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Sleep and Attention-Deficit/Hyperactivity Disorder (ADHD) have repeatedly been found to be associated with each other. However, the ecological validity of daily life studies to examine the effect of sleep on ADHD symptoms is rarely made use of. In an ambulatory assessment study with measurement burst design, consisting of three bursts (each 6 months apart) of 18 days each, 70 German schoolchildren aged 10–12 years reported on their sleep quality each morning and on their subjective ADHD symptom levels as well as their sleepiness three times a day. It was hypothesized that nightly sleep quality is negatively associated with ADHD symptoms on the inter- as well as the intraindividual level. Thus, we expected children who sleep better to report higher attention and self-regulation. Additionally, sleepiness during the day was hypothesized to be positively associated with ADHD symptoms on both levels, meaning that when children are sleepier, they experience more ADHD symptoms. No association of sleep quality and ADHD symptoms between or within participants was found in multilevel analyses; also, no connection was found between ADHD symptoms and daytime sleepiness on the interindividual level. Unexpectedly, a negative association was found on the intraindividual level for ADHD symptoms and daytime sleepiness, indicating that in moments when children are sleepier during the day, they experience less ADHD symptoms. Explorative analyses showed differential links of nightly sleep quality and daytime sleepiness, with the core symptoms of inattention and hyperactivity/impulsivity, respectively. Therefore, future analyses should take the factor structure of ADHD symptoms into account.
Highlights
• Pre-service teachershave stereotypes towards pupils with autism, Down syndrome and dyslexia.
• Pupils with Down syndrome, autism and dyslexia are associated with distinctive stereotypes.
• These stereotypes can be classified in three resp. four different dimensions.
Abstract
Stereotypes about pupils with special educational needs are prevalent both in society and among pre- and in-service teachers. However, little is known about the specific stereotypes pre-service teachers associate with autistic pupils, pupils with Down syndrome, and pupils with dyslexia. We explored these in two studies. Study 1 (N=13) involved qualitative interviews to identify potential stereotype content. Study 2 (N=213) used these findings to create a questionnaire to quantify these stereotypes. We found distinct stereotypes associated with all three groups of pupils. For successful inclusion, teachers must recognize the uniqueness of each pupil, including those with different diagnoses.
Current deep learning methods are regarded as favorable if they empirically perform well on dedicated test sets. This mentality is seamlessly reflected in the resurfacing area of continual learning, where consecutively arriving data is investigated. The core challenge is framed as protecting previously acquired representations from being catastrophically forgotten. However, comparison of individual methods is nevertheless performed in isolation from the real world by monitoring accumulated benchmark test set performance. The closed world assumption remains predominant, i.e. models are evaluated on data that is guaranteed to originate from the same distribution as used for training. This poses a massive challenge as neural networks are well known to provide overconfident false predictions on unknown and corrupted instances. In this work we critically survey the literature and argue that notable lessons from open set recognition, identifying unknown examples outside of the observed set, and the adjacent field of active learning, querying data to maximize the expected performance gain, are frequently overlooked in the deep learning era. Hence, we propose a consolidated view to bridge continual learning, active learning and open set recognition in deep neural networks. Finally, the established synergies are supported empirically, showing joint improvement in alleviating catastrophic forgetting, querying data, selecting task orders, while exhibiting robust open world application.
Highlights
• Parents with and without migration background differ in educational knowledge.
• Parents with migration background have less educational knowledge on average.
• Variations in educational knowledge by immigrant groups.
• Social and cultural resources are central to explaining knowledge differences.
• Acculturation strategies prove to be of little relevance.
Abstract
Although extant research persistently highlights the importance of information for educational decision-making, better understanding the existence of, and the underlying reasons for, informational differences between immigrant and non-immigrant parents is important. This study examines the differences in the level of information between immigrant and non-immigrant parents of third graders just before they make probably their most important educational decision in the German education system. We draw on approaches highlighting the importance of resources and parents’ acculturation to explain the informational differences between immigrant and non-immigrant parents. Employing linear regression and probability models on data from the National Educational Panel Study in Germany (N = 3961), we demonstrate that all immigrant groups, particularly those from Turkey, the former Yugoslavia, the Middle East, and northern Africa, are significantly less informed than parents without own immigration experience. This result is evident both in our overall test and in various domains of the test, which analyze different aspects of information relevant to parents’ educational decision-making. Furthermore, different endowments with social and cultural capital largely explain the informational differences between parents with and without an immigrant background. In contrast, different acculturation strategies are almost negligible in explaining the differences in the level of information. Our findings provide important insights for research on migration-related inequalities in educational decision-making and for developing interventions to improve migrant parents’ ability to make well-informed and thus intended educational decisions.
Die Lebensphase Alter befindet sich in einem fundamentalen demografischen, sozialen und kulturellen Wandel. Sie ist dabei ambivalent: Einerseits ist sie nicht mehr vorrangig eine Phase des Rückzugs, sondern kann aktiv gestaltet werden. Andererseits ist die Lebensphase durch krisenhafte Erlebnisse, wie etwa den Austritt aus dem Erwerbsleben, Verlust des Partners/der Partnerin oder gesundheitliche Veränderungen gekennzeichnet. Lernen wird umso wichtiger, als es Selbstbestimmung und Aktivität unterstützen und gleichzeitig kritische Lebensereignisse bewältigen helfen kann. In diesem Beitrag wird auf Lernen als erfahrungsreflexiver Prozess geschaut und dargestellt, wie dieser in unterschiedlichen informellen Bildungssettings für ältere Menschen stattfinden kann.
