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The effects of aging on response time were examined in a paper-based lexical-decision experiment with younger (age 18-36) and older (age 64-75) adults, applying Ratcliff's diffusion model. Using digital pens allowed the paper-based assessment of response times for single items. Age differences previously reported by Ratcliff and colleagues in computer-based experiments were partly replicated: older adults responded more conservatively than younger adults and showed a slowing of their nondecision components of RT by 53 ms. The rates of evidence accumulation (drift rate) showed no age-related differences. Participants with a higher score in a vocabulary test also had higher drift rates. The experiment demonstrates the possibility to use formal processing models with paper-based tests. (DIPF/Orig.)

Mit der Einführung, Veröffentlichung und bundesweiten Verbreitung der Bildungsstandards Geographie durch die Deut sche Gesellschaft für Geographie (DGfG) im Jahre 2006 ging auch die Hoffnung auf eine sukzessive Implementierung einher, welche darin resultieren sollte, dass sich die Bildungsstandards sowohl im non-formalen Unterrichtsalltag als auch im formalisierten Kontext der Lehrpläne bzw. Curricula der einzelnen Länder der BRD wiederfinden. Gleichwohl fehlen hinsichtlich einer solchen paper implementation bislang entsprechende Forschungserkenntnisse, so dass die Frage nach dem tatsächlichen Impact der Standards im Schulwesen noch als unbeantwortet gelten muss. Vorliegender Artikel vergleicht den bayerischen Gymnasiallehrplan Geographie (2004/2009) mit dem neuen, 2017 in-Kraft-tretenden LehrplanPLUS Gymnasium Geographie unter dem Aspekt der Implementierung des Kompetenzmodells der Bildungs standards Geographie. In übergeordneter Sichtweise versteht er sich als Beitrag zur Entwicklung einer geographiedi daktischen Implementierungsforschung. Dabei soll der Frage nachgegangen werden, ob und ggf. in welchem Diffe renzierungsgrad sich das Kompetenzmodell der Bildungsstandards im neuen Lehrplan wiederfindet, dort also formal implementiert ist. Als methodischer Rahmen dient hierbei ein neu entwickeltes Analyseinstrument auf Grundlage der qualitativen Inhaltsanalyse. Wie die Ergebnisse der vorgestellten Studie zeigen, kann in Bayern eine Weiterentwick lung des Geographielehrplans hin zu einer expliziten Kompetenzorientierung konzediert werden, die mit einer deutlich nachweisbaren paper implementation der Bildungsstandards Geographie der DGfG im neuen LehrplanPLUS Geogra phie einhergeht. Bei detaillierterer Betrachtung zeigt sich gleichwohl, dass die inhaltliche Übereinstimmung mit den Bildungsstandards im Bereich der sechs Kompetenzbereiche am höchsten ist, über die Ebene der 24 Kompetenzen bis zu den 77 Einzelstandards jedoch insgesamt sukzessive sinkt und mitunter erheblich variiert, When the Educational Standards in Geography for the Intermediate School Certificate were published for the first time in 2006, a successive implementation process was expected. One result sought was the integration of the Educational Standards in both school lessons as well as in formal contexts such as the curricula. However, as of today, there is a con siderable lack in according research findings of such a paper implementation, and the question of the particular impact of the Educational Standards on the curricula of the different types of schools within Germany remains mostly unanswered. In the article presented here, the Bavarian grammar school (Gymnasium) curriculum Geography of 2004 (slightly alterna ted in 2009) is compared to the new curriculum LehrplanPLUS Geography, which is due to be implemented in 2017, with a particular focus on the formal implementation of the competence model of the Educational Standards. From an overall perspective, the study can be regarded as a contribution to an emerging school of didactic implementation research. A newly developed research tool set to analyze formal paper implementation results based on concepts of a qualitative content analysis. As the results presented reveal, the overall implementation and integration of the competence model of the Educational Standards into the new Bavarian Geography curriculum (Gymnasium) via paper implementation can be confirmed. Yet, a more detailed view shows that the level of re-installment varies, from high (areas of competence) to lower (particular standards), with significant differences concerning the particular single abilities.

