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Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education Cover

Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education

Swiss Journal of Sociology
Volume 49 (2023): Issue 2 (July 2023)
By: Katja Scharenberg and  Wolfram Rollett  
Open Access
|Aug 2023

Authors

Katja Scharenberg

katja.scharenberg@ph-freiburg.de

Pädagogische Hochschule Freiburg, Institut für Soziologie, Freiburg

Wolfram Rollett

wolfram.rollett@ph-freiburg.de

Pädagogische Hochschule Freiburg, Institut für Erziehungswissenschaft, Freiburg
DOI: https://doi.org/10.2478/sjs-2023-0016 | Journal eISSN: 2297-8348
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Language: English
Page range: 291 - 314
Published on: Aug 18, 2023
Published by: Sciendo
In partnership with: Paradigm Publishing Services
Publication frequency: 3 issues per year
Keywords:
Transition,
tracking,
school composition,
differential environments for students’ development
Related subjects:
Social sciences,
Sociology,
Sociological theory,
Methods, techniques, statistics,
Social structures, social interaction, population, social anthropology,
Sociology, other

© 2023 Katja Scharenberg, Wolfram Rollett, published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License.

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