370 Bildung und Erziehung
Refine
Year of publication
Document Type
- Article (145) (remove)
Language
- English (145) (remove)
Has Fulltext
- yes (145)
Is part of the Bibliography
- no (145)
Keywords
- copyright (4)
- higher education (4)
- journals (4)
- paywalls (4)
- Germany (3)
- Higher education (3)
- Learning analytics (3)
- LibGen (3)
- PISA (3)
- Sci-Hub (3)
Institute
- Psychologie (29)
- Erziehungswissenschaften (25)
- Deutsches Institut für Internationale Pädagogische Forschung (DIPF) (22)
- Neuere Philologien (16)
- Medizin (15)
- Psychologie und Sportwissenschaften (11)
- Biowissenschaften (10)
- Gesellschaftswissenschaften (10)
- Präsidium (7)
- Informatik (5)
The relations between Turkey and Germany have a long history that involves collaboration and partnership in many areas. After 1960s, this relationship gained a new dimension as hundreds of thousands of Turkish workers immigrated to Germany. This paper presents a brief history of the relations between the two countries, and the cultural and language-related problems experienced by Turkish people in Germany. More specifically, it focuses on the background and current state of the Turkish Language and Culture course taught to the Turkish youth in German schools. Problems regarding the implementation of this course are discussed with reference to official statistics. Finally, suggestions are offered to address the challenges faced to improve the Turkish Language and Culture course so that Turkish children can successfully learn their origin-language, and eventually achieve competence in both Turkish and German in their academic studies.
Academic self-efficacy (ASE) refers to a student’s global belief in his/her ability to master the various academic challenges at university and is an essential antecedent of wellbeing and performance. The five-item General Academic Self-Efficacy Scale (GASE) showed promise as a short and concise measure for overall ASE. However, of its validity and reliability outside of Scandinavia is limited. Therefore, this paper aimed to investigate the psychometric properties, longitudinal invariance, and criterion validity of the GASE within a sample of university students (Time 1: n = 1056 & Time 2: n = 592) in the USA and Western Europe. The results showed that a unidimensional factorial model of overall ASE fitted the data well was reliable and invariant across time. Further, criterion validity was established by finding a positive relationship with task performance at different time stamps. Therefore, the GASE can be used as a valid and reliable measure for general ASE.
Social identification has been shown to be a protective resource for mental health. In this study, the relationships between social identification and emotional, as well as cognitive symptoms of test anxiety are investigated. Participants were university students diagnosed with test anxiety (N = 108). They completed questionnaires regarding a range of psychopathologic stress symptoms, and their social identification with fellow students and with their study program. Results reveal negative relations between social identification and almost all investigated emotional and cognitive symptoms of test anxiety. Based on this study, interventions could be developed that strengthen the social identity of university students.
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.
This article uses survey data from the German Socio-Economic Panel (GSOEP) to analyze the persistence of educational attainment across three generations in Germany. I obtain evidence of a robust effect of grandparents’ education on respondents’ own educational attainment in West Germany, net of parental class, education, occupational status, family income, parents’ relationship history, and family size. I also test whether the grandparent effect results from resource compensation or cumulative advantage and find empirical support for both mechanisms. In comparison, the intergenerational association between grandparents’ and respondents’ education is considerably weaker in East Germany and is also mediated completely by parental education. There are hardly any gender differences in the role of grandparents for respondents’ educational attainment, except for the fact that resource compensation is found to be exclusively relevant for women’s attainment in both West Germany and in East Germany after German reunification and the associated transition to an open educational system.
