370 Bildung und Erziehung
Refine
Year of publication
Document Type
- Contribution to a Periodical (1703)
- Part of Periodical (1684)
- Book (1619)
- Article (669)
- Review (127)
- Part of a Book (118)
- Report (106)
- Doctoral Thesis (101)
- Conference Proceeding (89)
- Periodical (56)
Language
- German (5970)
- English (300)
- Portuguese (31)
- Turkish (21)
- Multiple languages (13)
- French (7)
- mis (4)
- Spanish (3)
- Latin (2)
- Ukrainian (1)
Keywords
- Deutsch (67)
- Fremdsprache (45)
- Vorlesungsverzeichnis (27)
- Inklusion (25)
- Frankfurt <Main> / Akademie für Sozial- und Handelswissenschaften (24)
- Digitalisierung (23)
- Fremdsprachenunterricht (22)
- Bildung (21)
- E-Learning (20)
- Lehrerbildung (20)
Institute
- Präsidium (4350)
- Neuere Philologien (407)
- Erziehungswissenschaften (404)
- Gesellschaftswissenschaften (229)
- Wirtschaftswissenschaften (178)
- Medizin (141)
- Psychologie (137)
- Kulturwissenschaften (126)
- Universitätsbibliothek (118)
- Sprach- und Kulturwissenschaften (112)
Über einen Schriftsteller und seinen Körper : Aris Fioretos wird neuer Frankfurter Poetikdozent
(2024)
Der unter der Ägide der Freunde und Förderer der Goethe-Universität von der Paul Ehrlich-Stiftung ausgelobte Paul Ehrlich-und-Ludwig Darmstaedter-Preis ist die renommierteste Auszeichnung, die in Deutschland für medizinische Forschung verliehen wird. Den mit 120.000 Euro dotierten Preis nahm in der Frankfurter Paulskirche in diesem Jahr der Arzt und Immunologe Prof. Dennis L. Kasper (81) von der Harvard Medical School entgegen. Er hat die ersten Wörter der biochemischen Sprache entdeckt, mit der Darmbakterien unserem Immunsystem zu einer gesunden Entwicklung verhelfen. Den mit 60.000 Euro dotierten Nachwuchspreis erhielt der Chemiker Dr. Johannes Karges (31) von der Ruhr-Universität Bochum für die Entwicklung eines Verfahrens zur ferngesteuerten Tumortherapie.
Das erziehungswissenschaftliche Projekt »InterCare« will erforschen, wie junge Menschen die Doppelbelastung von Ausbildung/Studium und Pflege bewältigen. Offizieller Start des Projekts, das über vier Jahre hinweg mit 1,2 Millionen Euro von der VolkswagenStiftung gefördert wird, ist im Oktober 2024. Die Soziologin und Altersforscherin Dr. Anna Wanka koordiniert InterCare und erläutert das Design des Projekts.
Diversität und Diskurs – Wie (un-)politisch ist die Universität? : Ringvorlesung im Sommersemester
(2024)
Highlights
• Transparency of design, reference frames and support for action were found to support students' sense-making of LA dashboards.
• The higher the overall SRL score, the more relevant the three factors were perceived by learners.
• Learner goals affect how relevant students find reference frames.
• The SRL effect on the perceived relevance of transparency depends on learner goals.
Abstract
Unequal stakeholder engagement is a common pitfall of adoption approaches of learning analytics in higher education leading to lower buy-in and flawed tools that fail to meet the needs of their target groups. With each design decision, we make assumptions on how learners will make sense of the visualisations, but we know very little about how students make sense of dashboard and which aspects influence their sense-making. We investigated how learner goals and self-regulated learning (SRL) skills influence dashboard sense-making following a mixed-methods research methodology: a qualitative pre-study followed-up with an extensive quantitative study with 247 university students. We uncovered three latent variables for sense-making: transparency of design, reference frames and support for action. SRL skills are predictors for how relevant students find these constructs. Learner goals have a significant effect only on the perceived relevance of reference frames. Knowing which factors influence students' sense-making will lead to more inclusive and flexible designs that will cater to the needs of both novice and expert learners.
Highlights
• Students have limited concerns about privacy in learning analytics (LA).
• Students' privacy concerns in LA vary across countries.
• Culture shapes students' privacy concerns in LA.
• Power distance, uncertainty avoidance and masculinity affect privacy concerns in LA.
• Cultural values should be considered in LA privacy management.
