1.

The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools

2.

The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools

3.

The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools

4.

The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools

5.

The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools

6.

The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools

7.

The Role of Teaching Styles in the Development of School Alienation and Behavioral Consequences: A Mixed Methods Study of Luxembourgish Primary Schools

1.

School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

2.

School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

3.

School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

4.

School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

5.

School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

6.

School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

7.

School alienation and academic achievement in Switzerland and Luxembourg: a longitudinal perspective

1.

Educational trajectories through secondary education in Luxembourg: how does permeability affect educational inequalities? ; Bildungslaufbahnen durch die luxemburgische Sekundarstu...

2.

Educational trajectories through secondary education in Luxembourg: how does permeability affect educational inequalities? ; Bildungslaufbahnen durch die luxemburgische Sekundarstu...

3.

Educational trajectories through secondary education in Luxembourg: how does permeability affect educational inequalities? ; Bildungslaufbahnen durch die luxemburgische Sekundarstu...

4.

Educational trajectories through secondary education in Luxembourg: how does permeability affect educational inequalities? ; Bildungslaufbahnen durch die luxemburgische Sekundarstu...

5.

Educational trajectories through secondary education in Luxembourg: how does permeability affect educational inequalities? ; Bildungslaufbahnen durch die luxemburgische Sekundarstu...

6.

Educational trajectories through secondary education in Luxembourg: how does permeability affect educational inequalities? ; Bildungslaufbahnen durch die luxemburgische Sekundarstu...

7.

Educational trajectories through secondary education in Luxembourg: how does permeability affect educational inequalities? ; Bildungslaufbahnen durch die luxemburgische Sekundarstu...

1.

Do students' language backgrounds explain achievement differences in the Luxembourgish education system?

2.

Do students' language backgrounds explain achievement differences in the Luxembourgish education system?

3.

Do students' language backgrounds explain achievement differences in the Luxembourgish education system?

4.

Do students' language backgrounds explain achievement differences in the Luxembourgish education system?

5.

Do students' language backgrounds explain achievement differences in the Luxembourgish education system?

6.

Do students' language backgrounds explain achievement differences in the Luxembourgish education system?

7.

Do students' language backgrounds explain achievement differences in the Luxembourgish education system?

1.

Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland

2.

Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland

3.

Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland

4.

Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland

5.

Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland

6.

Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland

7.

Changes in school alienation profiles among secondary school students and the role of teaching style. Results from a longitudinal study in Luxembourg and Switzerland

1.

Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern

2.

Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern

3.

Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern

4.

Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern

5.

Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern

6.

Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern

7.

Who aspires to higher education? Axes of inequality, values of education and higher education aspirations in secondary schools in Luxembourg and the Swiss Canton of Bern

1.

Teachers' images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg

2.

Teachers' images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg

3.

Teachers' images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg

4.

Teachers' images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg

5.

Teachers' images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg

6.

Teachers' images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg

7.

Teachers' images of the ideal student as a marker for school culture and its role in school alienation during the transition from primary to secondary education in Luxembourg

1.

Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland

2.

Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland

3.

Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland

4.

Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland

5.

Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland

6.

Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland

7.

Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland

8.

Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland

9.

Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland

1.

Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

2.

Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

3.

Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

4.

Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

5.

Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

6.

Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

7.

Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

8.

Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

9.

Refining the Spady–Tinto approach: the roles of individual characteristics and institutional support in students’ higher education dropout intentions in Luxembourg

1.

Chancengleichheit und Leistungsmotiv in der Bildungspolitik: Die Debatten um die Gesamtschule am Beispiel Luxemburgs ; Equality of opportunity and merit in educational politics: Th...

2.

Chancengleichheit und Leistungsmotiv in der Bildungspolitik: Die Debatten um die Gesamtschule am Beispiel Luxemburgs ; Equality of opportunity and merit in educational politics: Th...

3.

Chancengleichheit und Leistungsmotiv in der Bildungspolitik: Die Debatten um die Gesamtschule am Beispiel Luxemburgs ; Equality of opportunity and merit in educational politics: Th...

4.

Chancengleichheit und Leistungsmotiv in der Bildungspolitik: Die Debatten um die Gesamtschule am Beispiel Luxemburgs ; Equality of opportunity and merit in educational politics: Th...

5.

Chancengleichheit und Leistungsmotiv in der Bildungspolitik: Die Debatten um die Gesamtschule am Beispiel Luxemburgs ; Equality of opportunity and merit in educational politics: Th...

6.

Chancengleichheit und Leistungsmotiv in der Bildungspolitik: Die Debatten um die Gesamtschule am Beispiel Luxemburgs ; Equality of opportunity and merit in educational politics: Th...

7.

Chancengleichheit und Leistungsmotiv in der Bildungspolitik: Die Debatten um die Gesamtschule am Beispiel Luxemburgs ; Equality of opportunity and merit in educational politics: Th...