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No Evidence that Strict Educational Tracking Improves Student Performance through Classroom Homogeneity: A Critical Reanalysis of Esser and Seuring (2020).

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Title: No Evidence that Strict Educational Tracking Improves Student Performance through Classroom Homogeneity: A Critical Reanalysis of Esser and Seuring (2020).
Alternate Title: Keine Belege für leistungsfördernde Effekte von strikter Leistungsdifferenzierung durch kognitive Homogenisierung: Eine kritische Reanalyse von Esser und Seuring (2020).
Authors: Heisig, Jan Paul1 (AUTHOR) Jan.Heisig@wzb.eu, Matthewes, Sönke Hendrik2 (AUTHOR) matthewes@uni-potsdam.de
Source: Zeitschrift für Soziologie. Mar2022, Vol. 51 Issue 1, p99-111. 13p.
Database: Sociology Source Ultimate
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  Data: No Evidence that Strict Educational Tracking Improves Student Performance through Classroom Homogeneity: A Critical Reanalysis of Esser and Seuring (2020).
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  Data: Keine Belege für leistungsfördernde Effekte von strikter Leistungsdifferenzierung durch kognitive Homogenisierung: Eine kritische Reanalyse von Esser und Seuring (2020).
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  Data: <searchLink fieldCode="JN" term="%22Zeitschrift+für+Soziologie%22">Zeitschrift für Soziologie</searchLink>. Mar2022, Vol. 51 Issue 1, p99-111. 13p.
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        Value: 10.1515/zfsoz-2022-0001
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      – Code: eng
        Text: English
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        StartPage: 99
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      – TitleFull: No Evidence that Strict Educational Tracking Improves Student Performance through Classroom Homogeneity: A Critical Reanalysis of Esser and Seuring (2020).
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              Text: Mar2022
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              Y: 2022
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