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With adequate support for the learner, errors can have high learning potential. This study investigates rather unsuitable action patterns of teachers in dealing with errors. Teachers rarely investigate the causes that evoke the occurrence of individual students’ errors, but instead often change addressees immediately after an error occurs. Such behavior is frequent in the classroom, leaving unexploited, yet important potential to learn from errors. It has remained unexplained why teachers act the way they do in error situations. Using video-stimulated recalls, I investigate the reasons for teachers’ behavior in students’ error situations by confronting them with recorded episodes from their own teaching. Error situations are analyzed (within-case) and teachers’ beliefs are classified in an explanatory model (cross-case) to illustrate patterns across teachers. Results show that teachers refer to an interaction of student attributes, their own attributes, and error attributes when reasoning their own behavior. I find that reference to specific attributes varies depending on the situation, and so do the described reasons that led to a particular behavior as a spontaneous or more reflective decision.
In the digital condition, social networks are part of the everyday practices that produce constructions of space. To include this phenomenon in the Geography classroom, the corresponding knowledge that teachers require and how to measure it need to be determined. For this purpose, a specific instrument is necessary. We analyse constructions of space as a teacher knowledge domain through the lens of the TPACK model and deduce pedagogical and technological knowledge. We then combine these results with available TPACK survey instruments. The product is a self-assessment survey for Geography teachers on constructions of space and social networks. Scale consistency measures and item discrimination yielded good results. Initial results indicate technological and pedagogical knowledge to be greater than content knowledge. The instrument we present is valid for determining future Geography teachers’ TPACK more broadly, and can reveal implications for interventions in Geography teacher education.
Digital spatial processes have been widely explored and investigated in subject-specific geographic research. So far, however, this research has not been sufficiently reflected in classrooms or teacher education, and remains unconnected to notions of geographical digital literacy. Viral constructions of space – realities shaped in everyday life that are experienced and (re-)produced by students and teachers alike through social media – present an opportunity for Geography education to adapt to the digital society. This paper attempts to connect viral constructions of space, the digital society and the knowledge teachers need to include viral constructions of space in the classroom using Mishra and Koehler’s (2006) TPACK model, a well-established means for summarizing teachers’ technological, pedagogical and content knowledge for a specific topic. The paper focuses on content knowledge, identifies five sub-types of viral constructions of space, and extracts nine descriptors of teachers’ content knowledge. By focusing on content knowledge, the paper presents a starting point for future investigations of pedagogical and technological teacher knowledge as well as their intersections. It also raises awareness of viral constructions of space as both a new essential topic in the Geography classroom and a phenomenon already shaping learning environments for spatial acquisition.
Geometry is part of the core of mathematics. It has been relevant ever since people have interacted with nature and its phenomena. Geometry’s relevance to the teaching and learning of mathematics can be emphasized, too. Nevertheless, a current potential shift in the topics of mathematics education to the detriment of geometry might be emerging. That is, other topics related to mathematics are seeming to grow in importance in comparison to geometry. Despite this, or perhaps because of it, geometry is an important component of current research in mathematics education. In the literature review, we elaborate relevant foci on the basis of current conference proceedings. By means of about 50 journal articles, five main topics are elaborated in more detail: geometric thinking and practices, geometric contents and topics, teacher education in geometry, argumentation and proof in geometry, as well as the use of digital tools for the teaching and learning of geometry. Conclusions and limitations for current and future research on geometry are formulated at the end of the article. In particular, the transfer to the practices of geometric teaching is explored on the basis of the elaborated research findings in order to combine both aspects of the teaching and learning of geometry.
Die Digitalisierung aller Lebensbereiche stellt die Bildungsarbeit in Schulen, Kirchgemeinden und in der Gedenkstättenpädagogik vor neue Herausforderungen. Der Artikel beschreibt vor diesem Hintergrund Digitalisierungsprojekte an der Goethe-Universität in Frankfurt am Main, die sich mit virtuellen Realitäten, ambivalenten Narrativen und fiktiven Entscheidungssituationen beschäftigen. Besondere Aufmerksamkeit erhalten dabei das Judentum und die bildungstheoretischen Anliegen einer Didaktik der Multiperspektivität.
