Education as a Lifelong Process - The German National Educational Panel Study (NEPS)

von: Hans-Peter Blossfeld, Hans-Günther Roßbach

Springer VS, 2019

ISBN: 9783658231620

Sprache: Englisch

385 Seiten, Download: 4106 KB

Format: PDF, auch als Online-Lesen

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Education as a Lifelong Process - The German National Educational Panel Study (NEPS)

	Editorial	6
	Contents	10
	1 The National Educational Panel Study: Need, Main Features, and Research Potential	13
	Abstract	13
	1.1 Project Overview	14
	1.2 Review of Existing Longitudinal Studies on Education	16
	1.3 Organization and Funding	16
	1.4 Dimensions and Stages: The Framing Concept	19
	1.5 Main Research Questions	21
	1.6 Multicohort Sequence Design	22
	1.7 Sampling and Data Collection	24
	1.8 Data Access and Expectations	26
	References	27
	2 Education as a Lifelong Process	29
	Abstract	29
	2.1 Education as a Lifelong Process: Five Theoretical Principles	30
	2.1.1 The Principle of Lifespan Development	30
	2.1.2 The Principle of Linked Lives	32
	2.1.3 The Principle of Agency	33
	2.1.4 The Principle of Timing of Events and Transitions	34
	2.1.5 The Principle of Time and Place	34
	2.2 Methodological Advantages of Longitudinal Data on Educational Processes	35
	2.2.1 Charting Trajectories of Change and Development on the Individual Level	35
	2.2.2 Studying Causal Processes	37
	2.2.3 NEPS Can Take Advantage of “Natural Experiments”	38
	2.2.4 Techniques to Approximate Randomized Controlled Experiments Using Observational Data	38
	2.2.5 Causation as Generative Process	39
	2.2.6 Studying Educational Processes Within Contexts	40
	2.2.7 Studying the Effects of Age Versus Stage	41
	2.3 Conclusion	42
	References	43
	3 Sampling Designs of the National Educational Panel Study: Setup and Panel Development	46
	Abstract	46
	3.1 Introduction	47
	3.2 Definitions of Target Populations and the Actual Initial Sample Sizes	48
	3.2.1 NEPS Starting Cohort 1 (Newborns)	48
	3.2.2 NEPS Starting Cohort 2 (Kindergarten and Elementary School Children)	49
	3.2.3 NEPS Starting Cohorts 3 and 4 (Secondary School Children—5th and 9th Grade)	49
	3.2.4 NEPS Starting Cohort 5 (First-Year Undergraduate Students)	50
	3.2.5 NEPS Starting Cohort 6 (Adults)	50
	3.3 Methodological Background	50
	3.3.1 Stratified Multistage Sampling Based on Explicit and Implicit Stratification	50
	3.3.2 Indirect Sampling	53
	3.4 Sampling Strategies	54
	3.4.1 Starting Cohort 1: Newborns	54
	3.4.2 Starting Cohort 2: Kindergarten and Elementary School Children	54
	3.4.3 Starting Cohorts 3 and 4: 5th- and 9th-Grade Secondary School Children	55
	3.4.4 Starting Cohort 5: First-Year Undergraduate Students	57
	3.4.5 Starting Cohort 6: Adults	58
	3.5 Panel Development	59
	3.5.1 Starting Cohort 1: Newborns	59
	3.5.2 Starting Cohort 2: Kindergarten and Elementary School Children	60
	3.5.3 Starting Cohort 3: 5th Grade Secondary School Children	61
	3.5.4 Starting Cohort 4: 9th Grade Secondary School Children	62
	3.5.5 Starting Cohort 5: First-Year Undergraduate Students	63
	3.5.6 Starting Cohort 6: Adults	63
	3.6 Conclusion	64
	References	65
	4 Development of Competencies Across the Life Course	67
	Abstract	68
	4.1 General Remarks on the Concept of Competence and on the Dynamic of Competence Development	68
	4.2 Which Competencies Are Included in the NEPS: An Overview	70
	4.2.1 Area A: Domain-General Cognitive Abilities and Capacities	72
