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1.
Dr. Julia Franz Univ.-Prof. Dr. Annette Scheunpflug 《Zeitschrift für Erziehungswissenschaft》2009,12(3):437-455
Demographic changes are leading to an altered population structure and subsequently to changes in the age structure of potential participants in educational training. Adult education has reacted to this by developing special provisions for older participants and a concept of intergenerational learning provision for different generations. Arranging such intentional intergenerational processes is indeed no small task for adult education. This contribution will look at this challenge more closely. To this aim, the orientations of professional and non-professional adult educators and participants in intergenerational learning processes will be reconstructed in a qualitative investigation. It can be shown that the andragogic skill of adult educators is a pre-requisite for the facilitation of learning processes, which are explicitly intergenerational. 相似文献
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Rainer Watermann Annabell Daniel Kai Maaz 《Zeitschrift für Erziehungswissenschaft》2014,17(2):233-261
The present article addresses the question of how social origin affects access to higher education. The role of class-specific differences in school performance (primary effect) and cost-benefit considerations (secondary effect) are considered as well as the way in which changes in the institutional setup of the educational system may interact with social origin. The review shows that educational decisions at this later transition are mainly influenced by secondary effects. In particular, differences between social classes are explained by group-specific investment costs and expectations of the social context associated with continuing higher education. Although expansion of institutional pathways in upper secondary education has reduced social inequality in acquiring higher education entrance qualifications, secondary effects at the transition to university have been found to increase over time. Thus, within younger cohorts, high-school graduates with lower social status are more often diverted from higher education at universities by attractive vocational or nonuniversity pathways. The article discusses approaches to reduce secondary effects of social origin. 相似文献
3.
Dr. Johannes König Univ.-Prof. Sigrid Blömeke 《Zeitschrift für Erziehungswissenschaft》2009,12(3):499-527
Whilst experience of testing subject-specific knowledge of prospective and practicing teachers is generally available, the standardized capture of their cross-subject, pedagogic knowledge remains a new field of inquiry. This contribution will present a way of defining and capturing this knowledge with reference to standards for teacher training and insights from general didactic and teaching theory. We focus on five vocational requirements with which teaching staff see themselves confronted: structuring lessons, motivation, dealing with heterogeneity, leading lessons and assessing performance. Using the Rasch-Model, we carried out an empirical study on the structure of cross-subject knowledge based on 802 student teachers. As expected, the model, which differentiates between the five areas of knowledge, reflects the data better than a model, which assumes pedagogic knowledge to have a homogeneous structure. This provides empirical insights into long-going theoretical discussions on pedagogical knowledge. The results also reflect the context of typical learning opportunities in teacher training. 相似文献
4.
Dr. Holger Hopp Dr. Dieter Thoma Prof. Dr. Rosemarie Tracy 《Zeitschrift für Erziehungswissenschaft》2010,13(4):609-629
This paper introduces the basics of a (psycho)linguistically-oriented model of language-training competences of educators in pre-school and elementary education. It specifies competence criteria for language intervention based on psycholinguistic research. Ultimately, these criteria will be useful for grounding the additional training of educators and for certifying competences in early language intervention. 相似文献
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Irene Titscher 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(1):24-29
Im Zuge der Drittmittelaktivitäten der Universitäten, die oftmals in den Bereichen Forschungs- und Entwicklungsverträge, Kooperationsverträge sowie Patentlizenz- und Know-How-Verträge durchgeführt werden, wird in diesem Beitrag in kurzen Zügen umrissen, welche kartellrechtlichen Fragestellungen auf die Universitäten zukommen und daher beim Abschluss von Verträgen zu berücksichtigen sind. 相似文献
8.