Die drei Journalisten Patrick Bauer, Patrick Illinger und Till Krause sind für das Süddeutsche Zeitung Magazin in einer tiefschürfenden Recherche dem Fall des Tübinger Professors Niels Birbaumer nachgegangen, der behauptete, die Gedanken von unheilbar an der Nervenkrankheit ALS leidenden Patienten entschlüsseln zu können. Dabei traten jedoch immer größer werdende Unstimmigkeiten zwischen Datenlage und öffentlichen Erfolgsmeldungen auf. Insbesondere die Daten, auf denen die vermeintlichen Forschungsergebnisse basierten, konnten bei Nachprüfungen von anderen Experten nicht nachvollzogen werden. Die Jury des Goethe-Medienpreises erkannte dieser auch journalistisch herausragend umgesetzten Arbeit den 1. Preis zu. Mit zwei Journalisten des Teams, mit Dr. Till Krause und Dr. Patrick Illinger, konnte der UniReport vor der Preisverleihung sprechen.

Mit dem Archiv der Kunstpädagogin Eva Eyquem (1915-2009), die 1932 bis 1934 in Berlin Schülerin von Johannes Itten war, verfügt der Lehrstuhl für Kunstpädagogik der FAU seit 1994 über ein umfangreiches Konvolut an Bild- und Textmaterial, sowie Video- und Audioaufzeichnungen, das ihre Tätigkeit zwischen 1972 und 1999 in Nürnberg dokumentiert. Aufbauend auf ihren Erfahrungen im Bereich der Kunstwissenschaft und Ästhetik an der Universität Paris I unterrichtete Eyquem in Nürnberg in Kooperation mit dem Kunstpädagogischen Zentrum im Germanischen Nationalmuseum Nürnberg und anderen Bildungseinrichtungen in unterschiedlichen Bereichen der ästhetischen Praxis und Theorie. Im Vorfeld des Bauhaus-Jubiläums richtete der Lehrstuhl für Kunstpädagogik 2018 ein Symposium zu Eva Eyquem aus, das ihr Werk im Kontext der Bauhaus-Pädagogik beleuchten sollte. Mit Vorträgen internationaler Wissenschaftler lag der Fokus der Tagung auf der Kunstpädagogik Johannes Ittens, deren Wurzeln in der Reformpädagogik (Rainer K. Wick), sowie auf Eyquems Rolle als Schlüsselfigur der Itten-Rezeption in Japan (Yoshimasa Kaneko) und auf der Bedeutung ihres Werks als Erweiterung (und Fortschreibung) von Ittens Gestaltungslehre (Sabine Richter). Der Tagungsband mit ausgewählten Vorträgen wird ergänzt durch einen zweiten Teil mit Schriften und Interviews, in denen Eva Eyquem sich zu Grundlinien ihrer Pädagogik äußert und der ihre an zeitgenössische künstlerische Prinzipien angelehnte Kunstpädagogik thematisiert. With the archive of the art teacher Eva Eyquem (1915-2009), who was a student of Johannes Itten in Berlin from 1932 to 1934, the Chair of Art Education at FAU has had an extensive collection of image and text material, as well as video and audio recordings, since 1994, which documents her activities between 1972 and 1999 in Nuremberg. Based on her experience in the field of art studies and aesthetics at the University of Paris I, Eyquem taught in Nuremberg in cooperation with the Art Education Center in the German National Museum Nürnberg and other educational institutions in various areas of aesthetic practice and theory. In the run-up to the Bauhaus anniversary, the Chair of Art Education organized a symposium on Eva Eyquem in 2018, which was intended to shed light on her work in the context of Bauhaus education. With lectures by international scholars, the focus of the conference was on Johannes Itten's art education, its roots in reform education (Rainer K. Wick) as well as on Eyquem's role as a key figure in Itten's reception in Japan (Yoshimasa Kaneko) and on the importance of her work as an extension and continuation of Itten's design theory (Sabine Richter). The conference volume with selected lectures is supplemented by a second part with writings and interviews in which Eva Eyquem expresses herself on the basic lines of her pedagogy and discusses her art pedagogy, which is based on principles of contemporary art.

