangling Setting and Mode Effects for Online Competence Assessment;177
12.1;Abstract;177
12.2;10.1Introduction;178
12.2.1;10.1.1Preliminary Remarks;180
12.3;10.2Investigating Online Assessment;180
12.3.1;10.2.1Defining Unstandardized Online Competence Tests;180
12.3.2;10.2.2Delivery Mode Differences;181
12.3.3;10.2.3Setting-Specific (Self-)Selection;183
12.3.4;10.2.4Confounding of Selection Effects and Setting Effects;185
12.4;10.3Test-Taking Behavior;186
12.4.1;10.3.1Setting-Specific Behavior as Mediator;187
12.4.2;10.3.2Criteria for Comparable Behavior;188
12.4.3;10.3.3The Importance of Paradata;189
12.5;10.4Framework for Integrating UOA;190
12.5.1;10.4.1Reference Sample;190
12.5.2;10.4.2Potential Criteria;190
12.5.3;10.4.3Creating Comparable Ability Estimates;193
12.6;10.5Discussion and Outlook;193
12.7;References;195
13;11 From Birth to Early Child Care: The Newborn Cohort Study of the National Educational Panel Study;200
13.1;Abstract;200
13.2;11.1The Competent Infant;201
13.3;11.2Cross-National Overview of Longitudinal Large-Scale Infant Cohort Studies Focusing on Education;202
13.4;11.3Early Childhood Developmental Indicators in the NEPS Newborn Cohort Study;207
13.4.1;11.3.1Indicators of Competence Development in Infants and Toddlers;208
13.4.2;11.3.2Indicators of Quality of Early Learning Environments;211
13.5;11.4Sample Design and Procedure of the Newborn Cohort Study;213
13.6;11.5Prospect;214
13.7;References;215
14;12 Kindergarten and Elementary School: Starting Cohort 2 of the National Educational Panel Study;220
14.1;Abstract;221
14.2;12.1Importance of Early Education and Elementary School;221
14.3;12.2Previous Findings and Theoretical Considerations;223
14.3.1;12.2.1Educational Participation and Processes in Preschool Age;223
14.3.2;12.2.2Transition from Kindergarten to Elementary School;225
14.3.3;12.2.3Educational Processes in Elementary School Age;225
14.3.4;12.2.4Transition from Elementary School to Secondary School;226
14.4;12.3Theoretical Perspectives and Measures in Stages 2 and 3;227
14.5;12.4Respondents and Instruments;229
14.6;12.5Concluding Remarks and Outlook;230
14.7;References;231
15;13 Transition and Development from Lower Secondary to Upper Secondary School;236
15.1;Abstract;236
15.2;13.1Introduction: Design of Stage 4 with Starting Cohorts 3 (Grade 5) and 4 (Grade 9);237
15.3;13.2Main Questions and General Survey Program of Stage 4—Starting Cohorts 3 and 4;239
15.3.1;13.2.1Test Domains and Contents of the Student Questionnaires;239
15.3.2;13.2.2Contents of the Interviews with Parents;241
15.3.3;13.2.3Contents of the Teacher Questionnaires;241
15.3.4;13.2.4Contents of the Questionnaires for Principals;242
15.4;13.3Stage-Specific Research Questions: Theoretical Foundations and Modes of Assessment;242
15.4.1;13.3.1Research Focus of Stage 4;242
15.4.2;13.3.2Test Instrument to Assess Orthographic Competence;244
15.4.3;13.3.3Reading Engagement;248
15.4.4;13.3.4Quality of Instruction;249
15.5;13.4Conclusion;251
15.6;References;253
16;14 Upper Secondary Education in Academic School Tracks and the Transition from School to Postsecondary Education and the Job Market;258
16.1;Abstract;258
16.2;14.1Introduction;260
16.3;14.2Systematic Empirical Studies of Upper Secondary Education;261
16.4;14.3Key Research Areas;264
16.4.1;14.3.1Traditional and Nontraditional Pathways to the Abitur;264
16.4.2;14.3.2Which Competencies Do Abitur Students Possess?;266
16.4.3;14.3.3Social Disparities at the Transition to Higher Education;266
16.4.4;14.3.4Achievement, School Grades, and Certificates: Predicting Further Development?;268
16.5;14.4Instruments;269
16.6;14.5Documenting the Effects of the Recent Abitur Reforms: Systematic Assessment of Core Competencies Under Changing Institutional Conditions;270