Irene Titscher 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(3):81-87
Die Universität benötigt zur Umsetzung ihrer hoheitlichen und privatwirtschaftlichen Aufgaben und Ziele eine Vielzahl vertraglicher Vereinbarungen. In diesem Beitrag werden beispielhaft gewählte Vereinbarungen und einige wesentliche vertragliche Regelungen im Folgenden dargestellt und sollen als Praxisanregung bei der Vertragsgestaltung mit der Universität dienen. 相似文献
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Dr. Annika Goeze Petra Hetfleisch Prof. Dr. Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2013,16(1):79-113
Case-based learning with videos is regarded as a promising way to promote the analytical abilities of teaching staff as a basis for their professional actions. For that purpose, the competence to assess and diagnose situations of learning and instruction is crucial, i.e., especially the ability to apply conceptual knowledge to pedagogical cases and to take teacher as well as learner perspectives into account. The article reports on the results of an experimental field intervention study aimed to convey this competence effectively by providing different forms of instructional support to over 100 students of English Studies (2?×?2 design, conceptual knowledge: present/not present; teacher and learner perspectives: present/not present). The central focus is on identifying further effects that personal characteristics (individual learning conditions, e.g., prior knowledge, tolerance of ambiguity) and process characteristics (cognitive load; cognitive, emotional, and motivational activation) have on the development of this competence, and how strong these effects are. Multiple linear regression analyses show that this type of learning with case-based videos places less demand on personal factors, and that the quality of the learning process plays a decisive role. 相似文献
11.
Peter Bydlinski 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(1):12-19
Unter dem UOG 1993 kam den einzelnen Fakultäten, Instituten und der Universitätsbibliothek eigene Teilrechtsfähigkeit zu. Das ist seit 1.1.2004 nicht mehr der Fall: Das UG 2002 kennt nur mehr die Rechtsfähigkeit der Universität als solche. Der Beitrag beschäftigt sich mit der Überleitung jener Zivilrechtsverhältnisse, die vor diesem Stichtag im Rahmen der Teilrechtsfähigkeit begründet wurden, und damit zusammenhängenden Aspekten. 相似文献
12.
Prof. Dr. Vera Moser Dr. Jan Kuhl Hubertus Redlich Lea Schäfer 《Zeitschrift für Erziehungswissenschaft》2014,17(4):661-678
The implementation of inclusion in schools currently requires new reflections of competence profiles of the teachers involved. Especially in elementary school, which can so far be considered as the most developed institution of inclusive schooling in Germany, questions of differences in the profiles of elementary and special education teachers have been raised. As professional skills also have motivational and volitional aspects, a beliefs model (domain overlapping) was developed based on the construction of the TEDS-M research project, which aims to study specific special educational beliefs. Using a quantitative questionnaire designed in the context of a corresponding preliminary investigation a three-factor-solution for mapping a special supportive belief profile among student teachers and teachers in the field of elementary and special education was tested. Initially this profile model was confirmed by the results of a subsequent analysis based on a nationwide sample of elementary school and special education students (N = 951). In addition to these findings different manifestations of the beliefs model could be identified among student teachers for elementary schools and student teachers for special education. 相似文献
14.
Der Beitrag diskutiert die Bedeutung von Zitationsanalysen als Instrumente zur Bewertung und Qualit?tssicherung von Forschungshandeln.
Bisher ist der Aussagewert empirisch gestützter Zitationsindizes sehr begrenzt, weil Zitationen lediglich als Belege von Sichtbarkeit,
Akzeptanz und Einfluss wissenschaftlicher Leistungen angesehen werden. Stattdessen wird hier nun vorgeschlagen, intertextuelle
Relationen als Dokumente epistemischer Aktivit?t selbst zu begreifen. Nach dieser Deutung sind Zitate dann nicht l?nger nur
pellets of recognition, sondern verzeichnen zugleich immer auch Inszenierungsversuche und F?lle erfolgreicher Performanz der Leistung eines Forschers.