This paper explores the extent to which latest developments in the Technical and Vocational Education and Training System in South Africa respond to key principles espoused for a developmental, democratic and inclusionary ideal. The White Paper for post school education and training (DHET, 2013) approved by Cabinet in November, 2013 is referred to by the Minister as the "definitive statement of the governments vision for the post school system" (DHET, 2013, p.4) and as such represents a crucial strategy document intended to chart the TVET direction to 2030. Using key theoretical constructs from development theory, this paper provides an assessment of the TVET strategy contained is the paper and explores the extent to which it does respond to the agenda defined by the promise. It is argued that the challenges outlined are not yet able to provide the blueprint for a TVET transformative vision. It is concluded that while the development rhetoric contained in the paper is plausible, the creative tinkering of the system is unlikely to lead to the radical revisioning necessary for a truly transformative TVET system. The underlying assumptions regarding purpose, impact and outcome will need to be carefully reconsidered if the system is to be responsive to the promises of the democratic developmental ideal to which the government is committed. (author's abstract)

Infozine, S2, ISSN:2504 - 1851

Infozine, S2, ISSN:2504 - 1851

Journal for educational research online 9 (2017) 1, S. 32-51, Accurate response times are essential for assembling tests in educational largescale assessment to ensure test validity and efficient testing. Because obtaining empirical response times in pilot studies is cost-intensive and also because this process is complicated in paper-and-pencil assessments, we propose a model-based approach for calculating response times from readily available testlet properties. This prediction formula was developed using the response time data of 334 high school students who worked on 93 testlets of a paper-and-pencil test measuring science achievement. A large proportion (94.3 %) of the variance in response times (i.e., the variation of the average response times of persons across testlets) was explained by number of items, number of words, and response type. Another sample of 1,386 students who worked on 125 additional science testlets was used to validate the initial findings. Overall, the proposed easy-to-use formula is suitable for providing accurate response times for test assembly at a low cost. (DIPF/Orig.), Akkurate Aufgabenbearbeitungszeiten stellen einen essentiellen Bestandteil der Testkonstruktion im Large-Scale-Assessment zur Gewährleistung der Testvalidität und Erhöhung der Effizienz der Testung dar. Da die Erhebung von Aufgabenbearbeitungszeiten in Papier-und-Bleistift-Tests kostenintensiv und kompliziert ist, wird ein modellbasierter Ansatz zur Berechnung der Aufgabenbearbeitungszeiten mittels leicht verfügbarer Aufgabeneigenschaften vorgeschlagen. Diese Vorhersageformel wurde mit Bearbeitungszeitdaten von 334 Schülern, die 93 Aufgaben eines Papier-und-Bleistift-Tests zur Messung von naturwissenschaftlicher Kompetenz bearbeiteten, entwickelt. Ein hoher Anteil (94.3 %) der Varianz der Aufgabenbearbeitungszeiten (d. h., der Variation der mittleren Bearbeitungszeiten von Personen über Aufgaben) wurde durch die Anzahl an Items, Anzahl an Wörtern und dem Aufgabenformat erklärt. Eine zweite Stichprobe von 1386 Schülern bearbeiteten 125 zusätzliche Naturwissenschaftsaufgaben, um die Ergebnisse zu validieren. Insgesamt erwies sich die vorgeschlagene, leicht zu verwendende Formel als geeignet, um akkurate Bearbeitungszeiten zur Testkonstruktion zu geringen Kosten zu liefern. (DIPF/Orig.)

Gestiegene Erwartungen an die pädagogische und organisationsbezogene Qualität elementarpädagogischer Einrichtungen stellen neue Anforderungen an Personal und Organisationen in diesem Bildungssegment. Im Rahmen einer durch die Robert Bosch Stiftung Stuttgart geförderten Expertentagung wurden auf der Grundlage eines Diskussionspapiers verschiedene Modelle einer Organisationsentwicklung im Elementarbereich vorgestellt und diskutiert. Hierbei wurde deutlich, dass bislang keine unabhängigen und etablierten Modelle existieren. Die Expertinnen konnten sich in Form von Impulsreferaten oder nachträglich eingereichten Statements in den Prozess einbringen. Die Publikation dokumentiert sowohl die Recherche als auch den Diskussionsprozess. Zudem sind die Statements der Expertinnen und Experten einbezogen. Ziel ist es, das Thema schrittweise weiter zu bearbeiten und zunächst Best Practice Beispiele auszumachen und gemeinsam mit der Praxis ein passendes Modell der Organisationsentwicklung zu erarbeiten. Die Ergebnisse sollen didaktisch so aufbereitet werden, dass Sie in Form von Fallstudien in die Aus- und Weiterbildung einfließen können. (DIPF/Autorinnen)

