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This article explores and discusses one of the main findings of the author’s recent dissertation, namely that parents’ and pupils’ choice of language of instruction in formal schooling depends on its social prestige. The author first reviews the latest research on language in education in sub-Saharan Africa, and asks why indigenous languages are so rarely used in formal schooling in this region, despite political demands for their greater use and ample scientific research showing their positive effects. Burkina Faso exemplifies this seemingly contradictory situation. Indigenous languages and French are complementary in formal and non-formal schooling as well as in areas of informal education; however, a closer look at the areas of application of each language reveals that indigenous languages have lower prestige than French, as well as lower expected and required outcomes. This is one possible explanation for the low usage rates of indigenous languages in formal schooling and reveals the extent to which the choice of language of instruction depends on its social prestige.
We investigate the effectiveness of professional development (PD) aimed at promoting teachers' language-support skills in elementary school science instruction. In a 2-year quasi-experimental field trial study with 32 teachers in Germany, an intervention group (IG) and a control group (CG) received PD for teaching selected science topics; the IG additionally received PD for language support. Strong treatment effects emerged on teachers’ language-support skills and, to a lesser extent, on language support activities in classroom teaching. All teachers gained pedagogical content knowledge and self-efficacy for teaching elementary school science, thus pointing to the effectiveness of the PD.
When discussing possible consequences of the COVID-19 pandemic, it seems certain that the effects of the pandemic will most likely magnify existing educational disparities in Europe and around the world. However, so far, little is known about how the conditions and consequences of distance learning intensify existing dynamics of educational inequalities. This paper aims at answering the question of how educational disadvantages in socially deprived settings are exacerbated through the pandemic. On this basis, it reflects on potential educational practices that can help countering these dynamics. For this study, interviews with teachers in socio-economically disadvantaged (n = 12) and in privileged settings (n = 4) were conducted, transcribed and investigated through qualitative data analysis. The data were categorized with reference to Pierre Bourdieu’s theory of capital to analyze and systematize the empirical results. Finally, a case study from the interview material offers options for action that can counteract a possible worsening of educational disadvantages and help (re-)think school and teaching based on the experiences gained during the lockdown.
Efforts to come to terms with sexual violence against children and adolescents are predicated on a desire to achieve justice. Based on the work done by the Independent Inquiry into Child Sexual Abuse in Germany, this article attempts to identify the interfaces between the Inquiry’s undertakings and the field of transitional justice. Using an approach informed by the theory of childhood, it examines the issues that arise when survivors bear witness to past childhood events. This must adopt a perspective that is sensitive to childhood and adolescence as unique life phases. That, in turn, requires accounting for concomitant factors, such as the context presented by a child’s growth and development, the function of families, the role played by educational institutions, and the legal position accorded children by society. The article thus adopts a framework rooted in childhood theory that considers children both generally as human beings and specifically as children.
Was ist ein Hindernis? – Fachliche Aushandlungen im Sachunterricht am Beispiel der Mobilitätsbildung
(2021)
Anhand eines Transkripts aus dem Sachunterricht an einer inklusiven Grundschule wird in diesem Beitrag herausgearbeitet, was Fachlichkeit am Beispiel der Radfahrausbildung in einer vierten Klasse ausmacht. Für die Videographien im Sachunterricht wurden Schulen ausgewählt, die sich selbst als inklusiv beschreiben. So beschreiben sie beispielsweise, dass der Anspruch auf sonderpädagogische Förderung erst im Übergang zur weiterführenden Schule festgestellt wird. Untersucht wird, wie die Teilnehmenden in einer Unterrichtsstunde ihre Vorstellungen zu dem fachlichen Begriff Hindernis aushandeln. Es zeigt sich, dass bei der Bearbeitung des Themas Vorbeifahren an einem Hindernis im Material kein Rückgriff auf die begrifflichen Vorstellungen bzw. Konzepte der Kinder vorgesehen ist. Da die Lernenden dennoch einen Aushandlungsprozess initiieren, in den sie auch die Lehrkraft einbeziehen, ist eine Auseinandersetzung mit den kindlichen und fachlichen Vorstellungen zu beobachten.
