uu77

To promote equal opportunities in education, many secondary schools work with heterogeneous transition classes in which pupils with different primary school advice levels are placed together. The way in which schools organise heterogeneous transition classes educationally influences the development of pupils. This learning pathway investigates how the curriculum in heterogeneous transition classes and differentiation by teachers to primary school recommendations and performance levels look at different schools in South-East Gelderland. It also investigates how different organisational variants influence level awareness, self-confidence, motivation and learning performance of pupils with different primary school recommendations and background characteristics. Based on this, success factors will be identified for the organisation of promising heterogeneous transition classes.