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Music, visual arts and design instruction has hardly been studied by the educational research community in Switzerland. Beyond a narrow group of specialists, there is little aware-ness of the basic pedagogical premises, subject matter expertise and the theoretical underpinnings of music visual art and design education although these areas of instruction are firmly anchored in the education goals for compulsory public schooling that have been outlined at national level in Switzerland and a generous amount of instructional time appears to be allocated to these subject areas in comparison with curriculum guidelines in other countries. This paper presents the findings of a trend analysis focused on music, visual arts and design instruction in Switzerland. It shows the importance accorded to aesthetic subjects within the scope of compulsory public education, explores differences in the amount of time resources allocated to these subject areas and describes the subject-specific and cross-functional goals and objectives. Teacher education programs are also examined as their current content and structure raise concerns about inadequate teacher qualifications that contradict the ambitious curricular goals. A review of previous research efforts, most of which have explored the transfer effects of creative, artistic subject areas, follows and desiderata with respect to the future development of research activities are presented. 相似文献
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Brigitte Maria Schreier Dr. Anna-Lena Dicke Hanna Gaspard Isabelle Häfner Dr. Barbara Flunger Prof. Dr. Oliver Lüdtke Prof. Dr. Benjamin Nagengast Prof. Dr. Ulrich Trautwein 《Zeitschrift für Erziehungswissenschaft》2014,17(2):225-255
The lack of secondary school students’ motivation in mathematics lessons poses a great challenge. According to the Expectancy-Value Model (Eccles et al., Achievement and achievement motives: psychological and sociological approaches, New York, Freeman, S. 75–146, 1983), teacher and classmates influence students’ value beliefs. Using data of 1868 ninth grade students and their 72 math teachers, this study was designed to assess the association of several indicators of relevance-oriented teaching strategies and of perceived classmates’ math valuing with students’ value beliefs in mathematics. Two-level linear regression analyses provided evidence that the student-rated practical focus of math lessons predicted students’ intrinsic, attainment, utility, and cost value mainly at the individual level; student-rated classmates’ math valuing was associated with students’ value perceptions more strongly at the class level. Over the course of six months, these effects increased at the individual but not at the class level. Teacher-reported effort to establish connections between math and other domains was positively associated with students’ attainment and cost value. Teacher-rated use of daily life examples led to a decrease in students’ cost value over the course of six months. 相似文献
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Andreas Gestrich 《Zeitschrift für Erziehungswissenschaft》2012,15(1):11-36
Teaching science is again receiving increased attention in educational science, didactic and political debates. This review article will present the focal points of research concerning the didactics of science and perspectives for the development of science teaching. It will look at the goals of science education, on the one hand, and at the topics of empirical research and studies concerning a substantive development of teaching and lessons in science, on the other. The contribution closes with an outlook on the implementation of new developments and future perspectives for science education. 相似文献
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Heiko Quast Heike Spangenberg Prof. Dr. Bettina Hannover PD Dr. Edith Braun 《Zeitschrift für Erziehungswissenschaft》2012,15(2):305-326
Even more than other European countries, Germany must fear a serious future skills shortage and lack of experts. Therefore, increasing the proportion of high school graduates who wish to study at a university is a clear political objective. The aim of this paper is to identify variables that hinder or support the decision to pursue university studies. We used longitudinal data of 23,000 graduates of upper secondary school of the years 2002, 2004, 2006, and 2008 to analyze how tuition fees (which are charged only in some of the German federal states), family status, and students?? own cost-benefit analyses impacted their decision in favor or against taking up university studies. Results showed that the subjective costs of higher education were highest for persons of low social economic background, and for women. Also, the introduction of tuition fees in some federal states in the year 2006 lowered the percentage of students who wanted to enter higher education. Contrary to our expectations, however, this effect was observed in all federal states, irrespective of whether they had introduced tuition fees or not. Our results suggest that participation in higher education can be increased by both lowering (social and psychological) costs and raising (social and psychological) benefits of higher education. 相似文献
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The weak educational performance of a noteworthy share of students in Germany is not only a problem in itself, in the sense of a missing capability for self-dependent participation in society. It also has substantial consequences for the economy. This article provides projections of the economic returns that can be expected from hypothetical educational reforms that succeed in effectively reducing the number of at-risk students. We start by discussing existing theoretical and empirical research on the consequences of educational competencies for economic growth. On this basis, we perform projections of the magnitudes of additional economic wealth that can be expected from effective educational investments. Apart from a summary of existing results of long-run projections to 2090, we also report new projections for shorter time horizons. The results, which report the economic returns to effective educational reforms that reduce the number of at-risk students by state (Bundesland) in 10-year intervals from 2020–2050, may prove particularly relevant in political and budgetary discussions. The article closes with a discussion of results from the economics of education literature on which educational reforms might be expected to be successful in reducing the number of at-risk students. 相似文献
