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Teachers’ Professional Development pp 153–166Cite as

The Validity of Predictors of Academic and Vocational-Training Achievement

A Review of the Literature

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Part of the book series: The Future of Education Research ((FUTU))

Abstract

In many situations in educational settings, educational personnel are faced with problems that are associated with choosing the best option for a learner. For instance, teachers may ask about the age at which a child should enter primary school. In school systems with hierarchical tracking (e.g., in Germany, Switzerland, or Luxembourg), teachers may have to make a decision at the end of primary school about which track a student should attend in secondary school.

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Author information

Authors and Affiliations

  1. University of Luxembourg, Luxembourg

    Florian Klapproth

  2. University of Luxembourg, Luxembourg

    Paule Schaltz

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  1. Florian Klapproth
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  2. Paule Schaltz
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Editors and Affiliations

  1. University of Luxembourg, Luxembourg

    Sabine Krolak-Schwerdt

  2. University of Luxembourg, Luxembourg

    Sabine Glock

  3. University of Luxembourg, Luxembourg

    Matthias Böhmer

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Klapproth, F., Schaltz, P. (2014). The Validity of Predictors of Academic and Vocational-Training Achievement. In: Krolak-Schwerdt, S., Glock, S., Böhmer, M. (eds) Teachers’ Professional Development. The Future of Education Research. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6209-536-6_9

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