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
• 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.
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.
In order to effectively address global environmental problems, it is important that future decision-makers in society are aware of the safe operation space for humans, which is limited by the planetary boundaries. Until now, however, there has been a lack of international studies examining how the planet's boundaries are perceived. In this study, we investigated how students of environmental and sustainability studies in 35 countries (n = 4140) assess the planetary boundaries. Based on the rating, using spectral clustering, the 35 countries were assigned to five different clusters. Four indicators (Human Development Index, Legatum Prosperity Index, Natural Resources Income and Forest Area) were used to provide explanations for the clustering result. The indices allow a distinction between the clusters and provide initial explanations for the clustering. The results provide important insights for today's decision-makers, as possible measures for action in the individual countries can be derived from the findings.
The purpose of this study was to examine if prosodic patterns in oral reading derived from Recurrence Quantification Analysis (RQA) could distinguish between struggling and skilled German readers in Grades 2 (n = 67) and 4 (n = 69). Furthermore, we investigated whether models estimated with RQA measures outperformed models estimated with prosodic features derived from prosodic transcription. According to the findings, struggling second graders appear to have a slower reading rate, longer intervals between pauses, and more repetitions of recurrent amplitudes and pauses, whereas struggling fourth graders appear to have less stable pause patterns over time, more pitch repetitions, more similar amplitude patterns over time, and more repetitions of pauses. Additionally, the models with prosodic patterns outperformed models with prosodic features. These findings suggest that the RQA approach provides additional information about prosody that complements an established approach.
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.
The ability to delay gratification, to wait for a larger but delayed reward in the presence of a smaller but constantly available reward, has been shown to be predictive for various aspects of everyday life. For instance, preschool children who were better able to delay gratification achieved better school grades, a higher education, a better ability to cope with stress, as well as a reduced risk for being overweight or consume drugs up to 30 years later (Mischel et al., 2011). However, despite the importance of delay of gratification cognitive factors underlying individual differences are only poorly understood. Wittmann and Paulus (2008) suggested that individuals who overestimate the duration of time intervals experience waiting times as more costly and are, therefore, less likely to delay gratification. Furthermore, a recent study revealed an association between less accurate internal clock speed and a behavioral choice delay task (Corvi, Juergensen, Weaver, & Demaree, 2012). Further evidence for an association between temporal processing and delay of gratification can be derived from studies using clinical samples. For instance, children with attention-deficit/hyperactivity disorder (ADHD) consistently prefer smaller, immediate rewards over larger, delayed rewards and show impaired temporal processing (Sonuga-Barke, Bitsakou, & Thompson, 2010). However, no study has directly tested an association between a measure of temporal processing and a classical delay of gratification task in children with and without ADHD so far.
As part of a larger study, 64 children (29 with ADHD) aged between 8 to 12 years performed a version of an auditory duration discrimination task and a delay of gratification task. In the duration discrimination task, the children were presented with two unfilled intervals indicated by two brief tones each. The baseline interval lasted for 400 ms, while the comparison interval was always longer and adjusted up or down in 10 ms steps securing an accuracy of 80%. In the delay of gratification task, the children were instructed that they could either opt for one chocolate bar immediately or that they could wait to receive two chocolate bars. Unbeknownst to the children, the waiting time lasted 25 minutes but children were told that they could decide for the immediate chocolate bar at any time by ringing a bell.
Children with ADHD did not differ in their performance from children without ADHD in the duration discrimination task or the delay of gratification task. However, in the whole sample of children with and without ADHD, children who waited for the additional chocolate bar showed a better duration discrimination than children who failed to wait for the additional chocolate bar [t(62) = -2.52, p = .01].
We demonstrated an association between temporal processing ability and the ability to delay gratification. These results need to be replicated in further studies with larger sample sizes. Moreover, different tasks measuring temporal processing and delay of gratification should be used to further clarify the relationship of temporal processing, delay of gratification, and ADHD.