Abstract
Applications of learning analytics (LA) can raise concerns from students about their privacy in higher education contexts. Developing effective privacy-enhancing practices requires a systematic understanding of students’ privacy concerns and how they vary across national and cultural dimensions. We conducted a survey study with established instruments to measure privacy concerns and cultural values for university students in five countries (Germany, South Korea, Spain, Sweden, and the United States; N = 762). The results show that students generally trusted institutions with their data and disclosed information as they perceived the risks to be manageable even though they felt somewhat limited in their ability to control their privacy. Across the five countries, German and Swedish students stood out as the most trusting and least concerned, especially compared to US students who reported greater perceived risk and less control. Students in South Korea and Spain responded similarly on all five privacy dimensions (perceived privacy risk, perceived privacy control, privacy concerns, trusting beliefs, and non-self-disclosure behavior), despite their significant cultural differences. Culture measured at the individual level affected the antecedents and outcomes of privacy concerns. Perceived privacy risk and privacy control increase with power distance. Trusting beliefs increase with a desire for uncertainty avoidance and lower masculinity. Non-self-disclosure behaviors rise with power distance and masculinity and decrease with more uncertainty avoidance. Thus, cultural values related to trust in institutions, social equality and risk-taking should be considered when developing privacy-enhancing practices and policies in higher education.
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
• Family structure transitions decrease academic school track attendance among children of less educated parents.
• Children of highly educated fathers in single-mother families also have lower outcomes.
• Reduced income and increased exposure to poverty are relevant mediators.
• There is no cumulative disadvantage linked to a further transition to a stepfamily.
• Previous parental separation does not affect educational outcomes for children residing with a highly educated stepfather.
Abstract
Recent research has documented that the effect of parental separation on children’s educational outcomes depends on socioeconomic background. Yet, parental separation could lead to a stable single-parent family or to a further transition to a stepfamily. Little is known about how the effect of family structure transitions on educational outcomes depends on the education of parents and stepparents, and there has been limited empirical research into the mechanisms that explain heterogeneity in the effects of family transitions. Using longitudinal data from the German Socio-Economic Panel and models with entropy balancing and sibling fixed effects, I explore the heterogeneous effects of family transitions during early and middle childhood on academic secondary school track attendance, grades and aspirations. I find that family transitions only reduce the academic school track attendance among children of less educated parents living in stepfamilies or with a single mother after parental separation, and among children of highly educated fathers living in single-mother families. The mechanisms that partly explain these effects relate to reduced income and exposure to poverty after parental separation. The findings underscore the importance of considering the stepparent's educational level, indicating that the adverse consequences of parental separation on educational outcomes are mitigated when a highly educated stepfather becomes part of the family. Overall, these findings align more closely with the resource perspective than the family stability perspective.
Programm Sommersemester 2024, Frankfurter Bürger-Universität, Goethe-Universität Frankfurt am Main
(2024)
Uni-Highlights März 2024 : Einladungen zu ausgewählten Veranstaltungen der Goethe-Universität
(2024)
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.
The hippocampal-dependent memory system and striatal-dependent memory system modulate reinforcement learning depending on feedback timing in adults, but their contributions during development remain unclear. In a 2-year longitudinal study, 6-to-7-year-old children performed a reinforcement learning task in which they received feedback immediately or with a short delay following their response. Children’s learning was found to be sensitive to feedback timing modulations in their reaction time and inverse temperature parameter, which quantifies value-guided decision-making. They showed longitudinal improvements towards more optimal value-based learning, and their hippocampal volume showed protracted maturation. Better delayed model-derived learning covaried with larger hippocampal volume longitudinally, in line with the adult literature. In contrast, a larger striatal volume in children was associated with both better immediate and delayed model-derived learning longitudinally. These findings show, for the first time, an early hippocampal contribution to the dynamic development of reinforcement learning in middle childhood, with neurally less differentiated and more cooperative memory systems than in adults.
The hippocampal-dependent memory system and striatal-dependent memory system modulate reinforcement learning depending on feedback timing in adults, but their contributions during development remain unclear. In a 2-year longitudinal study, 6-to-7-year-old children performed a reinforcement learning task in which they received feedback immediately or with a short delay following their response. Children’s learning was found to be sensitive to feedback timing modulations in their reaction time and inverse temperature parameter, which quantifies value-guided decision-making. They showed longitudinal improvements towards more optimal value-based learning, and their hippocampal volume showed protracted maturation. Better delayed model-derived learning covaried with larger hippocampal volume longitudinally, in line with the adult literature. In contrast, a larger striatal volume in children was associated with both better immediate and delayed model-derived learning longitudinally. These findings show, for the first time, an early hippocampal contribution to the dynamic development of reinforcement learning in middle childhood, with neurally less differentiated and more cooperative memory systems than in adults.