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Gerlinde Lenske Wolfgang Wagner Joachim Wirth Hubertina Thillmann Eva Cauet Sven Liepertz Detlev Leutner 《Zeitschrift für Erziehungswissenschaft》2016,19(1):211-233
In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students’ learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N?=?993). A complex bootstrapping mediation model shows that teachers’ pedagogical knowledge, mediated by their classroom management, has a positive effect on their students’ learning achievement. 相似文献
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In this paper, we examine current changes in the ethnic and social composition of the preschool and school aged population as well as the consequences these changes may have for educational participation and thus for overall educational attainment in the near future. Based on the micro-census 2008 survey, we identify groups of migrants by region of parents’ origin where children – despite low levels of parents’ education and comparatively few socioeconomic resources – have greater chances of upward educational mobility than non-migrant children. By contrast, children from less educated, nonmigrant families show a much lower tendency to be upwardly mobile, and educational choices are more closely tied to the economic and social background. Thus, our analysis provides evidence that educational background and socio-economic resources in the students’ families are of greater importance for the overall development of educational attainment in Germany than characteristics of migration and ethnicity. 相似文献
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Bernadette Gold Christina Hellermann Manfred Holodynski 《Zeitschrift für Erziehungswissenschaft》2017,20(1):115-136
Self-efficacy in classroom management and knowledge on classroom management are important teacher resources regarding their health. Fostering student teachers in their self-efficacy in classroom management and situated knowledge on classroom management is a promising approach for reducing reality shock at the beginning of in-service teaching. Thus, the present quasi-experimental pre-post control group study investigates whether video-based and practice-oriented coursework in teacher education can promote self-efficacy in classroom management and the professional vision of classroom management. Analyzing own classroom videos as well as analyzing videos from other teachers lead to a significantly higher latent increase in self-efficacy and professional vision than that of a control group. This was only the case for professional vision in a course with own teaching elements but without video analysis. 相似文献
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Bettina Perthold-Stoitzner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(6):177-178
Die Erfüllung des Tatbestandsmerkmales des § 103 Abs 3 Universit?tsG 2002, wonach die vorgelegten schriftlichen Arbeiten "beweisen"
müssen, dass der Antragsteller das Habilitationsfach wissenschaftlich beherrscht und f?hig ist, dieses zu f?rdern, kann nur
dann angenommen werden, wenn aus den einzelnen (im Habilitationsverfahren vorgelegten) Arbeiten ein zweifelsfreier Schluss
auf die wissenschaftliche Qualifikation des Habilitationswerbers m?glich ist. 相似文献
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Werner Helsper 《Zeitschrift für Erziehungswissenschaft》2016,19(1):89-105
This paper discusses whether research following PISA might constrain the plurality of empirical and theoretical approaches in empirical educational research. The significance of plurality in the field of science is reviewed initially; followed by the paper’s central thesis. It is argued that qualitative and new quantitative empirical educational research seldom considers each other in key areas of the field, e.?g. investigations on educational inequality. Though, ‘dimming out’ perspective-wise is marked rather a distinct feature of new quantitative educational research. Using the example of research on selection-based learning environments, students’ habitus and the family’s role in educational inequality, it is shown how a reflected linkage of both perspectives and mutual reception can be substantially beneficial to the findings of both paradigms. 相似文献
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Zusammenfassung Die fl?chendeckende Einführung der Orientierungsstufe in Niedersachsen war eng mit dem Ziel des Ausgleichs sozialer Benachteiligung
verbunden. Bis vor kurzem lagen jedoch kaum Erkenntnisse darüber vor, wie die Wirksamkeit dieser Schulstufe unter den Bedingungen
eines obligatorischen Regelangebots einzusch?tzen ist. Im vorlie genden Beitrag wird überprüft, inwiefern es der Orientierungsstufe
gelingt, die Bedingungen für eine leistungsgerechte Verteilung der Schüler auf die Schulformen der Sekundarstufe I zu schaffen.
Dafür werden die Daten einer aktuellen repr?sentativen Studie an nie ders?chsischen Orientierungsstufen und Schulformen des
Sekundarbereichs verwendet. Die empirischen Ergebnisse weisen darauf hin, dass es der Orientierungsstufe einerseits nicht
gelingt, ihren Auftrag der individuellen F?rderung und objektiven Leistungsbeurteilung zu erfüllen. Andererseits schafft sie
es nicht, korrigierend auf die schichtbedingten elterlichen Bildungsaspirationen einzuwirken.
Summary The Effectiveness of the Orientation-Level in Schools in Lower Saxony in Re-balancing Social Disparities in Educational Participation The introduction of the so-called “Orientation-Level” into the schools of Lower Saxony was originally connected to the goal of re-balancing social disadvantage. Until recently, there was little evidence for judging the effectiveness of this obligatory provision. This paper investigates the success of the orientation-level in creating conditions for an ability-based distribution of pupils between the different schools types at secondary level. A recent representative study of the orientation-level and different school types will be presented. The empirical results indicate that the orientation-level neither fulfils its task of individual support and objective ability assessment nor does it re-balance the different educational aspirations of parents from different social groups.相似文献