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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
2.
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
3.
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
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5.
Roland Bloch Alexander Mitterle Tobias Peter 《Zeitschrift für Erziehungswissenschaft》2016,19(4):727-744
Like excellence, internationality has evolved into a key concept for German universities. This article reconstructs the manifold genesis of internationality as a principle for stratificatory claims on the basis of science policy documents. At the levels of student exchange, researcher mobility, and university cooperation, three changes are elaborated upon: the transition from the medieval universitas of the nationes to the national university, the increasing competitive orientation of a concept of internationality based on cooperation and cultural exchange, and the transformation of internationality under the auspices of excellence. At the same time, it will be shown how international understanding, exchange, and competition as guiding principles of an internationalization discourse are enacted differently in varying historical contexts. It will be demonstrated that internationality as a sign of excellence becomes a strategy for universities to position themselves as superior in their respective fields. 相似文献
6.
7.
Zusammenfassung Anwendungsf?higkeiten und das Interesse für neueste mediale Technik sind zu einem Kennzeichen moderner Adoleszenz geworden.
Dabei spielen das Medium Computer bzw. Anwendungsweisen neuer Medien eine erhebliche Rolle. Doch die Computernutzung Jugendlicher
geht über einfache technische Anwendungsweisen weit hinaus. In der Relation von Medium und Subjekt ereignen sich individuelle
Identit?tsbildung und Selbststabilisierung, geschehen Suchbewegungen und Explorationen von Subjektgestaltung. Innerhalb dieser
Prozesse der Identit?tsbildung und Subjektgestaltung sind Dimensionen jugendlicher Computernutzung zu beobachten, die in den
Bereich der individuellen Sinngenese fallen und in den Kontext der Diskussion um Medienreligion bzw. um Formen „verflüssigter“
Religion geh?ren. Wie sich diese Formen ausdifferenzieren will der folgende Beitrag entfalten, dem ein qualitativempirisches
Forschungsprojekt zugrunde liegt.
Summary Religion, Identity and Computers — Fluid forms of religion in youth culture Competency and interest for new media technology have become recognizable elements of modern adolescence. The computer and the use of new media play particularly significant roles in this context. However, adolescents’ use of computers goes far beyond simple technical application. The relationship between medium and subject influences identity formation and self-stabilization, and initiates a process of searching and exploration of individual development. Dimensions of computer use within these processes can be viewed in the context of individual processes of sense-making construction and are therefore relevant to the discussion of media religion and of so-called “fluid” forms of religion. This paper will show how the forms develop on the basis of a qualitative empirical research project.相似文献
8.
Im Beitrag werden zun?chst die verschiedenen in der mathematikdidaktischen Diskussion zu mathematical literacy vertretenen Positionen referiert sowie die Umsetzung von mathematical literacy als erkenntnisleitende Bildungskonzeption in der internationalen PISA-Studie sowie die Orientierung der deutschen Erg?nzungsstudie an dem Konzept einer mathematischen Grundbildung reflektiert. In einem zweiten Teil wird der Frage nachgegangen, welche Anforderungen an eine Konzeption mathematischer Literalit?t zu stellen sind, die den Bedingungen einer mehrsprachigen Schülerschaft gerecht wird. An einem Beispiel aus der eigenen empirischen Forschung wird dabei die Notwendigkeit der Berücksichtigung sprachlicher Prozesse beim Mathematiklernen aufgezeigt. Anschlie?end werden auf dieser Basis überlegungen zu einer eigenen Auffassung mathematischer Literalit?t als Bildungsziel mathematischer Erziehung formuliert. 相似文献
9.
