Benjamin Schimke
Biographic Data
| ID | 5884797 |
|---|---|
| NAME | Benjamin Schimke |
| GIVEN NAMES | Benjamin |
| FAMILY NAME | Schimke |
| SIGNATURE | SCHIMKE B |
| AFFILIATIONS | University of Wuppertal |
| ORCID | 0000-0002-9399-3229 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Educational stratification and political interest
This study examines whether changing educational tracks at the transition to upper secondary school affects the development of political interest among German adolescents. Using 5 years of panel data from the National Educational Panel Study (NEPS; N = 1578), we distinguish between academic tracks leading to higher education entrance qualifications and non-academic tracks leading to vocational qualifications. Linear panel models show that student…
Teacher practice under the structural challenges of academic second chance education
Academic second-chance education (SCE) provides young adults with the opportunity for upward mobility. However, many young people in academic SCE have unfavourable prerequisites, which make it difficult for them to meet academic requirements. In this article, we explore how teachers respond to this challenge in their practice and the extent to which teacher practice matches learner expectations. We look at formal academic SCE and the following as…
Vocational Pathways to Higher Education
In this study, we examine whether vocational pathways to a higher education entrance certificate (HEEC) via upper secondary vocational schools lead to wages in the first five years of the occupational career that are comparable to the wages achieved after following the “royal roads” in general education, which lead directly to HEEC. We derive hypotheses on wage differences and the reasons for these differences from classical labour market theorie…
Pupils' knowledge of rules and its influence on rule-breaking behaviour in the classroom – A mixed methods study
This study explores pupils’ knowledge of rules and its connection with their behaviour during lessons. A mixed methods approach that includes standardised classroom observations conducted on 63 days in 22 first-year classes and qualitative interviews with 107 individual children is used. Qualitative analyses suggest that the majority of children know the rules specific to the classroom they are in and demonstrate how differentiated their knowledg…
Signalwirkung von Bildungskarrieren für die Einmündungschancen in eine duale Ausbildung
Das deutsche Bildungssystem erlaubt über allgemeinbildende und berufliche Schulen eine Vielfalt von Bildungswegen zu schulischen Abschlüssen. Im vorliegenden Beitrag wird mithilfe einer Vignettenstudie die Auswahl von Bewerberinnen und Bewerbern mit Haupt-, mittlerem Schulabschluss und Studienberechtigung von allgemeinbildenden und beruflichen Schulen für ein Bewerbungsgespräch für einen dualen Ausbildungsberuf experimentell untersucht. Auf der G…
Nachweise für berufliche Qualifikationen oder doch nur ein Motivationssignal? Zur Wirkung non-formaler Weiterbildungszertifikate in der Personalauswahl
Der vorliegende Beitrag widmet sich der Frage, ob Nachweise non-formaler Weiterbildungskurse zum Erfolg in Bewerbungssituationen beitragen und damit den Hinweisen zu beruflichen Aufstiegsperspektiven in der nationalen Weiterbildungsstrategie und den subjektiv-individuellen Nutzenerwartungen der Teilnehmenden gerecht werden. Hierbei wird erstmals systematisch untersucht, ob nichtmonetäre Erträge lebenslangen Lernens auf die in Kursen erworbenen Fe…
The development of the intention to study of pupils from different social backgrounds in non-traditional pathways to higher education
In this paper we investigate whether and if so why different pathways to higher education (HE) have an effect on the development of the intention to study and its motivational factors of pupils from different social backgrounds. In Germany as well as in many other countries, non-traditional pathways—mostly vocational oriented schools, but also comprehensive schools—lead to eligibility for HE. Drawing on the theory of planned behaviour (Ajzen in O…
Lohnt sich das Nachholen eines Schulabschlusses? Alternative Wege zur Hochschulreife und ihre Arbeitsmarkterträge
The development of the intention to study of pupils from different social backgrounds in non-traditional pathways to higher education
In this paper we investigate whether and if so why different pathways to higher education (HE) have an effect on the development of the intention to study and its motivational factors of pupils from different social backgrounds. In Germany as well as in many other countries, non-traditional pathways—mostly vocational oriented schools, but also comprehensive schools—lead to eligibility for HE. Drawing on the theory of planned behaviour (Ajzen in O…
Lohnt sich das Nachholen eines Schulabschlusses? Alternative Wege zur Hochschulreife und ihre Arbeitsmarkterträge
Vocational Pathways to Higher Education