In Kindertageseinrichtungen und Schulen wird dem pädagogischen Personal in Bezug auf Sprachförderung ein hoher Qualifizierungsbedarf attestiert; zugleich gibt es wenig gesichertes empirisches Wissen über die Wirkungen entsprechender Fortbildungen. Das Fortbildungsangebot und die Teilnehmenden sind heterogen. Um die Heterogenität der Teilnehmenden zu entschlüsseln, wurden im BiSS-Evaluationsprojekt „SPRÜNGE“ (Sprachförderung im Übergang Kindergarten – Grundschule evaluieren) auf Grundlage einer Typenbildung von N = 27 Fach- und Lehrkräften Unterschiede in ihren Sprachförderkompetenzen und im Fortbildungsbesuch empirisch-quantitativ mittels des Online-Tests SprachKoPF überprüft und für zwei Sprachfördertypen ihre handlungsleitenden Orientierungen in Bezug auf die Wirkungen von Fortbildungen rekonstruiert. Bei diesen beiden, stark fortgebildeten Sprachfördertypen konnten differenzierbare Deutungen zu den Wirkungen von Fortbildungen herausgearbeitet werden, wobei einerseits eine stärkere Kita-Orientierung und andererseits eine stärkere Schulorientierung als (implizite) Referenz deutlich wird. Zudem ließen sich Gelingensbedingungen von Fortbildungen wie „Praxisrelevanz“, die als allgemeingültig angenommen werden, typenspezifisch ausdifferenzieren. Mit der multiperspektivischen Untersuchung der differentiellen Wirkungen von Fortbildungen leistet das Projekt einen explorativen Beitrag zu einer quantitativ und qualitativ ausgerichteten Wirkungsforschung am Übergang Kita-Grundschule.
The use of scaffolding to promote preschool children’s competencies of evidence-based reasoning
(2021)
Scientific reasoning encompasses individuals‘ evaluation of evidence with regard to a given hypothesis. In this study, we investigated whether preschool children are able to reason with empirical evidence in the science context of elasticity. N = 63 preschoolers were presented with tasks following the deductive reasoning paradigm and were asked to evaluate the relevance of given events (objects) with regard to a hypothesis. In a repeated measures experimental design with three groups, we tested whether different forms of scaffolding (adaptive prompts with/without modeling of advanced reasoning) would promote children’s reasoning compared to a control group without intervention. We found that adaptive prompts with modeling significantly improved children’s evaluation of irrelevant events in the posttest. Further, these children’s reasoning patterns scored significantly higher than those of the control group. Our results suggest that preschool children are able to reason with evidence if they are given adequate support. Specifically, the modeling of advanced reasoning functioned as a scaffold beyond the use of adaptive prompts in irrelevant event evaluations.
As some cognitive functions decline in old age, the ability to decide about important life events such as medical treatment is endangered. Environmental support to improve the comprehension of health-related information is therefore necessary. With a small-scale explorative approach, the present survey study aimed at investigating person-environment fit (PE-fit) of support provided during medical consultations. This fit was calculated by assessing the match between aids provided by five medical practitioners during medical consultations and aids most appreciated by the geriatric patients (N = 88). The results showed that the largest discrepancies of used and appreciated aids could be found concerning the opportunity to discuss decisions with relatives, the possibility to take notes, the use of objects, pictures and a keyword list. Female patients indicated a lower PE-fit. These findings highlight discrepancies between the use of specific aids and the wishes of patients and call for thoughtful use of aids during consultations with geriatric patients.
As some cognitive functions decline in old age, the ability to decide about important life events such as medical treatment is endangered. Environmental support to improve the comprehension of health-related information is therefore necessary. With a small-scale explorative approach, the present survey study aimed at investigating person-environment fit (PE-fit) of support provided during medical consultations. This fit was calculated by assessing the match between aids provided by five medical practitioners during medical consultations and aids most appreciated by the geriatric patients (N = 88). The results showed that the largest discrepancies of used and appreciated aids could be found concerning the opportunity to discuss decisions with relatives, the possibility to take notes, the use of objects, pictures and a keyword list. Female patients indicated a lower PE-fit. These findings highlight discrepancies between the use of specific aids and the wishes of patients and call for thoughtful use of aids during consultations with geriatric patients.
Previous research has found higher levels of heatwave mortality and morbidity among urban residents with a migration background because of their social, health and environmental conditions. The purpose of the study was to investigate and compare heat induced changes in the outdoor recreation behaviours of Turkish migrants with those of non-migrants on hot days in Vienna. Specifically, the study compared coping behaviours due to heat such as inter-area, intra-area, temporal and activity displacement between migrants and non-migrants. The study interviewed 400 migrants and non-migrants in four public green spaces of different area sizes and asked about their outdoor recreation motives and activities, as well as behavioural changes, due to summer heat. Results show that migrants have different motives for visiting urban green spaces on hot days, and that they visit these less frequently on hot days compared to non-migrants. While both groups shift their outdoor uses more to shady areas and the cooler times of the day, more migrants visit green spaces in the afternoon, perform more energetic recreational activities, and use sunnier sites more frequently than non-migrants on hot days. Few migrants and non-migrants stated that they would visit alternative green spaces when it is hot. The results indicate that migrants’ behaviours result in higher heat exposure, while making less use of the opportunities larger green spaces such as forests can provide for heat relief. Recommendations on how green and city planners could reduce heat related health risks for both study groups are presented.