Thought structures of modelling task solutions and their connection to the level of difficulty
(2015)
Although efforts have been made to integrate the concept of mathematical modelling in school, among others PISA and TIMSS revealed weaknesses of not only German students in the field of mathematical modelling. There may be various reasons starting from educational policy via curricular issues to practical instructional concerns. Studies show that mathematical modelling has not been arrived yet in everyday school class (Blum &BorromeoFerri, 2009, p. 47). Thus, the proportion of mathematical modelling in everyday school classes is low (Jordan et al., 2006). When focusing on the teachers’ point of view there are difficulties which may contribute to avoid modelling tasks in class. The development of reasonable modelling tasks, estimating the task space, valuating the task difficulty and assessing the student solutions are difficulties which occur to an increasing degree compared to ordinary mathematics tasks.The project MokiMaS (transl.: modeling competency in math classes of secondary education) aims at providing inter-year modelling tasks, whose task space and level of difficulty is known, together with an evaluation scheme. In particular a theory based method has been developed to determine the level of difficulty of modelling tasks on the basis of thought structures, representing the cognitive load of solution approaches. The current question is whether this method leads to a realistic rating. To go further into that question an evaluation scheme has been developed which is guided by the daily assessment work of teachers, to investigate the relation of task difficulty and student performance.
No more technology? A TPACK-survey for pre-service teachers with social media in the digital world
(2023)
In the digital age, social media are integrated into everyday life. To include corresponding topics of the digital world in the classroom, future teachers require specific knowledge and abilities. The extent to which these prerequisites are connected to technology, however, needs to be reevaluated in light of social media's ubiquitous nature. Through adopting the TPACK model for an exemplary topic of the digital world, constructions of space in Geography education, a self-evaluation survey instrument for pre-service teachers is compiled and validated (n = 364); social media are conceptualized as an aspect of technological knowledge. Confirmatory factor analysis confirms that the TPACK model is appropriate for the data, as fit-indices show favorable results. A transformative view of the model is supported. Correlations among all constructs exist, endorsing previous studies’ findings on the difficulties in distinguishing the TPACK knowledge constructs. Technological knowledge, noticeably, displays comparatively low correlations with the other knowledge constructs. This result is contrary to previous studies on TPACK and social media, as well as the relation of TPACK to technological knowledge. Albeit these results are not generalizable for all digital world content in pre-service teacher education, this study, by way of example, contributes to a debate on the conceptualization of technological knowledge when introducing phenomena of the digital world that are related to social media through the TPACK model. Additionally, this study advances research in the area of embedding pre-service teacher education with social media in domain-specific pedagogies.
This paper studies the intergenerational effects of parental unemployment on students’ post-secondary transitions. Besides estimating the average treatment effect of parental unemployment on transition outcomes, we identify the economic, psychological or other intra-familial mechanisms that might explain any adverse impact of parental unemployment. Using longitudinal data from the German Socio-Economic Panel and propensity score matching estimators we find that paternal unemployment has an adverse impact on the likelihood of entering tertiary education, whereas maternal unemployment does not. We also find that the magnitude of the effect depends on the duration of unemployment. Even though we are unable to fully account for the underlying mechanisms, our mediation analysis suggests that the effect of paternal unemployment is not due to the loss of income, but relates to the negative consequences of unemployment for intra-familial well-being and students’ declining optimism about their academic prospects.
Children from upper-class families have better cognitive outcomes and fewer behavioural problems than those from working-class families. Previous studies highlighted that the class gap in child development is partially driven by differences in parenting styles, but they rarely looked at multiple, more specific dimensions of parenting, i.e., inductive reasoning, parenting consistency, warmth and anger. This study provides a systematic account of how parental social class shapes these four dimensions of parenting, and how these dimensions affect children’s cognitive outcomes and behavioural problems. Using high-quality, longitudinal data, and both hybrid models and the generalized methods of moments, this study reports two main findings. First, upper-class parents significantly differ from lower-class parents in two parenting dimensions, displaying more inductive reasoning and parenting consistency, but no relevant class differences are found in the two emotion-type dimensions of parenting (i.e., warmth and anger). Second, all four parenting dimensions have a strong impact on children’s behavioural problems, while they do not affect cognitive outcomes. An exception is consistency, the only dimension that affects both types of child outcomes. The study underscores the relevance of analysing parenting and child development from a multidimensional approach to better understand how upper-class parents transmit advantage to children.
