Janna Teltemann
Biographic Data
| ID | 4268976 |
|---|---|
| NAME | Janna Teltemann |
| GIVEN NAMES | Janna |
| FAMILY NAME | Teltemann |
| SIGNATURE | TELTEMANN J |
| AFFILIATIONS | University of Hildesheim |
| ORCID | 0000-0003-0329-3104 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 2 |
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…
Spatial segregation of families with migrant background in the high-status City of Munich
Ethnic residential segregation can result from preferential choices or from market forces. Depending on whether it evolved voluntarily or forcibly, segregation can have differential effects on immigrant integration. Using the example of Munich as a major German city, we examine the unequal spatial distribution of migrants and non-migrants. Following an approach proposed by Frank Kalter we calculate indices of residential segregation, which are ad…
Standardized Testing, Use of Assessment Data, and Low Reading Performance of Immigrant and Non-immigrant Students in OECD Countries
This paper investigates the effects of standardized testing and publication of achievement data on low reading performance for immigrant and non-immigrant students in 30 OECD countries. The paper aims to test hypotheses derived from a principal-agent framework. According to this theoretical perspective, standardized assessments alone should not be associated with reading performance. Instead, the model proposes that the provision of the results t…
Bildungssoziologie
This textbook provides an introduction to the sociology of education and is aimed at undergraduate students who do not major in sociology. The sociology of education provides important fundamental knowledge, in particular for future teachers and students of education. There is a rising demand for reflexive professional knowledge among teachers and educationalists. The sociology of education contributes in this regard by analysing the conditions t…
The impact of marketisation and spatial proximity on reading performance
What are crucial determinants of a country’s average educational performance? Using data from the OECD PISA 2012 study on 58 countries, we develop a typology of educational regimes based on marketisation in terms of school autonomy and accountability. Following organisational theories, we expect that school autonomy is an ideal condition for student achievement, particularly in combination with efficient accountability practices. We test the effe…
Education systems, school segregation, and second-generation immigrants’ educational success
Many countries are increasingly being challenged to integrate their growing immigrant populations. A major key to successful integration is the educational attainment of immigrant offspring. According to the results of comparative studies, second-generation immigrant students often lag behind their non-immigrant counterparts even though the host countries perform very differently with respect to the education of immigrant offspring. This study in…
Räumliche Segregation von Familien mit Migrationshintergrund in deutschen Großstädten
Die „kognitive Exklusion“ junger Migranten im Ländervergleich
Convergence in education policy? A quantitative analysis of policy change and stability in OECD countries
In this article, we quantitatively assess education policy change in OECD countries. While research has frequently underlined the importance of international exchange for national policy development, it is yet unclear whether resulting policies are converging. By distinguishing different kinds of education policy goals, we hypothesise that indicators related to macro-level goals are more likely to converge than those related to implementation. We…
Education systems, school segregation, and second-generation immigrants’ educational success
Many countries are increasingly being challenged to integrate their growing immigrant populations. A major key to successful integration is the educational attainment of immigrant offspring. According to the results of comparative studies, second-generation immigrant students often lag behind their non-immigrant counterparts even though the host countries perform very differently with respect to the education of immigrant offspring. This study in…
Convergence in education policy? A quantitative analysis of policy change and stability in OECD countries
In this article, we quantitatively assess education policy change in OECD countries. While research has frequently underlined the importance of international exchange for national policy development, it is yet unclear whether resulting policies are converging. By distinguishing different kinds of education policy goals, we hypothesise that indicators related to macro-level goals are more likely to converge than those related to implementation. We…
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 …
Räumliche Segregation von Familien mit Migrationshintergrund in deutschen Großstädten
Die „kognitive Exklusion“ junger Migranten im Ländervergleich
Die „kognitive Exklusion“ junger Migranten im Ländervergleich
Convergence in education policy? A quantitative analysis of policy change and stability in OECD countries
In this article, we quantitatively assess education policy change in OECD countries. While research has frequently underlined the importance of international exchange for national policy development, it is yet unclear whether resulting policies are converging. By distinguishing different kinds of education policy goals, we hypothesise that indicators related to macro-level goals are more likely to converge than those related to implementation. We…
Räumliche Segregation von Familien mit Migrationshintergrund in deutschen Großstädten
Education systems, school segregation, and second-generation immigrants’ educational success
Many countries are increasingly being challenged to integrate their growing immigrant populations. A major key to successful integration is the educational attainment of immigrant offspring. According to the results of comparative studies, second-generation immigrant students often lag behind their non-immigrant counterparts even though the host countries perform very differently with respect to the education of immigrant offspring. This study in…
The impact of marketisation and spatial proximity on reading performance
What are crucial determinants of a country’s average educational performance? Using data from the OECD PISA 2012 study on 58 countries, we develop a typology of educational regimes based on marketisation in terms of school autonomy and accountability. Following organisational theories, we expect that school autonomy is an ideal condition for student achievement, particularly in combination with efficient accountability practices. We test the effe…
Bildungssoziologie
This textbook provides an introduction to the sociology of education and is aimed at undergraduate students who do not major in sociology. The sociology of education provides important fundamental knowledge, in particular for future teachers and students of education. There is a rising demand for reflexive professional knowledge among teachers and educationalists. The sociology of education contributes in this regard by analysing the conditions t…
Standardized Testing, Use of Assessment Data, and Low Reading Performance of Immigrant and Non-immigrant Students in OECD Countries
This paper investigates the effects of standardized testing and publication of achievement data on low reading performance for immigrant and non-immigrant students in 30 OECD countries. The paper aims to test hypotheses derived from a principal-agent framework. According to this theoretical perspective, standardized assessments alone should not be associated with reading performance. Instead, the model proposes that the provision of the results t…
Spatial segregation of families with migrant background in the high-status City of Munich
Ethnic residential segregation can result from preferential choices or from market forces. Depending on whether it evolved voluntarily or forcibly, segregation can have differential effects on immigrant integration. Using the example of Munich as a major German city, we examine the unequal spatial distribution of migrants and non-migrants. Following an approach proposed by Frank Kalter we calculate indices of residential segregation, which are ad…
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…
Political science (7 works) · Psychology (6 works) · School Choice and Performance (6 works) · Global Educational Reforms and Inequalities (5 works) · Mathematics education (5 works) · Sociology (5 works) · Economics (4 works) · Parental Involvement in Education (4 works) · Pedagogy (4 works) · Art (3 works)