The hippocampal-dependent memory system and striatal-dependent memory system modulate reinforcement learning depending on feedback timing in adults, but their contributions during development remain unclear. In a 2-year longitudinal study, 6-to-7-year-old children performed a reinforcement learning task in which they received feedback immediately or with a short delay following their response. Children’s learning was found to be sensitive to feedback timing modulations in their reaction time and inverse temperature parameter, which quantifies value-guided decision-making. They showed longitudinal improvements towards more optimal value-based learning, and their hippocampal volume showed protracted maturation. Better delayed model-derived learning covaried with larger hippocampal volume longitudinally, in line with the adult literature. In contrast, a larger striatal volume in children was associated with both better immediate and delayed model-derived learning longitudinally. These findings show, for the first time, an early hippocampal contribution to the dynamic development of reinforcement learning in middle childhood, with neurally less differentiated and more cooperative memory systems than in adults.
The hippocampal-dependent memory system and striatal-dependent memory system modulate reinforcement learning depending on feedback timing in adults, but their contributions during development remain unclear. In a 2-year longitudinal study, 6-to-7-year-old children performed a reinforcement learning task in which they received feedback immediately or with a short delay following their response. Children’s learning was found to be sensitive to feedback timing modulations in their reaction time and inverse temperature parameter, which quantifies value-guided decision-making. They showed longitudinal improvements towards more optimal value-based learning, and their hippocampal volume showed protracted maturation. Better delayed model-derived learning covaried with larger hippocampal volume longitudinally, in line with the adult literature. In contrast, a larger striatal volume in children was associated with both better immediate and delayed model-derived learning longitudinally. These findings show, for the first time, an early hippocampal contribution to the dynamic development of reinforcement learning in middle childhood, with neurally less differentiated and more cooperative memory systems than in adults.
Studieren kann man lernen – so lautet das Motto der »Schlüsselkompetenzen im Studium«. Dieses Angebot hilft Studierenden dabei, die vielen Anforderungen, die das Studieren mit sich bringt, zu meistern. Neben dem bisherigen Workshopangebot können Studierende jetzt auch jederzeit und von überall online auf Selbstlernmaterialien zugreifen, die im Projekt »Erfolgreich Lehren und Lernen – Vielfalt und Internationales im Studium« (ELLVIS) erstellt wurden.
Wissen angezapft: unterhaltsam, informativ – und ziemlich schräg : Frankfurter Bürgeruniversität
(2024)
Im November durfte er seinen 77. Geburtstag feiern, von Ruhestand ist aber noch keine Spur. Gerade bereitet er sich in seinem Büro über der Neuen Mensa am alten Campus in Bockenheim mit großem Elan auf die nächste Seminarsitzung vor. »Die Lehre an der Universität wie an Fachhochschulen war mir nie eine Last. Ich habe versucht, die Studierenden zu motivieren oder bei Bedarf gar zu provozieren, um zu kommunizieren, weil wir alle viel mehr von gegenseitigem Austausch haben«, sagt Ludwig Salgo. Zahlreiche Studierende der Sozialen Arbeit, aus der Rechtswissenschaft, aber auch aus der Erziehungswissenschaft haben seine Veranstaltungen besucht; etliche Juristinnen und Juristen haben bei ihm promoviert, sich für die pädagogische oder juristische Laufbahn qualifiziert. Sein zentrales Thema in Forschung und Lehre: das Verhältnis Eltern-Kind-Staat. Anfang 2012 ging er in den Ruhestand, doch die Lehre blieb vorerst seine große Passion. Jetzt beendet er seine Seniorprofessur an der Goethe-Universität zum Semesterende nach zehn Jahren: »Nun ist es genug«, sagt er. In der Fortbildung für Jugendämter, Verfahrensbeistände und Juristen, auch in Stiftungen und Verbänden, hier vor allem im Kinderschutzbund in Frankfurt, möchte er weiterhin aktiv bleiben, auch um für das Thema Kindeswohl zu sensibilisieren. Dass er dann mehr Zeit für seine große Leidenschaft haben wird, freut ihn: »Ich leide an der Melomanie«, sagt der passionierte Freund klassischer Musik. »Wie Nietzsche treffenderweise einmal bemerkt hat, wäre das Leben ohne Musik ein Irrtum.«
Die Welt im Wasserstress
(2024)
Wie haben sich die Wasserresourcen in den letzten 120 Jahren verändert? Und was passiert, wenn es bis Ende des 21. Jahrhunderts noch einmal zwei Grad wärmer wird als heute? Fragen wie diese beantwortet das globale Wasser-Modell WaterGAP, das maßgeblich vom Institut für Physische Geographie der Goethe-Universität und von der Ruhr-Universität Bochum entwickelt wird. Bislang ließen sich die damit erzeugten Daten nur von Expertinnen und Experten nutzen. Eine neue Web-App ändert das nun. Entwickelt wurde sie von dem französischen Geodaten-Unternehmen Ageoce, das dafür mit der Goethe-Universität kooperierte.
Marjan van den Akker, Gesundheitswissenschaftlerin und Epidemiologin : Goethe, Deine Forscher
(2024)
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.
leporello #19
(2024)
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.