In the history of the modern school systems in Europe, the development of the didactiques des disciplines (subject didactics) originates in 1) the building of “disciplines” (school subjects) as social organisations aimed at producing and diffusing knowledge and 2) the empowerment of the secondary school teachers through professional associations (Schneuwly, 2011). Subject didactics were thus born as practices of teaching a given discipline and attempts of theorising such practices. Against this background, mass schooling reforms in the 60's -70's in France and their unexpected side effects have prompted a significant turn for the “didactiques des disciplines" (Caillot, 2007; Ligozat & Leutenegger, 2012). They became descriptive and explicative research fields about the irreducible role of the knowledge content in teaching and learning. In this turn, research in didactics of mathematics played an important role in theorising 1) the knowledge transposition inherent to the didactical institutions (Chevallard, 1985/1991; Chevallard & Bosch 2014) and 2) the didactical contract as a framework for understanding the teacher and the students' reciprocal expectations about the content (Brousseau, 1997). In the French-speaking countries, subject didactics went on growing according to the school subjects frames. This paper positions the “didactique comparée” (comparative didactics) as a reconstructive move drawing on certain conceptual frameworks developed in the subject didactics and against the background of socio-cultural approaches of knowledge construction and learning. One major development is the reconceptualization of teaching and learning as a joint action of the teacher and the students in the meaning-making process (Sensevy & Mercier (Ed.), 2007; Ligozat & Schubauer-Leoni, 2010; Sensevy, 2012). We argue that this framework provides a better understanding of the ternary relation [teacher - student(s) – content], across the various forms of institutional contexts in which teaching and learning is purposively organised and across the frontiers of the school subjects. Brousseau, G. (1997). Theory of Didactical Situations in Mathematics: Didactique Des Mathématiques, 1970-1990. Dordrecht [etc.]: Kluwer Academic Publ. Caillot, M. (2007). The Building of a New Academic Field: the case of French didactiques. European Educational Research Journal, 6(2), 125‑130. Chevallard, Y. (1985). La transposition didactique: du savoir savant au savoir enseigné (3rd Ed.). Grenoble: La Pensée Sauvage. Chevallard, Y., & Bosch, M. (2014). Didactic Transposition in Mathematics Education. In S. Lerman (éd.), Encyclopedia of Mathematics Education (p. 170‑174). Springer Netherlands. Consulté à l'adresse http://link.springer.com/referenceworkentry/10.1007/978-94-007-4978-8_48 Ligozat, F., & Schubauer-Leoni, M. L. (2010). The Joint Action Theory in Didactics: Why Do We Need It in the Case of Teaching and Learning Mathematics? In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Éd.), Proceedings of the 6th. Congress of the European society for Research in Mathematics Education (p. 1615–1624). Lyon: INRP. Consulté à l'adresse http://www.inrp.fr/editions/editions-electroniques/cerme6/ Ligozat, F., & Leutenegger, F. (2012). Vergleichende Didaktik: Geschichte, Instrumente und Heraufsforderungen aus einer frankophonen Perspektive [Comparative didactics: history, conceptual tools, and development from a French-speaking standpoint]. Pädagogische Rundschau, 66(Heft 6), 751‑771. Schneuwly, B. (2011). Subject Didactics: An Academic Field Related to the Teacher Profession and Teacher Education. In B. Hudson & M. A. Meyer (Éd.), Beyond fragmentation: Didactics, Learning and Teaching in Europe (p. 275‑286). Opladen & Farmington Hills MI: Barbara Budrich Publishers. Sensevy, G. (2012). About the Joint Action Theory in Didactics. Zeitschrift Für Erziehungswissenschaft, 15(3), 503-516. Sensevy, G., & Mercier, A. (Éd.). (2007). Agir Ensemble: L'action didactique conjointe du professeur et des élèves. Rennes: Presses Universitaires de Rennes.