In this study, we examine whether vocational pathways to a higher education entrance certificate (HEEC) via upper secondary vocational schools lead to wages in the first five years of the occupational career that are comparable to the wages achieved after following the “royal roads” in general education, which lead directly to HEEC. We derive hypotheses on wage differences and the reasons for these differences from classical labour market theorie…
Nachweise für berufliche Qualifikationen oder doch nur ein Motivationssignal? Zur Wirkung non-formaler Weiterbildungszertifikate in der Personalauswahl
Der vorliegende Beitrag widmet sich der Frage, ob Nachweise non-formaler Weiterbildungskurse zum Erfolg in Bewerbungssituationen beitragen und damit den Hinweisen zu beruflichen Aufstiegsperspektiven in der nationalen Weiterbildungsstrategie und den subjektiv-individuellen Nutzenerwartungen der Teilnehmenden gerecht werden. Hierbei wird erstmals systematisch untersucht, ob nichtmonetäre Erträge lebenslangen Lernens auf die in Kursen erworbenen Fe…
Lohnt sich das Nachholen eines Schulabschlusses? Alternative Wege zur Hochschulreife und ihre Arbeitsmarkterträge
The development of the intention to study of pupils from different social backgrounds in non-traditional pathways to higher education
In this paper we investigate whether and if so why different pathways to higher education (HE) have an effect on the development of the intention to study and its motivational factors of pupils from different social backgrounds. In Germany as well as in many other countries, non-traditional pathways—mostly vocational oriented schools, but also comprehensive schools—lead to eligibility for HE. Drawing on the theory of planned behaviour (Ajzen in O…
Nachweise für berufliche Qualifikationen oder doch nur ein Motivationssignal? Zur Wirkung non-formaler Weiterbildungszertifikate in der Personalauswahl
Der vorliegende Beitrag widmet sich der Frage, ob Nachweise non-formaler Weiterbildungskurse zum Erfolg in Bewerbungssituationen beitragen und damit den Hinweisen zu beruflichen Aufstiegsperspektiven in der nationalen Weiterbildungsstrategie und den subjektiv-individuellen Nutzenerwartungen der Teilnehmenden gerecht werden. Hierbei wird erstmals systematisch untersucht, ob nichtmonetäre Erträge lebenslangen Lernens auf die in Kursen erworbenen Fe…
Signalwirkung von Bildungskarrieren für die Einmündungschancen in eine duale Ausbildung
Das deutsche Bildungssystem erlaubt über allgemeinbildende und berufliche Schulen eine Vielfalt von Bildungswegen zu schulischen Abschlüssen. Im vorliegenden Beitrag wird mithilfe einer Vignettenstudie die Auswahl von Bewerberinnen und Bewerbern mit Haupt-, mittlerem Schulabschluss und Studienberechtigung von allgemeinbildenden und beruflichen Schulen für ein Bewerbungsgespräch für einen dualen Ausbildungsberuf experimentell untersucht. Auf der G…
Teacher practice under the structural challenges of academic second chance education
Academic second-chance education (SCE) provides young adults with the opportunity for upward mobility. However, many young people in academic SCE have unfavourable prerequisites, which make it difficult for them to meet academic requirements. In this article, we explore how teachers respond to this challenge in their practice and the extent to which teacher practice matches learner expectations. We look at formal academic SCE and the following as…
Vocational Pathways to Higher Education
In this study, we examine whether vocational pathways to a higher education entrance certificate (HEEC) via upper secondary vocational schools lead to wages in the first five years of the occupational career that are comparable to the wages achieved after following the “royal roads” in general education, which lead directly to HEEC. We derive hypotheses on wage differences and the reasons for these differences from classical labour market theorie…
Pupils' knowledge of rules and its influence on rule-breaking behaviour in the classroom – A mixed methods study
This study explores pupils’ knowledge of rules and its connection with their behaviour during lessons. A mixed methods approach that includes standardised classroom observations conducted on 63 days in 22 first-year classes and qualitative interviews with 107 individual children is used. Qualitative analyses suggest that the majority of children know the rules specific to the classroom they are in and demonstrate how differentiated their knowledg…
Educational stratification and political interest
This study examines whether changing educational tracks at the transition to upper secondary school affects the development of political interest among German adolescents. Using 5 years of panel data from the National Educational Panel Study (NEPS; N = 1578), we distinguish between academic tracks leading to higher education entrance qualifications and non-academic tracks leading to vocational qualifications. Linear panel models show that student…
Political science (5 works) · Pedagogy (4 works) · Psychology (4 works) · Medicine (3 works) · Sociology and Education Studies (3 works) · Vocational education (3 works) · Art (2 works) · Global Educational Reforms and Inequalities (2 works) · Gynecology (2 works) · Humanities (2 works)