In diesem Sinne sind sie als pellets of understanding zu verstehen, die der Forschungsinnovation dienen k?nnen. Ausgehend von dieser überlegung diskutiert der Beitrag Rahmenbedingungen
einer Theorie des wissenschaftlichen Zitats und problematisiert den m?glichen Ertrag eines solchen Ansatzes für die Erziehungswissenschaft,
weshalb abschlie?end vorgeschlagen wird, Zitationsdichte als Indiz für den Ausdifferenzierungsgrad spezifischer Forschungszusammenh?nge
zu begreifen, zitationelle Einzelfallanalysen anzustrengen, um die Qualit?t und Güte spezifischer Forschungsbeitr?ge dieser
Disziplin zu prüfen und so die empirischen Befunde traditioneller Zitationsindizes zu erg?nzen. 相似文献
15.
Jürgen Zinnecker 《Zeitschrift für Erziehungswissenschaft》2000,3(3):381-400
Der Beitrag versucht zu bestimmen, welche Rolle ethnographischer Feldforschung im Ensemble erziehungswissenschaftlicher Forschungsmethoden zufallen kann. Einführend wird diskutiert, was man sinnvollerweise unter P?dagogischer Ethnographie zu verstehen habe. Sodann bemüht sich der Autor um eine knapp gefasste Deskription der jüngeren Geschichte von Ethnographie im deutschsprachigen Wissenschaftsraum von P?dagogik seit Mitte des 20. Jahrhunderts. Welche F?rderung und welche Hemmung hat P?dagogische Ethnographie bislang in der Disziplin erfahren? Welche Anregungen von au?en wirkten sich positiv aus, welche fehlten? Eingehend wird das Problem er?rtert, dass die angels?chsische Kultur-und Sozialanthropologie als eine internationale Leitdisziplin für Ethnographie in Deutschland und in der deutschen P?dagogik nicht angemessen repr?sentiert ist. Im Weiteren wird dann, im Stil von Wissenschaftsforschung, der Blick auf die biographische Rahmung gelenkt, in die Ethnographie auf Seiten der Feldforscher und ihrer Lebensgeschichte gestellt ist. Feldforschung wird als eine Form akademischer Bildungsreise bestimmt, die von kulturellen „Grenzg?ngern“ betrieben wird Abschlie?end er?rtert der Autor Fragen der wissenschaftlich-publizistischen Autorit?t von Ethnographie. Dabei wird auf ein m?gliches Schisma zwischen einer „humanistisch“-partizipatorischen und einer szientifisch, „antihumanistischen“, auf dem Monopol professioneller Expertise beharrenden Tradition innerhalb der Ethnographie verwiesen. 相似文献
16.
Pamela Oberhuemer 《Zeitschrift für Erziehungswissenschaft》2009,12(4):651-665
In Germany, policy drives in recent years to implement first-time offcial early childhood curricula, coupled with new legislation guaranteeing entitlement by 2013 to a place in early childhood provision not only for three to six year olds but also for one and two year olds, are challenging the traditional parameters of professional work in early childhood services. Despite a flurry of initiatives by individual higher education institutions to introduce new forms of professional education/training for key workers, the required and desired professional profile is far from being clear. As one possibility of moving the discussion forward, this paper looks at current study routes and professional profiles of the core practitioners in early childhood centres in Denmark, Finland and Sweden. In each of these three Nordic countries the higher education study route leads to a bachelor degree. However. the professional profiles in each country differ considerably, ranging from a social pedagogy professional working outside the education system (Denmark), to an early childhood professional working both within a social welfare and education framework (Finland), or an early childhood and primary school professional operating within the education system (Sweden). Debating these varying profiles could be one way of clarifying both policy goals and the content of new higher education level initiatives in Germany. 相似文献
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Zusammenfassung Im Rahmen dieses Beitrags m?chte ich die Vielschichtigkeit von erziehungswissenschaftlich motivierter Forschung am Beispiel
der Wirkungsweise von Geschlechterrollenstereotypen auf die Gewaltsozialisation m?nnlicher Jugendlicher aufzeigen und dabei
auf die Notwendigkeit verweisen, dieser theoretischen Komplexit?t mit einer ebenso hohen empirischen und statistischen Komplexit?t
zu begegnen. Strukturgleichungsmodelle werden als geeignete Rechenweisen dargestellt und darin die Thematik der Kausalit?t
als eine postulierte Verbindung zwischen Ursache und Wirkung diskutiert. Die Akzeptanz des Prinzips ‚keine Ver?nderung ohne
Ursache‘ bildet den Grundsatz einer probabilistischen Kausalit?t und dieser stellt die Grundkonzeption einer empirischen Erziehungswissenschaft
dar, die statistisches Anwendungsfeld und Theoriesprache miteinander zu verweben weiss.
