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Given the high degree of educational differentiation in most countries, we do this using a more differentiated educational attainment variable than what is commonly used.
All of those developments are instrumental in undermining the highly differentiated educational system in Germany, with its "Facharbeiter", "Meister" and well trained engineers.
Migrants are on average less knowledgeable of the different educational options in their destination countries and will therefore be less able to navigate their children successfully through the more differentiated educational systems.
The latter conclusion deviates from results found by Pfeffer (2008) and Dunne (2010) for native pupils from lower classes, who perform also less in differentiated educational systems (see also Dronkers, Van der Velde & Dunne, 2012).
Whereas former research has repeatedly shown that the effect of social class origin on the educational performance of native pupils is larger in countries with differentiated educational systems (see e.g. Dupriez et al., 2008; Duru-Bellat and Suchaut, 2005; Pfeffer, 2008; and Schütz, Ursprung, and Wössmann,2005), we find the opposite pattern for migrant pupils.
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But do these non-gender-differentiated educational expectations or in some cases more ambitious for expectations for girls coincide with an egalitarian involvement by parents in their sons' and daughters' education?
Figure 1 illustrates this interaction: the influence of parental education on the educational performance of migrants is weaker in highly and moderately differentiated education systems than in comprehensive systems.
But the effect of moderately differentiated education system on education performance is more positive (although not significant) than that of a comprehensive education system (16 points), and that runs partly against the first hypothesis that any differentiation in educational systems is detrimental for the educational performance of migrant children.
In order to create optimal learning conditions for students the use of a differentiated approach to the educational process is presented in the paper.
The ideal early education system is both integrated and differentiated, ensuring both common developmental and educational goals, yet is adaptive to individual needs and preferences, and works both in a child centred and family centred way.
As the Left has spent the past decades creating and studying different educational models: project-based learning, differentiated instruction, constructivism, the Montessori approach, direct instruction, integrated curriculum through regular public and charter schools (public schools with greater autonomy over curriculum and instruction in exchange from greater accountability for results).
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