Seit den 1970er Jahren haben sich die Universitäten für Senior*innen geöffnet; anfänglich nur durch die Öffnung bereits vorhandener Studiengänge, mehr und mehr aber auch durch gezielte Bildungsangebote für die Zielgruppe Älterer. Die „Universität des 3. Lebensalters“ (U3L) an der Universität Frankfurt bietet seit 40 Jahren Angebote für Ältere und hat daher Einblicke in die Bildungsbedürfnisse dieser Zielgruppe im Wandel der Zeit gesammelt: Überwog früher das Nachholen akademischer Bildung als Motiv für die Teilnahme, so geht es den sogenannten „Babyboomern“ (Jahrgänge 1955-1964) vielfach um Selbstreflexion von Lebensgestaltung und Lebensvollzug. Am Beispiel der beiden mehrjährigen Lehr-/Lern-Projekte „Biografie und Gesellschaft“ und „Männlichkeiten im Altern“ zeigt der Autor im vorliegenden Beitrag, wie eine teilnehmer*innenorientierte Seminargestaltung für diese Zielgruppe didaktisch erfolgen kann: die Inhalte in allen Phasen der didaktischen Planung entlang der biografisch begründeten Interessen der Teilnehmer*innen ausrichten, die Seminare partizipativ anlegen, eigene und fremde Erfahrungen einbeziehen, Emotionen achtsam aufgreifen und reflektieren. Als Lehrender beschreibt er sich als neugieriger und interessierter Ermöglicher und Begleiter von Lernprozessen, der sich auch selbst als alternder Mit Mensch einbringt.
The new forms and practices of communication on the Internet open up an interdisciplinary field of research within which social media interaction is a central research area. In the first months after the outbreak of the Corona pandemic (2020), fake news has been spread massively via social media. Social media data allow the extraction of large amounts of data and can be used in a variety of ways, e.g., to detect side effects of drugs or to identify groups of people who are critical of certain treatments. Drawing on comments on the discussion platform Reddit, the article reveals the role of everyday experience in fixing knowledge about the placebo effect.
The article deals with the educational language German at German schools abroad and DSD schools in Romania. Schools in regions with autochthonous German minorities are given special consideration, as these contribute to the preservation of the minority‘s cultural identity. Existing empirical studies on language use and language retention at DSD schools are discussed and it is proposed that analyzes should not only be devoted to the norm-orientation in the language use of pupils, but to interactive processes in subject teaching.
In the field of second language acquisition, a lot of emphasis has been placed on factors such as input, age, linguistic background, and prior knowledge of the learner, and there has been ongoing examination and refinement of teaching methods and pedagogy. However, there is still an important factor that is not always considered in the learning process: socio-emotional prerequisites. These prerequisites refer to the non-linguistic factors that vary from person to person and can contribute to the complexity of the learning process. The social environment and emotional states of the learner can heavily influence the learning context, and it is no longer just a matter of considering the cognitive variables of an individual, but rather looking at the individual as a whole, which is formed by multiple variables. The group-specific learning atmosphere can also have greatly impact on the development of the learning process. All these factors raise the question of to what extent they influence the reception and production of a foreign language.
Hintergrund: Mit dem Masterplan 2020 und den an mehreren Universitäten eingeführten Modellstudiengängen befindet sich das Medizinstudium aktuell im Umbruch. Sowohl im Regel- als auch im Modellstudiengang werden medizinrechtliche Aspekte überwiegend im Rahmen rechtsmedizinischer Ausbildungsabschnitte unterrichtet. Allerdings werden Studierende bereits während Famulaturen oder im praktischen Jahr mit juristischen Fragen konfrontiert.
Ziel der Studie war es herauszufinden, ob und in welchem Umfang Studierende der Humanmedizin insbesondere zur ärztlichen Aufklärung und zu den ärztlichen Informationspflichten bis zum Beginn des 4. bzw. 5. klinischen Semesters auf medizinrechtliche Aspekte vorbereitet wurden, und ob Verbesserungen bei der medizinrechtlichen Lehre gewünscht werden.
Material und Methoden: Zwischen den Sommersemestern 2017 und 2019 wurde zu Beginn des Kurses für Rechtsmedizin eine quantitative, standardisierte Umfrage mit insgesamt 373 Studierenden durchgeführt.
Ergebnisse: Wenngleich 98,8 % der Studierenden angaben, Aufklärungsgespräche bereits (mehrfach) praktisch ausgeübt zu haben, bestanden deutliche Defizite in Bezug auf die juristischen Anforderungen an das ärztliche Aufklärungsgespräch und dessen Delegation. So gaben lediglich 5,1 % der Studierenden an, die rechtlichen Grundlagen der ärztlichen Aufklärung sowie die entsprechende Norm aus dem Zivilrecht zu kennen. Über 80 % der Befragten fühlten sich unzureichend auf die rechtlichen Aspekte des praktischen Jahres vorbereitet. Über 90 % der Studierenden wünschten sich eine bessere medizinrechtliche Ausbildung.
Diskussion: Eine fächerübergreifende Etablierung sowie eine über das gesamte Studium verteilte Lehre von Medizinrecht könnte die Vorbereitung auf das praktische Jahr verbessern und das Verständnis für die rechtlichen Anforderungen an die ärztliche Berufstätigkeit fördern. Nach dem derzeitigen Stand der Umsetzung des Masterplans 2020 soll das Medizinrecht in der Learning Opportunities, Objectives and Outcomes Platform (LOOOP) als verbindlicher Ausbildungs- und Lehrinhalt etabliert werden.