Standard

Sometimes less is more : Educational effectiveness of English as a foreign language instruction in German classrooms. / Leucht, Michael; Buchheit, Julia; Pant, Hans Anand; Köller, Olaf.

in: School Effectiveness and School Improvement, Band 24, Nr. 4, 2013, S. 435-451.

Publikation: Forschung - BegutachtungZeitschriftenaufsätze

Harvard

Leucht, M, Buchheit, J, Pant, HA & Köller, O 2013, 'Sometimes less is more: Educational effectiveness of English as a foreign language instruction in German classrooms' School Effectiveness and School Improvement, Bd 24, Nr. 4, S. 435-451. DOI: 10.1080/09243453.2012.758640

APA

Leucht, M., Buchheit, J., Pant, H. A., & Köller, O. (2013). Sometimes less is more: Educational effectiveness of English as a foreign language instruction in German classrooms. School Effectiveness and School Improvement, 24(4), 435-451. DOI: 10.1080/09243453.2012.758640

Vancouver

Leucht M, Buchheit J, Pant HA, Köller O. Sometimes less is more: Educational effectiveness of English as a foreign language instruction in German classrooms. School Effectiveness and School Improvement. 2013;24(4):435-451. Erhältlich von, DOI: 10.1080/09243453.2012.758640

BibTeX

@article{3eb439e04f58408d80497451af974ec8,
title = "Sometimes less is more: Educational effectiveness of English as a foreign language instruction in German classrooms",
abstract = "This paper evaluates the effect of differing amounts of schooling on outcomes of lower secondary education. Two groups of German academic track students are compared who chose English as either their first (EFFL; n = 2,771) or second (ESFL; n = 345) foreign language throughout secondary school. While EFFL students receive an additional school year of EFL instruction, ESFL students are known to be positively selected in terms of cognitive aptitudes and socioeconomic background. This paper evaluates the impact of varying amounts of schooling on EFL achievement while accounting for student selectivity within a potential outcomes framework. Corresponding results illustrate no such impact. Alternative explanations are discussed and implications regarding the field of educational effectiveness research (EER) are highlighted.",
keywords = "Educational effectiveness research , English as a foreign language , differing amounts of schooling, selection effects of foreign language choice, propensity score matching, educational effectiveness research, English as a foreign language, differing amounts of schooling, selection effects of foreign language choice, propensity score matching",
author = "Michael Leucht and Julia Buchheit and Pant, {Hans Anand} and Olaf Köller",
note = "Received: 27 Feb 2012 Accepted: 20 Jul 2012 Published online: 01 Feb 2013",
year = "2013",
doi = "10.1080/09243453.2012.758640",
volume = "24",
pages = "435--451",
journal = "School Effectiveness and School Improvement",
issn = "0924-3453",
publisher = "Routledge",
number = "4",

}

RIS

TY - JOUR

T1 - Sometimes less is more

T2 - School Effectiveness and School Improvement

AU - Leucht,Michael

AU - Buchheit,Julia

AU - Pant,Hans Anand

AU - Köller,Olaf

N1 - Received: 27 Feb 2012 Accepted: 20 Jul 2012 Published online: 01 Feb 2013

PY - 2013

Y1 - 2013

N2 - This paper evaluates the effect of differing amounts of schooling on outcomes of lower secondary education. Two groups of German academic track students are compared who chose English as either their first (EFFL; n = 2,771) or second (ESFL; n = 345) foreign language throughout secondary school. While EFFL students receive an additional school year of EFL instruction, ESFL students are known to be positively selected in terms of cognitive aptitudes and socioeconomic background. This paper evaluates the impact of varying amounts of schooling on EFL achievement while accounting for student selectivity within a potential outcomes framework. Corresponding results illustrate no such impact. Alternative explanations are discussed and implications regarding the field of educational effectiveness research (EER) are highlighted.

AB - This paper evaluates the effect of differing amounts of schooling on outcomes of lower secondary education. Two groups of German academic track students are compared who chose English as either their first (EFFL; n = 2,771) or second (ESFL; n = 345) foreign language throughout secondary school. While EFFL students receive an additional school year of EFL instruction, ESFL students are known to be positively selected in terms of cognitive aptitudes and socioeconomic background. This paper evaluates the impact of varying amounts of schooling on EFL achievement while accounting for student selectivity within a potential outcomes framework. Corresponding results illustrate no such impact. Alternative explanations are discussed and implications regarding the field of educational effectiveness research (EER) are highlighted.

KW - Educational effectiveness research

KW - English as a foreign language

KW - differing amounts of schooling

KW - selection effects of foreign language choice

KW - propensity score matching

KW - educational effectiveness research

KW - English as a foreign language

KW - differing amounts of schooling

KW - selection effects of foreign language choice

KW - propensity score matching

U2 - 10.1080/09243453.2012.758640

DO - 10.1080/09243453.2012.758640

M3 - Journal articles

VL - 24

SP - 435

EP - 451

JO - School Effectiveness and School Improvement

JF - School Effectiveness and School Improvement

SN - 0924-3453

IS - 4

ER -

ID: 8026