Dipl.-Päd. Marcus Pietsch Dr. Simone Tosana 《Zeitschrift für Erziehungswissenschaft》2008,11(3):430-452
In the external evaluation of schools the technique of classroom observation belongs to the methodological standard repertoire. Nevertheless the measurement of quality of classroom teaching based upon selected lesson sequences, which are as a rule inspected only briefly, is fraught with a lot of methodological problems. Therefore it is relevant for a substantiated quality assurance to reveal problems in the measurement of quality of classroom teaching due to an implementation of adequate empirical methods. This is made possible by using the generalizability theory and the many-facet Rasch model. Analyses based upon data of the Hamburg school inspection point out that by using an appropriate data collection procedure rater effects in classroom observations turn out comparatively low at about nine percent of total variance. Furthermore analyses prove that it is insufficient to simply quantify the agreement among raters by using global reliability measures, but that it is necessary to check up on intra rater consistency for getting valid and in this way reliable results from classroom observations for the practice. 相似文献
10.
At the turn of the 18th to the 19tb Century, pictures from books and leaflets developed into didactic wall charts. Between 1860 and 1960 the wall charts became the decisive medium of teaching. Three factors favoured this process: didactic theory formation, the invention of lithography, and compulsory schooling, which was gradually generalised during that period. Chance and the spirit of the time also had a role to play in the publication and presentation of wall charts, as well as the evolution in teaching methods. The selection of the pictures we will use, was governed by the principles of information, conceptualisation and aesthetic education. Reality itself served as a model for the illustrators, which can be demonstrated by pictures from history and geography lessons. Nevertheless, the didactic efforts to present as much information as possible on the one hand and to instruct the children with precise and highly desired conceptualisations of the reality on the other hand, led to an overloading of the context as well as to an unrealistic simplification of the complexities presented in the wall charts. 相似文献
11.
Dr. habil. Kai Maaz Univ.-Prof. Dr. Ulrich Trautwein Dipl.-Soz. Wiss. Cornelia Gresch Univ.-Prof. Dr. Oliver Lüdtke Univ.-Prof. Dr. Rainer Watermann 《Zeitschrift für Erziehungswissenschaft》2009,12(2):281-301
Indicators of social background belong to the standard set of instruments for empirical research in education. Construction of valid ranking scales and category systems for social background depends on a differentiated surveying of the occupation and vocational activity of parents. Coding such details using standard procedures is a complex process. This contribution investigates the intercoder-reliability of occupational codes according to ISCO-88 and the indicators for socio-economic status (ISEI) based on these codes using a random sample of 300 graduates surveyed on the occupation of their father and mother. To this aim, we compared a double-coding by professional coders and a double-coding by the research team. The results show a match of around 50 percent between the two coding groups. The validity of the index of socio-economic status based on the data was, however, very good. The correlation between ISEI-values based on the coding from the different coders was very high. The predication of family background did not vary between the coding of the different coding groups. 相似文献
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13.
Dorle Klika 《Zeitschrift für Erziehungswissenschaft》2000,3(2):285-304
W?hrend der Identit?tsbegriff sich einerseits weiterhin gro?er Beliebtheit erfreut, ger?t er andererseits zunehmend in die Kritik. Vertreter postmoderner Optionen pl?dieren u.a. mit Rekurs auf den Philosophen Welsch für dessen Verabschiedung. Kritisiert werden vor allen die mit dem modernen Identit?tskonzept verbundenen Konzeptionen von Koh?renz und Kontinuit?t. Welschs Option wird hier einer mehrperspektivischen Analyse unterzogen, wobei jenseits der Differenzen verschiedener Diskurse Gemeinsamkeiten zwischen modernen und postmodernen Optionen aufscheinen. übrig bleibt ein formaltheoretisches Konzept der Subjektkonstituierung, das für die p?dagogisch Praxis nicht taugt. 相似文献
14.
Julia-Katharina Rißling Dr. Kathrin Mahlau Prof. Dr. Bodo Hartke Prof. Dr. Franz Petermann 《Zeitschrift für Erziehungswissenschaft》2014,17(3):543-562
The present study examines the language development of N = 48 children with specific language impairments. All pupils were primary students in their first year. They all were tested with the standardized test (SET 5-10). N = 24 children received special tuition. All other children participated in the common tutoring structures of teaching in Mecklenburg-Western Pomerania. The results of this study show a moderate but significant progress in language development for both groups. 相似文献
16.
