German school system

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This paper deals with the integration of migrant children in informal communication networks in four diffenrent schools in Germany. The basic assumption is that these networks can serve as an indicator for the networking and embedding that take place within the class community and therefore can be used to investigate the integration of pupils with a migrant background. The initial results of our network analytical study reveal that the pupils with a migrant background are well integrated into the class networks. The study discloses that the migrant background does not serve as a conclusive characteristic of the pattern of class networks. The pupils are more or less networked with each other regardless of their migrant background, though it did emerge that children and adolescents born abroad, in particular, are far more likely to have outgoing relationships that remain unreciprocated.

Although curricular analyses are of crucial importance for curricular development, documents for teaching writing in English as a foreign language [EFL] in Germany have not yet received much attention. Our study explores what beliefs about writing guide educational policy documents for teaching EFL in Germany. Using Ivanič’s (2004) discourses of writing [DoW] as a theoretical lens, we conduct a curricular analysis of 11 curricula for lower secondary school (Year 9/10) and their guiding superordinate documents. Our data suggest that none of the documents offers a comprehensive conceptualization of writing. The skills and the genre discourses are predominant; the process, the creativity, and the social practices discourses receive little attention, while the sociopolitical discourse of writing is missing. Differences in discourse frequency in curricula among school types and federal states may hinder transitions between educational tracks. The relative neglect of the procedural charac...

Refugee students are significantly less likely to access higher education in Germany (de Paiva Lareiro 2019, p. 10).  This gives reason to examine more closely the process of how adolescent refugees (AR) have been integrated into the German school system with regard to equal opportunities.
Critics claim that the German school system systematically assigns AR to educational programs that lead to vocational training, in order to compensate for the lack of skilled workers (Schroeder & Seukwa, 2018, Crul et al., 2016). In North Rhine Westphalia, the school assignment process has been found to lack standardization and be highly dependent on individuals (Jäger et al., 2021). Preparatory classes are accused of leading to social exclusion and academic disadvantage (Karayakali & Nieden, 2018). Whether AR agree with these points of criticisms and what their suggestions for optimization are, is the central research topic of this master thesis.
For this purpose, five AR were interviewed following Helfferrich’s (2019) model. All participants were integrated into a Berlin secondary school between 2015 and 2017 at the age between 15 and 17. Following Mayring & Fenzl’s (2019) qualitative content analysis, four aspects were then analyzed: 1) educational aspirations and backgrounds, 2) integration experiences into the Berlin school system, 3) subjective evaluations of these, and 4) suggestions for optimization.
This study showed that centralized standardization of decision-making processes and teaching content is necessary. The interviewed AR criticized the high decision-making power ascribed to individuals and lack of objective criteria. In addition, not only foreign language but also curricular knowledge should be given greater consideration. AR stated that the welcome classes did not prepare them adequately for the regular classes.
In order to pursue an academic career, AR had to show a high degree of personal initiative, especially in school transition phases. There has been a bias in presenting either vocational or academic educational paths to students, depending on the school form attended. Due to the high degree of subjectivity, the experiences and evaluations of the support received varied greatly. However, the ratings of the experiences at school improved over time.

This paper deals with the integration of migrant children in informal communication networks in four diffenrent schools in Germany. The basic assumption is that these networks can serve as an indicator for the networking and embedding that take place within the class community and therefore can be used to investigate the integration of pupils with a migrant background. The initial results of our network analytical study reveal that the pupils with a migrant background are well integrated into the class networks. The study discloses that the migrant background does not serve as a conclusive characteristic of the pattern of class networks. The pupils are more or less networked with each other regardless of their migrant background, though it did emerge that children and adolescents born abroad, in particular, are far more likely to have outgoing relationships that remain unreciprocated.

Die vorliegende Studie stellt die Geschichte der ersten höheren Lehranstalt Rüsselsheims seit der Kaiserzeit (1896) bis heute dar. Unter Einbeziehung offizieller und privater Quellen sowie von Archivmaterial wird die Geschichte einer hessischen Schule aus dem Blickwinkel der Schüler, Lehrer und Eltern beschrieben. Dabei werden sowohl die lokalen als auch die bundesweiten historischen Ereignisse wie auch die Meilen-steine der deutschen Schulgeschichte einbezogen. Ein faszinierendes Stück deutscher Schulgeschichte, zugleich ein Beitrag zur Mentalitäts-und Sozialgeschichte.

This paper deals with the integration of migrant children in informal communication networks in four diffenrent schools in Germany. The basic assumption is that these networks can serve as an indicator for the networking and embedding that take place within the class community and therefore can be used to investigate the integration of pupils with a migrant background. The initial results of our network analytical study reveal that the pupils with a migrant background are well integrated into the class networks. The study discloses that the migrant background does not serve as a conclusive characteristic of the pattern of class networks. The pupils are more or less networked with each other regardless of their migrant background, though it did emerge that children and adolescents born abroad, in particular, are far more likely to have outgoing relationships that remain unreciprocated.

In this paper I am examinin the German school-leaving exam (Abitur) in subject English, referring to a number of validity threats. My validity review will necessarily set out from the Abitur’s assessment purpose, but it will be centred on the test design, both in terms of construct and its operationalization through actual tasks. The validity threats that I will discuss will emerge from relating the test design to the assessment purpose, but also to the interpretation of the results.
My analysis leans, both in its approach and its tools, on Messick’s framework (1993, 1995), which sees validity as a unified concept, impossible to evaluate without relating the measuring tool to its purpose and use, thus both to the pre-assessment and post-assessment stages.
The paper consists of a descriptive and of an analytic section. The former provides a brief overview of the Abitur English exam against a summary historical background, particularly due to the fact that spring 2017 has seen a substantially revised examination rolled out. It is this new exam format that makes the object of the present paper. The second section looks into the validity threats that arise from the connection between the test, its assessed domain and the inferences based on the results.

Recently the proposal hat turned up pleading for Arabic as (teaching-)language at German schools. After a good number of reactions to this demonstrating the practical impossibility of realizing this proposal, this short reply insists on the fact that there are – unfortunately still near to – non written Arabic languages and an official written language presenting serious deficiencies and drawbacks for functioning as a written national language.

This paper aims at applying the social violence perspective developed by Kleinman, Das and Locke (1997) on the research of educational experience of the children of Turkish immigrants in Germany. The opportunities for educational mobility and equal participation are identified from the relevant literature, and are analysed from the point of view of social violence and social suffering. One specific characteristic of the German educational system - tracking after grade four, is singled out as having the most detrimental effect on educational opportunities, and reasons for considering it from a collective, instead of individual perspective of suffering outlined. In the conclusion, the implications of considering data pertaining to educational achievement of Turkish youth in a Germany from the point of view of social violence are briefly discussed.