Summary An educational science perspective on complexity and causality in the field of socialization to violence This contribution will demonstrate the complexity of educational research. This will be achieved using the example of the effect of young me’s stereotypes for gender roles on their socialization to violence in social contexts. It argues that theoretical complexity must be complimented by an equally high empirical and statistical complexity. structural equitation models are presented as an appropriate method of computation and causality is discussed as a postulated link between cause and effect. The acceptance of the principle „no change without cause“ is the fundamental basis of the concept of probability-bound causality, which, in turn, is the key to an empirical educational science that can interweave the statistical field of application with theoretical discourse.相似文献
19.
Marina Wenger Oliver Lüdtke Martin Brunner 《Zeitschrift für Erziehungswissenschaft》2018,21(5):929-950
Using student ratings to assess instructional quality of schools should fulfill three requirements: (1) an appropriate level of inter-rater agreement within schools, (2) systematic variance of student ratings between schools, (3) an adequate reliability level of aggregated student ratings. Using international PISA-data (2000–2012; 81 countries, over 55,300 schools, over 1.3 million 15-year olds) this study investigated how these requirements were met regarding indicators of instructional quality (classroom management, cognitive activation, individual learning support). We computed the interrater agreement index rWG(J), as well as the intraclass correlations ICC(1) and ICC(2). Our results showed that (1) student ratings demonstrated a moderate or strong level of agreement for most indicators of instructional quality and (2) instructional quality assessed by students varied systematically between schools. Yet, (3) reliability of aggregated student ratings was not sufficient in many countries. We discuss these results regarding conventions to evaluate agreement, variability, and reliability of student ratings at the school level. 相似文献
20.
Christoph Wulf 《Zeitschrift für Erziehungswissenschaft》2008,11(1):67-83
Rituals in Primary School Age – Performativity, mimesis and interculturality. Rituals and ritualization play a central role in the upbringing, education and socialization of children at primary school age. They structure children’s lives and support their integration into the social order in a constructive manner. Rituals shape transitions between fields of socialization and institutions, and facilitate social learning, which is important both in lessons and more generally at school. Due to their performativity, pedagogic processes act just like rituals and ritualization in all fields of social action. How children stage (or perform) their behaviour and actions, whether alone or together with adults, can be seen as the performativity of actions. Important aspects of cultural learning at primary school age occur as mimetic processes. In this, pictures, schemes, the expectations of others, of social situations, occurrences and actions are incorporated into an individual’s “world” of mental pictures. This practical knowledge enables children to learn and act together, to live and to exist. In view of Globalization and Europeanization, upbringing and education have become an intercultural task, for which rituals, ritualization, pedagogic and social gestures, the performativity of social practices and mimetic forms of learning play an important role. Ethnography and qualitative methods are appropriate for investigating rituals and ritualization, the performativity of pedagogic practices, of mimetic processes and intercultural education processes. Amongst the most important methods, which are complementary and, where possible, should be combined, are participative observation, video-supported observation, video performance and photograph analysis, interviews and group discussions. With the help of this method-mix, attempts can be made to capture complex and methodologically transparent research results. 相似文献