An increasing number of voices highlight the need for science itself to transform and to engage in the co-production of knowledge and action, in order to enable the fundamental transformations needed to advance towards sustainable futures. But how can global sustainability-oriented research networks engage in co-production of knowledge and action? The present article introduces a strategic tool called the ‘network compass’ which highlights four generic, interrelated fields of action through which networks can strive to foster co-production. It is based on the networks’ particular functions and how these can be engaged for co-production processes. This tool aims to foster self-reflection and learning within and between networks in the process of (re)developing strategies and activity plans and effectively contributing to sustainability transformations.
Goal setting is vital in learning sciences, but the scientific evaluation of optimal learning goals is underexplored. This study proposes a novel methodological approach to determine optimal learning goals. The data in this study comes from a gamified learning app implemented in an undergraduate accounting course at a large German university. With a combination of decision trees and regression analyses, the goals connected to the badges implemented in the app are evaluated. The results show that the initial badge set already motivated learning strategies that led to better grades on the exam. However, the results indicate that the levels of the goals could be improved, and additional badges could be implemented. In addition to new goal levels, new goal types are also discussed. The findings show that learning goals initially determined by the instructors need to be evaluated to offer an optimal motivational effect. The new methodological approach used in this study can be easily transferred to other learning data sets to provide further insights.
Mathematical arguments are central components of mathematics and play a role in certain types of modelling of potential mathematical giftedness. However, particular characteristics of arguments are interpreted differently in the context of mathematical giftedness. Some models of giftedness see no connection, whereas other models consider the formulation of complete and plausible arguments as a partial aspect of giftedness. Furthermore, longitudinal changes in argumentation characteristics remain open. This leads to the research focus of this article, which is to identify and describe the changes of argumentation products in potentially mathematically gifted children over a longer period. For this purpose, the argumentation products of children from third to sixth grade are collected throughout a longitudinal study and examined with respect to the use of examples and generalizations. The analysis of all products results in six different types of changes in the characteristics of the argumentation products identified over the survey period and case studies are used to illustrate student use of examples and generalizations of these types. This not only reveals the general importance of the use of examples in arguments. For one type, an increase in generalized arguments can be observed over the survey period. The article will conclude with a discussion of the role of argument characteristics in describing potential mathematical giftedness.
Teacher’s self-efficacy is a relevant judgement of self-belief by teachers. Studies reveal inverse response bias of teachers’ self-assessment. Parallel item presentation can be used as a method to reduce such distortions. The major goal of this study was to develop and verify such a measure of parallel item presentation in order to compare self-efficacy of qualified and out-of-field PE teachers. Therefore out-of-field and qualified PE student teachers (N = 68) were randomised into two groups. They responded to 14 self-efficacy items related to classroom subjects and PE teaching. One group of out-of-field (n = 17) and qualified (n = 18) PE student teachers was presented with the items in parallel so that they could compare classroom and PE teaching items. For the other group of out-of-field (n = 11) and qualified (n = 22) PE student teachers, the items were presented sequentially so that no direct comparison was possible. Data was analysed using nested ANOVA. The results reveal that with a dimensional item comparison, out-of-field PE teachers have a significantly lower self-efficacy in PE than qualified PE student teachers (p = .006, ηp2 = .18). Without comparison, there is no significant difference. The method of parallel item representation can thus contribute to the reduction of inverse response bias.
Background: Teachers often face high job demands that might elicit strong stress responses. This can increase risks of adverse strain outcomes such as mental and physical health impairment. Psychological detachment has been suggested as a recovery experience that counteracts the stressor-strain relationship. However, psychological detachment is often difficult when job demands are high. The aims of this study were, first, to gain information on the prevalence of difficulties detaching from work among German teachers, second, to identify potential person-related/individual (i.e., age, sex), occupational (e.g., tenure, leadership position), and work-related (e.g., overload, cognitive, emotional, and physical demands) risk factors and, third, to examine relationships with mental and physical health impairment and sickness absence.