Die Arbeit untersucht Beratungsprotokolle aus der Schreibsprechstunde der Europa-Universität Viadrina. Sie fragt nach den Beratungsstrategien der Peer Tutorinnen und Peer Tutoren in der Beratungssituation. Um eine sinnvolle Auswahl aus den Protokollen zu treffen, wählt die Arbeit sowohl einen quantitativen als auch einen qualitativen methodischen Zugang zu den Daten (Datentriangulation). So ermittelt sie zunächst die am häufigsten vertretene Textsorte (Hausarbeit), die am häufigsten auftauchenden Nutzerinnen und Nutzer der Sprechstunde (BA Studierende Kulturwissenschaften im ersten Semester) und den wichtigsten Beratungsschwerpunkt (Struktur und Gliederung). Aufgrund dieser Parameter werden Protokolle ausgewählt, die dann einer Qualitativen Inhaltsanalyse im Hinblick auf die Beratungsstrategien der Peer Tutorinnen und Peer Tutoren unterzogen werden. Diese werden mit Theorien zur studentischen Schreibberatung verglichen und es werden Schlussfolgerungen für die praktische Arbeit abgeleitet., Writing plays a crucial role at the university. Research about writing showed that writing skills cannot be expected as fully developed once a student enters university. Rather it needs to be trained and students need to be supported while starting their learning process to write on an academic level. This lead to the development of writing centers in the past decades and to the slow implementation of a student centered writing support system: peer tutoring in writing. This concept, which was originally introduced in the USA, has also been adapted at German universities one of them being the European University Viadrina. At the European University Viadrina peer tutoring in writing is practiced since 2004 and has been established effectively with a Writing Center since 2007. The Writing Center aims to support and enable students’ writing skills and at the same time it is determined to be a place of students for students. This paper specifically wants to examine the work done by the peer tutors at this particular Writing Center. It is an empirical study of the reports that the tutors write after each tutoring session. From 2007 to September 2010 826 reports have been written. These re-ports will first be evaluated statistically with the help of the statistical program SPSS. After-wards the texts of the reports will be evaluated with the help of the qualitative content analy-sis by Philip Mayring. The central question of this paper is how the peer tutors at the Writing Center of the European University Viadrina tutor students whose concerns are connected to writing a seminar paper (Hausarbeit). The first chapter describes the background of the con-cept of peer tutoring in writing, also giving some insight into Writing Center work and the challenges of writing at the university. Also the Writing Center at the European University Viadrina will be presented in this chapter. Moreover both empirical methods applied in this study are presented: the quantitative method as well as the qualitative method. Subsequent-ly to the description of the process of examination the results of the study will be presented and interpreted. It became very clear in the course of study that the text which is most com-monly advised in writing consultations is the Hausarbeit (seminar paper). Furthermore the findings suggest that the students who come most frequently are students of the faculty of social and cultural studies in their first semester who experience difficulties in structuring their papers. Thus the reports of these specific writing consultations have been chosen for the qualitative content analysis. The content analysis then showed that tutors at the Writing Center at the European University Viadrina work collaboratively with their tutees enabling them to help themselves, they give feedback on texts, they pass on specific knowledge and they also perceive feelings of the tutees and react on them. These five categories which sum up the strategies that peer tutors use to help students will then be discussed with regard to theoretical findings described earlier in this paper and finally an outlook for future studies will be given.