	4.2.2 Area B: Domain-Specific Cognitive Competencies	73
	4.2.2.1 Assessment of German-Language Competencies (Reading Competence and Listening Comprehension) Across the Life Course	75
	4.2.2.2 Assessment of Mathematical Literacy Across the Life Course	78
	4.2.2.3 Assessment of Scientific Literacy Across the Life Course	80
	4.2.3 Area C: Metacompetencies and Social Competencies	81
	4.2.4 Area D: Stage-Specific (Curriculum- or Job-Related) Attainments, Skills, and Outcome Measures	84
	4.3 Assessment Design and Outlook	85
	References	86
	5 Education Processes in Life-Course-Specific Learning Environments	92
	Abstract	92
	5.1 Introduction	93
	5.2 Conceptual Perspectives	94
	5.2.1 Diversity of Learning Environments	95
	5.2.2 Cumulation of Learning Opportunities	97
	5.2.3 Quality of Learning Opportunities	98
	5.3 Perspectives of Analysis	102
	5.4 Surveying Learning Environments	102
	5.5 Outlook	105
	References	106
	6 Social Inequality and Educational Decisions in the Life Course	109
	Abstract	109
	6.1 Introduction	110
	6.2 Theoretical Models and Empirical Evidence	112
	6.2.1 Rational Choice Theory and Bounded Rationality	112
	6.2.2 Values, Social Norms, and Reference Groups	113
	6.2.3 Social Capital Theory	114
	6.2.4 Cultural Capital Theory	115
	6.3 NEPS Measures for the Constructs in the Educational Stages	116
	6.3.1 Principles of Measuring Social Origin and Sociodemographics	116
	6.3.2 Measuring Rational Choice and Bounded Rationality	118
	6.3.2.1 Expected Probability of Success, Costs, and Benefits	118
	6.3.2.2 Motive of Status Maintenance	119
	6.3.2.3 Information and Time Horizon	119
	6.3.2.4 Aspirations and Value Orientations	119
	6.3.3 Measuring Social Capital and Reference Group Effects	120
	6.3.3.1 Networks of Information, Support, and Obligation	120
	6.3.3.2 Normative Climate and Reference Groups	121
	6.3.4 Dimensions of Cultural Capital	121
	6.3.4.1 Objectified Cultural Capital	121
	6.3.4.2 Institutionalized Cultural Capital	122
	6.3.4.3 Embodied Cultural Capital	122
	6.3.4.4 Reading Culture	122
	References	122
	7 The Education of Migrants and Their Children Across the Life Course	127
	Abstract	127
	7.1 Introduction	128
	7.2 “Ethnic Resources” and the Education of Immigrants and Their Offspring	130
	7.3 Proficiency in L1: Beneficial, Hindering, or Irrelevant for Educational Success?	132
	7.3.1 L1 as a Beneficial Resource	132
	7.3.2 L1 as a Hindrance or Irrelevant Skill	134
	7.4 Ethnic Networks as Promoters of Educational Success?	135
	7.4.1 Ethnic Networks as a Beneficial Resource	135
	7.4.2 Ethnic Networks as a Hindrance	136
	7.5 Analytical Potential of NEPS	138
	References	140
	8 Educational Returns Over the Life Course	145
	Abstract	145
	8.1 Theoretical Concepts	146
	8.2 Labor Market Success as a Key Return to Education	148
	8.2.1 Earnings	148
	8.2.2 Income Expectations	149
	8.2.3 Funding of Education: Family Background and Financing Strategies	151
	8.3 Nonmarket Returns to Education	151
	8.3.1 Health and Health Behavior	152
	8.3.2 Subjective Well-Being and Education	154
	8.3.3 Political and Social Participation	155
	8.3.4 Family Formation and Educational Homogamy	156
	8.4 Conclusion	157
	References	157
	9 Measuring Motivational Concepts and Personality Aspects in the National Educational Panel Study	162
	Abstract	162
	9.1 Introduction	163
	9.2 Motivation	164
	9.2.1 Learning Motivation and Effort	164