Methods: A secondary analysis of cross-sectional data from a national and representative survey of German employees was conducted (BIBB/BAuA Employment Survey 2018). For the analyses data from two groups of teachers (primary/secondary school teachers: n = 901, other teachers: n = 641) were used and compared with prevalence estimates of employees from other occupations (n = 16,266).
Results: Primary/secondary school teachers (41.5%) and other teachers (30.3%) reported more difficulties detaching from work than employees from other occupations (21.3%). Emotional demands and deadline/performance pressure were the most severe risk factors in both groups of teachers. In the group of primary/secondary school teachers multitasking demands were further risk factors for difficulties to detach from work whereas support from colleagues reduced risks. In both groups of teachers detachment difficulties can be linked to an increase in psychosomatic and musculoskeletal complaints and, additionally, to a higher risk of sickness absence among primary/secondary school teachers.
Conclusions: Difficulties detaching from work are highly prevalent among German teachers. In order to protect them from related risks of health impairment, interventions are needed which aim at optimizing job demands and contextual resources (i.e., work-directed approaches) or at improving coping strategies (i.e., person-directed approaches).
Das aus der Sozialen-Welt-Theorie von A. L. Strauss stammende Konzept „pädagogische Technologien und Kernaktivitäten“ wurde bislang vorrangig auf grundlagentheoretische pädagogische Fragestellungen angewendet. Der vorliegende Beitrag überträgt dieses Konzept erstmalig auf die Erwachsenenbildung. Die Autoren unterstreichen in dem Beitrag, dass abduktive und relationale Verfahren geeignet sind, zwischen dem Mikrobereich der symbolisch vermittelten Interaktion in der Erwachsenenbildung und der Ebene des pädagogisch organisierten Systems des lebenslangen Lernens Verbindungen herzustellen.
Based on stereotype threat and stereotype lift theory, this study explores implicit stereotype threat effects of gender stereotypes on the performance of primary school children in mathematics. Moreover, effects of implicit gender stereotypical cues (gender-specific task material) on motivational aspects were explored, which have revealed mixed results in stereotype threat research in the past. N = 151 German primary school children (47.7% female; mean age: M = 9.81, SD = 0.60) calculated either stereotypical or neutral mathematical text problems before motivational aspects were assessed. Contradicting our expectations, results neither revealed a stereotype threat effect on girls’ performance nor a lift effect on the boys. Instead, girls calculating stereotypical tasks outperformed girls in the control group, whereas boys’ performance did not significantly differ compared to the control group. Regarding motivational aspects, only traditional gender differences emerged as girls reported significantly more pressure and tension calculating the mathematical tasks. The discussion focuses on the way in which stereotypes can affect children’s cognitive performance and in turn, their mathematical performance.
Während der COVID-19-Pandemie in Deutschland standen besonders Familien mit Kindern vor großen Herausforderungen. Der erste Lockdown erscheint im Zeitverlauf markant, da sich das ausdifferenzierte Familienleben fast ausschließlich auf die häusliche Umgebung konzentrierte und Bildungs- und Betreuungsstätten geschlossen waren. Das Wegbrechen der öffentlichen Infrastruktur definieren wir hier als zentrales Krisenphänomen für Familien.
Im Fokus dieses Beitrags steht eine Auswertung von 5075 Kommentaren aus dem Online-Fragebogen der Studie „KiCo – Kinder, Eltern und ihre Erfahrungen während der Corona-Pandemie“, an der im April/Mai 2020 über 25.000 Eltern mit Kindern unter 15 Jahren teilnahmen. Hauptsächlich stammen die Kommentare von Müttern zwischen 30 und 50 Jahren, die zum Zeitpunkt der Befragung größtenteils im Homeoffice arbeiteten und ein bis zwei Kinder unter 15 Jahren hatten.