16.6.1;14.5.1Reform of the Curriculum and Organization of Upper Secondary Schooling;271
16.6.2;14.5.2From 9 to 8 Years: the Introduction of the G8 Gymnasium;272
16.7;14.6Conclusion;274
16.8;References;275
17;15 Vocational Education and Training and Transitions into the Labor Market ,;282
17.1;Abstract;283
17.2;15.1Introduction;283
17.3;15.2The German VET System;284
17.4;15.3Research Approaches and Potential of Stage 6;286
17.4.1;15.3.1Educational Decision-Making at the End of General Schooling;287
17.4.2;15.3.2Determinants of Youth’s Placement Within the VET System;289
17.4.3;15.3.3Successful Completion of VET Programs;291
17.4.4;15.3.4Pathways from the VET System into the Labor Market;293
17.5;15.4Concluding Remarks;295
17.6;References;296
18;16 Higher Education and the Transition to Work;301
18.1;Abstract;302
18.2;16.1Introduction;302
18.3;16.2Methodological Issues;304
18.3.1;16.2.1Study Design;304
18.3.2;16.2.2Challenges of Web-Based Surveys and Web-Based Competence Tests;306
18.3.3;16.2.3Participation;308
18.4;16.3Main Research Issues and Overview of Data Collected;310
18.4.1;16.3.1Common Features;310
18.4.2;16.3.2Specific Features;311
18.4.2.1;16.3.2.1 Subject-Specific Competence Test;311
18.4.2.2;16.3.2.2 Transitions;312
18.4.2.3;16.3.2.3 Learning Environments;313
18.4.2.4;16.3.2.4 Employment Situation and Work Characteristics;315
18.4.2.5;16.3.2.5 Family Planning;316
18.4.2.6;16.3.2.6 Special Survey Program for Teachers and Teacher Candidates;316
18.5;16.4First-Year Students of the Winter Term 2010/2011: Educational Trajectories of the Cohort;318
18.6;16.5Conclusion;322
18.7;References;323
19;17 Adult Education and Lifelong Learning;328
19.1;Abstract;328
19.2;17.1Main Objectives;330
19.3;17.2Conceptual Framework and Research Questions;332
19.3.1;17.2.1The Life-Course Perspective on Educational Histories and Adult Education;333
19.3.2;17.2.2Competence Endowment and Development;335
19.3.3;17.2.3Learning Environments;337
19.3.4;17.2.4Social Inequality and Educational Decisions Over the Life Course;339
19.3.5;17.2.5Special Target Groups: Migrants;340
19.3.6;17.2.6Returns to Education;341
19.4;17.3Methodological Aspects;342
19.4.1;17.3.1Survey Design and Survey Modes;342
19.4.2;17.3.2Questionnaire Design;343
19.5;17.4Conclusion;344
19.6;References;345
20;18 Data Protection Issues in the National Educational Panel Study;350
20.1;Abstract;350
20.2;18.1Introduction;351
20.3;18.2Survey Data in the Social Sciences;352
20.4;18.3Data Protection Challenges in the Complex Multicohort Sequence Design;354
20.5;18.4Legal Regulations;355
20.6;18.5Data Collection Process;356
20.7;18.6Data Preparation and Data Dissemination;358
20.8;18.7Conclusion;361
20.9;References;362
21;19 The Research Data Center: Making National Educational Panel Study Data Available for Research;363
21.1;Abstract;363
21.2;19.1Introduction;364
21.3;19.2Data Edition;366
21.4;19.3Data Dissemination;367
21.5;19.4Data Documentation;370
21.6;19.5User Service;371
21.7;19.6The NEPS Data Portfolio and Data Usage;373
21.8;19.7Outlook;377
21.9;References;379
22;Glossary of Institutions in the German Education System;381
23;References;385

Über Autor(innen)

Professor Dr. Dr. h. c. Hans-Peter Blossfeld holds the Chair of Sociology I at the University of Bamberg and was the first Principal Investigator of the National Educational Panel Study (NEPS).

Professor (em.) Dr. Hans-Günther Roßbach held the Chair for Early Childhood Education at the University of Bamberg and was the second principal investigator of the National Educational Panel Study (NEPS) and the founding director of the Leibniz Institute for Educational Trajectories (LIfBi).