	9.2.2 Personal Goals and Goal Pursuit	165
	9.3 Interests	166
	9.3.1 General Interest Orientations	166
	9.3.2 Topic-Related Interests	167
	9.4 Self-Concept	168
	9.4.1 General Self-Concept	168
	9.4.2 Domain-Specific Self-Concept	169
	9.5 Personality	169
	9.6 Social Skills and Parenting Behavior	170
	9.7 Measurement Schedule	171
	9.8 Conclusion	171
	References	173
	10 Disentangling Setting and Mode Effects for Online Competence Assessment	177
	Abstract	177
	10.1 Introduction	178
	10.1.1 Preliminary Remarks	180
	10.2 Investigating Online Assessment	180
	10.2.1 Defining Unstandardized Online Competence Tests	180
	10.2.2 Delivery Mode Differences	181
	10.2.3 Setting-Specific (Self-)Selection	183
	10.2.4 Confounding of Selection Effects and Setting Effects	185
	10.3 Test-Taking Behavior	186
	10.3.1 Setting-Specific Behavior as Mediator	187
	10.3.2 Criteria for Comparable Behavior	188
	10.3.3 The Importance of Paradata	189
	10.4 Framework for Integrating UOA	190
	10.4.1 Reference Sample	190
	10.4.2 Potential Criteria	190
	10.4.3 Creating Comparable Ability Estimates	193
	10.5 Discussion and Outlook	193
	References	195
	11 From Birth to Early Child Care: The Newborn Cohort Study of the National Educational Panel Study	200
	Abstract	200
	11.1 The Competent Infant	201
	11.2 Cross-National Overview of Longitudinal Large-Scale Infant Cohort Studies Focusing on Education	202
	11.3 Early Childhood Developmental Indicators in the NEPS Newborn Cohort Study	207
	11.3.1 Indicators of Competence Development in Infants and Toddlers	208
	11.3.2 Indicators of Quality of Early Learning Environments	211
	11.4 Sample Design and Procedure of the Newborn Cohort Study	213
	11.5 Prospect	214
	References	215
	12 Kindergarten and Elementary School: Starting Cohort 2 of the National Educational Panel Study	220
	Abstract	221
	12.1 Importance of Early Education and Elementary School	221
	12.2 Previous Findings and Theoretical Considerations	223
	12.2.1 Educational Participation and Processes in Preschool Age	223
	12.2.2 Transition from Kindergarten to Elementary School	225
	12.2.3 Educational Processes in Elementary School Age	225
	12.2.4 Transition from Elementary School to Secondary School	226
	12.3 Theoretical Perspectives and Measures in Stages 2 and 3	227
	12.4 Respondents and Instruments	229
	12.5 Concluding Remarks and Outlook	230
	References	231
	13 Transition and Development from Lower Secondary to Upper Secondary School	236
	Abstract	236
	13.1 Introduction: Design of Stage 4 with Starting Cohorts 3 (Grade 5) and 4 (Grade 9)	237
	13.2 Main Questions and General Survey Program of Stage 4—Starting Cohorts 3 and 4	239
	13.2.1 Test Domains and Contents of the Student Questionnaires	239
	13.2.2 Contents of the Interviews with Parents	241
	13.2.3 Contents of the Teacher Questionnaires	241
	13.2.4 Contents of the Questionnaires for Principals	242
	13.3 Stage-Specific Research Questions: Theoretical Foundations and Modes of Assessment	242
	13.3.1 Research Focus of Stage 4	242
	13.3.2 Test Instrument to Assess Orthographic Competence	244
	13.3.3 Reading Engagement	248
	13.3.4 Quality of Instruction	249
	13.4 Conclusion	251
	References	253
	14 Upper Secondary Education in Academic School Tracks and the Transition from School to Postsecondary Education and the Job Market	258
	Abstract	258
	14.1 Introduction	260
	14.2 Systematic Empirical Studies of Upper Secondary Education	261