Anhand der Kommentare können wir nachzeichnen, wie das Krisenerleben verhandelt wurde bzw. wie auf das Narrativ der Krise in den ersten zwei Monaten der Pandemie in Deutschland Bezug genommen wurde. Folgende Kategorien konnten identifiziert werden: Die Dauer der Krise (Zeit), Krise als Chance für gesellschaftlichen Wandel, die Krise der Demokratie, Krise als Chance für die Familie, Leidtragende der Krise.
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.
Theoretischer Hintergrund: Für die Behandlung der Posttraumatischen Belastungsstörung (PTBS) im Jugend- und jungen Erwachsenenalter liegen diverse evidenzbasierte Interventionen (EBIs) vor. Fragestellung: Inwiefern sind EBIs für Jugendliche und junge Erwachsene mit PTBS nach sexualisierter und physischer Gewalt in Deutschland verfügbar? Methode: Es wurden die Daten von 39 Teilnehmenden einer multizentrischen Behandlungsstudie analysiert, die für die Diagnose einer PTBS ambulante Behandlungsempfehlungen erhalten hatten. Ergebnisse: In den folgenden sieben Monaten erhielten 21 der Teilnehmenden eine Behandlung; bei nur acht wurden in deren Rahmen die traumatischen Erfahrungen adressiert. Alle Teilnehmenden verbesserten sich hinsichtlich der PTBS-Symptomatik unabhängig von der Art der Behandlung. Diskussion und Schlussfolgerung: Die Ergebnisse weisen auf Barrieren für den Zugang zu EBIs in unserer Stichprobe hin. Künftige Forschung sollte die Hintergründe für diese Barrieren fokussieren.
Das Projekt vernetzt die Doktorandenausbildung an drei Universitäten in der Slowakei (Univerzita sv. Cyrila a Metoda v Trnave), der Tschechischen Republik (Univerzita Jana Evangelisty Purkyně v Ústí nad Labem) und in Polen (Uniwersytet Wrocławski). Ausgangspunkt war die Feststellung, dass es in der Doktorandenausbildung noch einige Defizite gibt, wie z. B. eine schwache internationale Zusammenarbeit und Vernetzung. Die aktuellen Anforderungen in Wissenschaft und Praxis erfordern jedoch zwangsläufig eine internationale Dimension. Ziel des Projekts war daher, durch verschiedene gemeinsame Veranstaltungen einen Beitrag zur Internationalisierung der Doktorandenprogramme an den Partnerinstitutionen zu leisten und diese zu vernetzen. Ein weiteres Defizit wurde bei der methodischen Ausbildung von Doktoranden festgestellt. Um ihre Methodenkompetenz zu stärken, wurden im Rahmen des Projekts zahlreiche Maßnahmen ergriffen. Dazu gehören die Organisation von internationalen Doktorandenkolloquien, die auch nach Projektende fortgesetzt werden, die Erstellung eines gemeinsamen Curriculums zur Erleichterung der Studentenmobilität sowie die Erstellung von methodisch und wissenschaftlich aktuellem Lehrmaterial, die Schaffung neuer Publikationsmöglichkeiten speziell für Doktoranden sowie die Integration neuester Forschungsergebnisse und innovativer Methoden direkt in den Ausbildungsprozess. Das Projekt zielte auch eben darauf ab, die Qualifikation von Betreuern und Dozenten in Doktorandenprogrammen zu verbessern.
Nach einem kurzen Überblick über die Entwicklung und die Grundfragen der Phraseodidaktik in den letzten Dekaden sowie über ausgewählte Beiträge zu Phrasemen in Lehrwerken widmet sich der Beitrag einer Fallstudie anhand des 2017 erschienenen Lehrwerks Aspekte neu. Dabei wird auf vier Fragen eingegangen: Es wird untersucht, wie auf Phraseme referiert wird. Des Weiteren werden die Nennformen einer kritischen Analyse unterzogen. In einem dritten Schritt folgt die Beschreibung und kritische Betrachtung der phrasembezogenen Übungstypen. Schließlich wird die Frage beantwortet, ob die methodisch-didaktische Aufbereitung von Phrasemen die Erkenntnisse und Maximen phraseodidaktischer Forschung, konkret die Methode des phraseodidaktischen Vierschritts reflektiert.