Gegenstand des Beitrags ist die soziale Identit?tsentwicklung Jugendlicher im Spannungsfeld zwischen supranationalen, nationalen/ethnischen,
regionalen, lokalen und religi?sen Konzepten. Hierfür wurde eine repr?sentative Querschnittstudie reanalysiert, wobei die
Analysestichprobe 2.187 deutsche und türke Jugendliche zwischen 14 und 19 Jahren umfasst. Es konnte für die deutschen Jugendlichen
eine dreidimensionale Identit?tsstruktur mit einer national-subnationalen, einer supranationalen und einer religi?sen Identit?tsdimension
bestimmt werden. Hingegen wird die ebenfalls dreidimensionale Identit?tsstruktur der türkischen Jugendlichen durch eine ethnischreligi?se,
eine sozial-r?umliche und eine r?umlichadministrative Dimension charakterisiert. Trotz dieser differenten Strukturen weisen
beide Gruppen in Hinsicht auf einzelne Identit?tsaspekte ?hnliche Alters-, Geschlechts-, Bildungs- und Wohndauerunterschiede
auf. 相似文献
17.
Holger Gärtner 《Zeitschrift für Erziehungswissenschaft》2016,19(3):509-526
The present study examines the assumption of positive correlations between certain characteristics of school organization (goals, organization and human resources) and teaching quality. Therefore, inspection data from the Brandenburg school inspection are examined. These data are suitable due to the wide coverage of school and teaching characteristics and the fact that data from approximate all public schools is available. The results confirm positive correlations between school characteristics and teaching quality at the school level in the range of small to medium effects. Moreover, with an increase in school characteristics, the variation of teaching quality within a school decreases (small effects). The study provides evidence on potentials and limitations of inspection data for school quality research and the optimization of current inspection instruments. 相似文献
18.
Several studies show that university students in Germany still have problems in reasoning mathematically although this already should be fostered at high school since the implementation of standards for school mathematics. Mathematical argumentation is a core competence and highly important, especially in academic mathematics. To foster mathematical argumentation at the beginning of university studies, competence models are needed which give more detailed insights in the skills that are necessary for reasoning. As mathematical argumentation is a complex process, especially at the higher secondary level or at university, many little steps are needed to complete a competence model for argumentation at the secondary–tertiary transition gradually. A possible step can be to initially identify several aspects of mathematical argumentation competence that influence the reasoning quality. The empirical basis for identifying those aspects is a cross-sectional study with 439 engineering students who participate in a transition course in mathematics. We address the following questions: (1) how is the quality of student’s reasoning? (2) Which kind of arguments do students use? (3) What resources do students who reasoned correctly use for solving the problems? (4) Does the content of the tasks play an important role? The results show a great influence of the content on the reasoning quality, especially if the content is abstract or concrete. Argumentation quality of students decreases with an increasing level of abstraction of the content. Furthermore, the results reveal that students often use routines for solving the problems. That indicates that procedural approaches still play an important role in school mathematics. If procedures could be used for solving the tasks, students are more successful. Competence models for mathematical argumentation at the beginning of the tertiary level should, therefore, include these factors. 相似文献
19.
Manfred Weiß 《Zeitschrift für Erziehungswissenschaft》2008,11(2):168-182
Keyword: Education Economics and Quality of Schooling. With reference to an earlier keyword article from the same author, this contribution looks at recent developments in education economics. The focus is a critical review of the field‘s contribution to research on the necessary conditions for high quality schooling. Of particular interest at the moment are the institutional framework conditions in a school system, which set incentives for performance. These are judged to be better than resource-based strategies of quality assurance. The empirical basis is provided by estimates of production functions using data from international school performance studies. This article will point out the limited validity of evidence gained through these studies and the – in sum – contradictory empirical findings. For this reason, political recommendations on the basis of this approach should be more reserved. 相似文献
20.
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