Maximilian Brinkmann
Biographic Data
| ID | 4268975 |
|---|---|
| NAME | Maximilian Brinkmann |
| GIVEN NAMES | Maximilian |
| FAMILY NAME | Brinkmann |
| SIGNATURE | BRINKMANN M |
| AFFILIATIONS | University of Hildesheim |
| ORCID | 0000-0002-3338-1829 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 3 |
| WORKS AS AUTHOR | 3 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2024 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Achievement or Social Background? The Impact of Tracking on the Composition of Schools in an International Comparison
This study explores the implications of early between-school tracking within educational systems – a practice that involves sorting students into different educational pathways based on their achievement levels. We examine two potential effects of this process: (i) the promotion of homogeneous learning environments through tracking, and (ii) the potential for tracking to exacerbate social segregation among schools. To scrutinize these effects, we…
Does between-school tracking increase school segregation among migrant students? A difference-in-differences and multiverse analysis of international large-scale assessment data
This study examines the role of educational tracking in shaping school segregation among first and second-generation migrants, a pressing issue for societal integration. Drawing on the pooled data from international student assessments (PISA, PIRLS, & TIMSS) from 1995 to 2019, we examine a total of 75 countries and assess the extent to which early tracking exacerbates segregation compared to more integrated school systems. Our analysis, based on …
Tracking and social inequalities in school belonging - A difference-in-differences approach
Drawing on ten studies from PIRLS, PISA and TIMSS, we study social inequalities in school belonging in the context of early tracking. We investigate whether a) there are social inequalities in school belonging b) early tracking has an effect on levels of school belonging c) tracking exacerbates social inequalities with respect to school belonging. We constructed a large database which covers a wide range of countries and representative student po…
Achievement or Social Background? The Impact of Tracking on the Composition of Schools in an International Comparison
This study explores the implications of early between-school tracking within educational systems – a practice that involves sorting students into different educational pathways based on their achievement levels. We examine two potential effects of this process: (i) the promotion of homogeneous learning environments through tracking, and (ii) the potential for tracking to exacerbate social segregation among schools. To scrutinize these effects, we…
Does between-school tracking increase school segregation among migrant students? A difference-in-differences and multiverse analysis of international large-scale assessment data
This study examines the role of educational tracking in shaping school segregation among first and second-generation migrants, a pressing issue for societal integration. Drawing on the pooled data from international student assessments (PISA, PIRLS, & TIMSS) from 1995 to 2019, we examine a total of 75 countries and assess the extent to which early tracking exacerbates segregation compared to more integrated school systems. Our analysis, based on …
Achievement or Social Background? The Impact of Tracking on the Composition of Schools in an International Comparison
This study explores the implications of early between-school tracking within educational systems – a practice that involves sorting students into different educational pathways based on their achievement levels. We examine two potential effects of this process: (i) the promotion of homogeneous learning environments through tracking, and (ii) the potential for tracking to exacerbate social segregation among schools. To scrutinize these effects, we…
Does between-school tracking increase school segregation among migrant students? A difference-in-differences and multiverse analysis of international large-scale assessment data
This study examines the role of educational tracking in shaping school segregation among first and second-generation migrants, a pressing issue for societal integration. Drawing on the pooled data from international student assessments (PISA, PIRLS, & TIMSS) from 1995 to 2019, we examine a total of 75 countries and assess the extent to which early tracking exacerbates segregation compared to more integrated school systems. Our analysis, based on …
Tracking and social inequalities in school belonging - A difference-in-differences approach
Drawing on ten studies from PIRLS, PISA and TIMSS, we study social inequalities in school belonging in the context of early tracking. We investigate whether a) there are social inequalities in school belonging b) early tracking has an effect on levels of school belonging c) tracking exacerbates social inequalities with respect to school belonging. We constructed a large database which covers a wide range of countries and representative student po…
Pedagogy (3 works) · Psychology (3 works) · School Choice and Performance (3 works) · Mathematics education (2 works) · Parental Involvement in Education (2 works) · Tracking (education (2 works) · Art (1 work) · Cartography (1 work) · Composition (language (1 work) · Computer Science (1 work)