Education as a Lifelong Process (eBook)

Professor Dr. Dr. h. c. Hans-Peter Blossfeld holds the Chair of Sociology I at the University of Bamberg and was the first Principal Investigator of the National Educational Panel Study (NEPS).Professor (em.) Dr. Hans-Günther Roßbach held the Chair for Early Childhood Education at the University of Bamberg and was the second principal investigator of the National Educational Panel Study (NEPS) and the founding director of the Leibniz Institute for Educational Trajectories (LIfBi).

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