Trotz der erheblichen Vorteile von digitalen Plattformen für Sprachlernende sind frei zugängliche Online-Tools im Bereich der Phraseologie, abgesehen von einigen Ausnahmen, noch Mangelware. Sie sind nicht an Platzbeschränkungen gebunden, leicht auf den aktuellen Stand zu bringen und fördern das autonome Lernen. Die in diesem Beitrag vorgestellte Online-Phraseologie-Lernplattform ReDeWe, die im Rahmen einer Lehrwerksuntersuchung entstanden ist, deckt drei Bereiche ab: (1) eine im Aufbau befindliche Phrasemdatenbank mit relevanten Informationen wie semantisches Feld, Register und Grundwortschatzniveau, (2) eine Multisuchmaschine, die die wichtigsten Online-Wörterbücher bzw. Korpora integriert, und (3) eine Lernplattform mit interaktiven Übungen.
Mit Fokus auf die Vorteile, die computergestützte Lehr- und Lernmittel bieten, soll in diesem Beitrag ein neues Lernportal, Phras.eu, mit interaktiven Übungen zur Phraseologie beschrieben werden. Die Lernaktivitäten der Plattform, deren Konzeption sich am Supplement zum GER orientiert, basieren auf dem pluralen Ansatz in CARAP/REPA. Dieser Ansatz besagt, dass durch das Erlernen von Fremdsprachen auf der Grundlage bereits bestehender sprachlicher Kompetenzen der Prozess des Spracherwerbs effizienter gestaltet wird. In der didaktischen Implementierung von äquivalenten Idiomen in Phras.eu soll das Lernen von deutschen Idiomen unabhängig von der Muttersprache durch das vorhandene Wissen der Lernenden in der englischen Sprache erleichtert werden.
In diesem Beitrag wird das Ziel verfolgt, eines der neuen digitalen Kommunikationsmittel, einen Lernerblog, zu untersuchen. Es handelt sich um ein neues, bereits sehr populäres Kommunikationsmittel, das als Ergebnis sich ändernder Kommunikationsbedürfnisse, technologischer Innovationen und variierender medialer Kontexte betrachtet werden kann. Im Fokus unseres Interesses steht Deutschlernerblog.de, eine beliebte und von vielen Benutzern und Benutzerinnen oft besuchte Internetplattform, auf der neben zahlreichen anderen Lehrmaterialien vier nach verschiedenen Kriterien zusammengestellte Phrasemsammlungen angeboten werden. Letztere werden im Beitrag unter verschiedenen Gesichtspunkten analysiert, um festzustellen, inwieweit dabei die gegenwärtige Forschungslage im Bereich der Phraseologie berücksichtigt wird. Aufgrund der ermittelten Ergebnisse werden Vorschläge für eine aus phraseodidaktischer Sicht effizientere Zusammenstellung der Phrasemsammlung und lernerfreundliche Beschreibung der einzelnen Phraseme gemacht.
Im Zentrum des Beitrags steht der Zusammenhang von konstruktivistischem Lernen in der Fremdsprache Deutsch und dem Einsatz aufgabenorientierter Lernaktivitäten in hypermedialen Lernumgebungen zur Bereicherung der Wortschatzarbeit im Bereich der Phraseologie. Anhand von Beispielen aus der Unterrichtspraxis werden Möglichkeiten für die Implementierung einer konstruktivistischen Lernkultur in der phraseologiebezogenen Wortschatzarbeit vorgestellt und kritisch reflektiert.
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.
