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Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education

Katja Scharenberg

Katja Scharenberg

Pädagogische Hochschule Freiburg, Institut für SoziologieFreiburg,
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Scharenberg, Katja
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Wolfram Rollett

Wolfram Rollett

Pädagogische Hochschule Freiburg, Institut für ErziehungswissenschaftFreiburg,
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Rollett, Wolfram
  
Aug 18, 2023
Schools as Differential Environments for Students’ Development: How Tracking and School Composition Affect Students’ Transition After the End of Compulsory Education's Cover Image
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Published Online: Aug 18, 2023
Page range: 291 - 314
DOI: https://doi.org/10.2478/sjs-2023-0016
Keywords
© 2023 Katja Scharenberg et al., published by Sciendo
This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Language:
English
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3 times per year
Journal Subjects:
Social Sciences, Sociology, Sociological Theory, Methods, Techniques, Statistics, Social Structures, Social Interaction, Population, Social Anthropology, Sociology, other
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