"PULS." – a blog-based online-magazine for students of medicine of the Goethe University Frankfurt
(2013)
In the context of nationwide protests 2009 also students of the faculty of medicine/dentistry at Goethe-University in Frankfurt demanded more transparency and communication. To satisfy these demands, a web 2.0-tool offered an innovative solution: A blog-based online-magazine for students and other faculty-members. The online-magazine "PULS." is realized with the share-ware blog-software (wordpress version 3.1.3) and is conceived and written by an online-journalist. "PULS." is available from https://newsmagazin.puls.med.uni-frankfurt.de/wp/. The articles are generated from own investigations and from ideas of different groups of the faculty– deanship, students and lecturers. A user-analysis is conducted with the open-source software Piwik and considers the data security. Additionally, every year an anonymous online-user-survey (Survey Monkey) is conducted. "PULS." is continuously online since 14.02.2010 and has published 806 articles (state: 27.11.2012) and has about 2400 readers monthly. The content focuses on the needs of Frankfurt medical students. The close cooperation with different groups of the faculty - deanship, students and lecturers - furthermore guarantees themes relevant to the academic faculty. "PULS." flanks complex projects and decisions with background-information and communicates them understandable. The user-evaluation shows a growing number of readers and a high acceptance for the online-magazine, its themes and its style. The web 2.0-tool "Blog" and the web-specific language comply with media habits of the main target group, the students of the faculty medicine/dentistry. Thus, "PULS." has proven as a suitable and strategic instrument. It pushes towards a higher transparency, more communication and a stronger identification of the students with their faculty.
Chatbots are a promising technology with the potential to enhance workplaces and everyday life. In terms of scalability and accessibility, they also offer unique possibilities as communication and information tools for digital learning. In this paper, we present a systematic literature review investigating the areas of education where chatbots have already been applied, explore the pedagogical roles of chatbots, the use of chatbots for mentoring purposes, and their potential to personalize education. We conducted a preliminary analysis of 2,678 publications to perform this literature review, which allowed us to identify 74 relevant publications for chatbots’ application in education. Through this, we address five research questions that, together, allow us to explore the current state-of-the-art of this educational technology. We conclude our systematic review by pointing to three main research challenges: 1) Aligning chatbot evaluations with implementation objectives, 2) Exploring the potential of chatbots for mentoring students, and 3) Exploring and leveraging adaptation capabilities of chatbots. For all three challenges, we discuss opportunities for future research.
An exploratory latent class analysis of student expectations towards learning analytics services
(2021)
For service implementations to be widely adopted, it is necessary for the expectations of the key stakeholders to be considered. Failure to do so may lead to services reflecting ideological gaps, which will inadvertently create dissatisfaction among its users. Learning analytics research has begun to recognise the importance of understanding the student perspective towards the services that could be potentially offered; however, student engagement remains low. Furthermore, there has been no attempt to explore whether students can be segmented into different groups based on their expectations towards learning analytics services. In doing so, it allows for a greater understanding of what is and is not expected from learning analytics services within a sample of students. The current exploratory work addresses this limitation by using the three-step approach to latent class analysis to understand whether student expectations of learning analytics services can clearly be segmented, using self-report data obtained from a sample of students at an Open University in the Netherlands. The findings show that student expectations regarding ethical and privacy elements of a learning analytics service are consistent across all groups; however, those expectations of service features are quite variable. These results are discussed in relation to previous work on student stakeholder perspectives, policy development, and the European General Data Protection Regulation (GDPR).
Average human behavior in cue combination tasks is well predicted by Bayesian inference models. As this capability is acquired over developmental timescales, the question arises, how it is learned. Here we investigated whether reward dependent learning, that is well established at the computational, behavioral, and neuronal levels, could contribute to this development. It is shown that a model free reinforcement learning algorithm can indeed learn to do cue integration, i.e. weight uncertain cues according to their respective reliabilities and even do so if reliabilities are changing. We also consider the case of causal inference where multimodal signals can originate from one or multiple separate objects and should not always be integrated. In this case, the learner is shown to develop a behavior that is closest to Bayesian model averaging. We conclude that reward mediated learning could be a driving force for the development of cue integration and causal inference.
This case study reports on an e-learning course on good academic practice, compulsory for doctoral students of the central graduate academy GRADE at the Goethe University in Frankfurt (Germany). The tool comprises of six closely linked web based trainings. They are designed as a virtual PhD, depicting the different phases of a doctorate and covering the various aspects of good academic practice and potential fields of academic misconduct.