La creación de audio-podcasts ofrece una excelente oportunidad para representar de forma oral los contenidos de matemáticas usando medios digitales tanto en la formación docente, como en la educación primaria. Sin embargo, en el proceso de creación de los audio- -podcasts hay fases gráficas-escritas y otras orales que están estrechamente vinculadas entre sí. Este artículo trata sobre la creación y utilización de podcast en la educación primaria (PriMaPodcast) y en la formación docente (MathePodcast) tanto para la enseñanza como para la investigación.Mathematics audio-podcasts: communication and representation with ICTLa creación de audio-podcasts ofrece una excelente oportunidad para representar de forma oral los contenidos de matemáticas usando medios digitales tanto en la formación docente, como en la educación primaria. Sin embargo, en el proceso de creación de los audio- -podcasts hay fases gráficas-escritas y otras orales que están estrechamente vinculadas entre sí. Este artículo trata sobre la creación y utilización de podcast en la educación primaria (PriMaPodcast) y en la formación docente (MathePodcast) tanto para la enseñanza como para la investigación.
Background: Hebb repetition learning is a form of long-term serial order learning that can occur when sequences of items in an immediate serial recall task are repeated. Repetition improves performance because of the gradual integration of serial order information from short-term memory into a more stable long-term memory trace.
Aims: The current study assessed whether adolescents with non-specific intellectual disabilities showed Hebb repetition effects, and if their magnitude was equivalent to those of children with typical development, matched for mental age.
Methods: Two immediate serial recall Hebb repetition learning tasks using verbal and visuospatial materials were presented to 47 adolescents with intellectual disabilities (11–15 years) and 47 individually mental age-matched children with typical development (4–10 years).
Results: Both groups showed Hebb repetition learning effects of similar magnitude, albeit with some reservations. Evidence for Hebb repetition learning was found for both verbal and visuospatial materials; for our measure of Hebb learning the effects were larger for verbal than visuospatial materials.
Conclusions: The findings suggested that adolescents with intellectual disabilities may show implicit long-term serial-order learning broadly commensurate with mental age level. The benefits of using repetition in educational contexts for adolescents with intellectual disabilities are considered.
Tasks are a key resource in the process of teaching and learning mathematics, which is why task design continues to be one of the main research issues in mathematics education. Different settings can influence the principles underlying the formulation of tasks, and so does the outdoor context. Specifically, a math trail can be a privileged context, known to promote positive attitudes and additional engagement for the learning of mathematics, confronting students with a sequence of real-life tasks, related to a particular mathematical theme. Recently, mobile devices and apps, i.e., MathCityMap, have been recognized as an important resource to facilitate the extension of the classroom to the outdoors. The study reported in this paper intends to identify the principles of design for mobile theme-based math trails (TBT) that result in rich learning experiences in early algebraic thinking. A designed-based research is used, through a qualitative approach, to develop and refine design principles for TBT about Sequences and Patterns. The iterative approach is described by cycles with the intervention of the researchers, pre-service and in-service teachers and students of the targeted school levels. The results are discussed taking into account previous research and data collected along the cycles, conducing to the development of general design principles for TBT tasks.
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.
The article deals with the promotion of the German language abroad through Germany’s foreign cultural and educational policy. An important concern of the German intermediary organizations abroad is access to culture and education across geographic, political and social borders, but scientific and economic policy. interests, which benefit the needs of the German market, also play a major role. Regarding the fact that more and more skilled workers who are ultimately lacking in their countries of origin are migrating to Germany, the article questions whether it is always a so-called triple-win model.
Stephan Schlüter stellt die praxisphilosophisch ausgerichtete Pädagogik der Zukunft Friedrich Feuerbachs dar, dessen Schriften - im Gegensatz zu der Philosophie und Religionskritik seines bekannteren älteren Bruders Ludwig Feuerbach - bis dato wenig wahrgenommen wurden. Der von Marx kritisierten Entfremdung als "Verlust seiner selbst" in der Folge der kapitalistischen Warenproduktion besonders durch Kinderarbeit stellt Schlüter Friedrich Feuerbachs pädagogische Konzeption entgegen, die "erzieherisches Handlungswissen auf seine nicht affirmative Grundform und damit auf eine dem Edukanden zugestandene weltoffene Bildsamkeit bzw. Selbstbestimmungsmöglichkeit" verpflichtet.