	14.3 Key Research Areas	264
	14.3.1 Traditional and Nontraditional Pathways to the Abitur	264
	14.3.2 Which Competencies Do Abitur Students Possess?	266
	14.3.3 Social Disparities at the Transition to Higher Education	266
	14.3.4 Achievement, School Grades, and Certificates: Predicting Further Development?	268
	14.4 Instruments	269
	14.5 Documenting the Effects of the Recent Abitur Reforms: Systematic Assessment of Core Competencies Under Changing Institutional Conditions	270
	14.5.1 Reform of the Curriculum and Organization of Upper Secondary Schooling	271
	14.5.2 From 9 to 8 Years: the Introduction of the G8 Gymnasium	272
	14.6 Conclusion	274
	References	275
	15 Vocational Education and Training and Transitions into the Labor Market ,	282
	Abstract	283
	15.1 Introduction	283
	15.2 The German VET System	284
	15.3 Research Approaches and Potential of Stage 6	286
	15.3.1 Educational Decision-Making at the End of General Schooling	287
	15.3.2 Determinants of Youth’s Placement Within the VET System	289
	15.3.3 Successful Completion of VET Programs	291
	15.3.4 Pathways from the VET System into the Labor Market	293
	15.4 Concluding Remarks	295
	References	296
	16 Higher Education and the Transition to Work	301
	Abstract	302
	16.1 Introduction	302
	16.2 Methodological Issues	304
	16.2.1 Study Design	304
	16.2.2 Challenges of Web-Based Surveys and Web-Based Competence Tests	306
	16.2.3 Participation	308
	16.3 Main Research Issues and Overview of Data Collected	310
	16.3.1 Common Features	310
	16.3.2 Specific Features	311
	16.3.2.1 Subject-Specific Competence Test	311
	16.3.2.2 Transitions	312
	16.3.2.3 Learning Environments	313
	16.3.2.4 Employment Situation and Work Characteristics	315
	16.3.2.5 Family Planning	316
	16.3.2.6 Special Survey Program for Teachers and Teacher Candidates	316
	16.4 First-Year Students of the Winter Term 2010/2011: Educational Trajectories of the Cohort	318
	16.5 Conclusion	322
	References	323
	17 Adult Education and Lifelong Learning	328
	Abstract	328
	17.1 Main Objectives	330
	17.2 Conceptual Framework and Research Questions	332
	17.2.1 The Life-Course Perspective on Educational Histories and Adult Education	333
	17.2.2 Competence Endowment and Development	335
	17.2.3 Learning Environments	337
	17.2.4 Social Inequality and Educational Decisions Over the Life Course	339
	17.2.5 Special Target Groups: Migrants	340
	17.2.6 Returns to Education	341
	17.3 Methodological Aspects	342
	17.3.1 Survey Design and Survey Modes	342
	17.3.2 Questionnaire Design	343
	17.4 Conclusion	344
	References	345
	18 Data Protection Issues in the National Educational Panel Study	350
	Abstract	350
	18.1 Introduction	351
	18.2 Survey Data in the Social Sciences	352
	18.3 Data Protection Challenges in the Complex Multicohort Sequence Design	354
	18.4 Legal Regulations	355
	18.5 Data Collection Process	356
	18.6 Data Preparation and Data Dissemination	358
	18.7 Conclusion	361
	References	362
	19 The Research Data Center: Making National Educational Panel Study Data Available for Research	363
	Abstract	363
	19.1 Introduction	364
	19.2 Data Edition	366
	19.3 Data Dissemination	367
	19.4 Data Documentation	370
	19.5 User Service	371
	19.6 The NEPS Data Portfolio and Data Usage	373
	19.7 Outlook	377
	References	379
	Glossary of Institutions in the German Education System	381
	References	385

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