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Professionelle Fehlerkompetenz von Lehrkräften – Wissen über Schülerfehler und deren Ursachen
(2011)
Die Ergebnisse nationaler und internationaler Vergleichsstudien rücken das Thema Bildungsqualität in den letzten Jahren vermehrt in den Blickpunkt öffentlicher und wissenschaftlicher Diskussion und führen zu einer verstärkten Auseinandersetzung mit Bedingungen des Ge- bzw. Misslingens von Schülerlernen. Als bedeutsamer Einflussfaktor auf den Lernerfolg wird dabei die Lehrperson bzw. deren Kompetenz ausgemacht (vgl. bspw. Blömeke, Kaiser & Lehmann 2008; Lankes 2008; Schaper & Hochholdinger 2006; Zlatkin-Troitschanskaia, Beck, Sembill, Nickolaus & Mulder 2009). In der Folge dieser Diskussion werden deshalb nicht mehr nur Leistungs- und Kompetenzerwartungen als Standards für Lernende, sondern auch für Lehrende definiert (vgl. bspw. Terhart 2006). Die in diesem Zusammenhang aufgeworfenen Fragen sind allerdings nicht neu (vgl. z.B. Cochran-Smith 2001), stellt doch das Expertenparadigma bereits seit den 1980er Jahren eine der zentralen Leitlinien der empirischen Bildungsforschung dar. ...
Möglichkeiten der Evaluation von E-Learning-Arrangements. Eine Analyse am Beispiel von EverLearn
(2010)
Editorial : economic competence and financial literacy of young adults – status and challenges
(2016)
In modern society, the ability to deal with financial and economic matters is becoming increasingly important. This is true for both professionals – e.g., in the investment and banking sectors – and for individuals responsible for managing their financial and economic affairs in everyday life (Aprea et al., in press). This ability is generally described as economic competence, economic literacy or financial literacy. Despite the importance of these constructs, there is still a lack of clarity regarding the exact definitions, and specifically, which components they cover in detail. Furthermore, the terms economic competence and financial literacy are only loosely coupled. Economic competence is usually considered to be more comprehensive than financial literacy. However, recent research on financial literacy has followed a broader approach as well. ...
Participation in further education is a central success factor for economic growth and societal as well as individual development. This is especially true today because in most industrialized countries, labor markets and work processes are changing rapidly. Data on further education, however, show that not everybody participates and that different social groups participate to different degrees. Activities in continuous vocational education and training (CVET) are mainly differentiated as formal, non-formal and informal CVET, whereby further differences between offers of non-formal and informal CVET are seldom elaborated. Furthermore, reasons for participation or non-participation are often neglected. In this study, we therefore analyze and compare predictors for participation in both forms of CVET, namely, non-formal and informal. To learn more about the reasons for participation, we focus on the individual perspective of employees (invidual factors, job-related factors, and learning biography) and additionally integrate institutional characteristics (workplace and company-based characteristics). The results mainly show that non-formal CVET is still strongly influenced by institutional settings. In the case of informal CVET, on the other hand, the learning biography plays a central role.
The current economic landscape is complex and globalized, and it imposes on individuals the responsibility for their own financial security. This situation has been intensified by the COVID-19 crisis, since short-time work and layoffs significantly limit the availability of financial resources for individuals. Due to the long duration of the lockdown, these challenges will have a long-term impact and affect the financial well-being of many citizens. Moreover, it can be assumed that the consequences of this crisis will once again particularly affect groups of people who have already frequently been identified as having low financial literacy. Financial literacy is therefore an important target for educational measures and interventions. However, it cannot be considered in isolation but must take into account the many potential factors that influence financial literacy alone or in combination. These include personality traits and socio-demographic factors as well as the (in)ability to defer gratification. Against this background, individualized support offers can be made. With this in mind, in the first step of this study, we analyze the complex interaction of personality traits, socio-demographic factors, the (in-)ability to delay gratification, and financial literacy. In the second step, we differentiate the identified effects regarding different groups to identify moderating effects, which, in turn, allow conclusions to be drawn about the need for individualized interventions. The results show that gender and educational background moderate the effects occurring between self-reported financial literacy, financial learning opportunities, delay of gratification, and financial literacy.