Die vorliegende Arbeit ist im Schnittbereich zwischen Kunstgeschichte, Kunstwissenschaft und praktischer Anwendung im schulischen Umfeld angesiedelt. Thematischer Leitfaden ist die Verwendung von Papier als Werkstoff in der Bildenden Kunst. Im Wesentlichen gliedert sich die Arbeit in zwei thematische Blöcke, die aufeinander Bezug nehmen: 1. Kunsthistorische Bestandsaufnahme der Nutzung von Papier als Werkstoff in der Bildenden Kunst der Moderne 2. Entwicklung und Erprobung von Gestaltungsaufgaben mit Papier als Werkstoff im schulischen Bereich zu 1 - Kunsthistorische Bestandsaufnahme Im ersten Teil erfolgt die Inventarisierung der verschiedenen Anwendungsmöglichkeiten und Konzepte der Verwendung von Papier in der Kunst der Moderne. Diese Analyse ermöglicht einen Blick auf die Bildende Kunst des 20./21. Jahrhunderts im Zusammenhang mit dem Werkstoff Papier. Dabei werden die innovativen konzeptionellen und gestalterischen Ansätze der Künstler deutlich, die das Papier als Werkstoff mit seinen materiellen Eigenschaften und Eigengesetzlichkeiten nutzen und so neu interpretieren. Die Folge ist eine sukzessive Erweiterung der Gestaltungskonzeptionen und der Palette der handwerklichen Verarbeitungstechniken. zu 2 - Papier als Werkstoff im schulischen Bereich Der zweite Teil der Arbeit befasst sich mit den gestalterischen Möglichkeiten für den Kunstunterricht, die sich aus der Bandbreite der in Teil 1 beschriebenen konzeptionellen und künstlerisch - technischen Ansätze ergeben. Entstanden ist ein umfangreiches Konvolut von Schülerarbeiten, teilweise mit innovativen konzeptionell - gestalterischen Ansätzen. Die Arbeiten gliedern sich in drei große Werkblöcke: 1. Collage 2. Papier und Raum 3. Papier als Farbe Abschließend werden unterschiedliche didaktische und methodische Vorgehensweisen vorgestellt, die sich aus den inhaltlichen, materialimmanenten und organisatorischen Ansätzen herleiten lassen. This thesis is divided in two thematic blocs: 1. Historical inventory - use of paper as material in modern art 2. Development an trial of creative exercises with paper as material in school education 1 - Historical inventory The first part treats the inventory of paper and the different concepts of artistic and technical use in modern art. 2 - Paper as material for school education The second part works on the creative possibilities of the material paper in artistic education. Different technical and artistic conceptions are represented, devided in three thematic blocs: 1. Collage 2. Paper and space 3. Paper as colour At the end different didactic and methodical procedures are represented, which are derived from the different artistic and craft concepts.

Ispra : CRELL-Network on Active Citizenship for Democracy 2006, 86 S., This paper starts with a conceptual analysis of active citizenship, based on a functional approach distinguishing four dimensions of citizenship. Active Citizenship for Democracy is described as a set of competencies and behaviours which are apt to fulfil these functions. A comprehensive framework on possible indicators both for competencies and for behaviour is laid down. The paper concentrates on the presentation of data and statistical methods in the course of constructing a composite indicator on active citizenship behaviour. Public data available from the following surveys is taken into account: Civic Education Study (IEA-CIVED); European Social Survey (ESS) Global Corruption Barometer (GCB) and Word Value Survey (WVS). As the authors don't see sufficient theoretical and empirical basis for developing a composite indicator on European active and democratic citizenship competencies, the paper presents two preliminary achievements. The paper finishes with a documentation on further research needs related to conceptual and statistical analysis as well as to the usage of indicators. (DIPF/DBS)

Tübingen : Institut für Regionale Innovation und Sozialforschung 2007, 81 S. - (IRIS Arbeitspapiere; 1-2007), This working paper covers the interim results of the European research project "UP2YOUTH - Youth as actor of social change?". UP2YOUTH was funded within the European Union's 6th framework programme as a coordinated action network from 2006 to 2009. The network consisted of 18 research institutes from 15 EU countries. Key elements were reviews of national and international research in the three themes; and workshops with policy makers, practitioners and researchers to validate intermediate findings. UP2YOUTH has analysed how young people contribute to social change by their actions and how policies can empower the agency of young people. The thematic focus was on young parenthood, transitions to work of migrant or ethnic minority youth and youth participation. (Author), In diesem Arbeitspapier werden Zwischenergebnisse des europäischen Forschungsprojekts "UP2YOUTH - Jugend als Akteur sozialen Wandels?" vorgestellt. Das Projekt wurde im Rahmen des 6. Rahmenforschungsprogramms der EU von 2006 bis 2009 als thematisches Netzwerk mit 18 Partnerteams aus 15 Ländern gefördert und vom Institut für Regionale Innovation und Sozialforschung in Tübingen koordiniert. Die zentrale Fragestellung von UP2YOUTH bestand in der Klärung des Verhältnisses zwischen dem Handeln bzw. der Handlungsfähigkeit junger Frauen und Männer und Prozessen sozialen Wandels. Das heißt, es wurde sowohl danach gefragt, inwieweit sozialer Wandel die Handlungsfähigkeit Jugendlicher und junger Erwachsener beeinflusst, als auch danach, inwieweit ihr Handeln sozialen Wandel strukturiert. Dazu wurde in drei thematischen Arbeitsgruppen vorliegende internationale Forschungsliteratur analysiert und Arbeitstagungen mit ExpertInnen aus Forschung, Politik und Praxis durchgeführt. Die Themen der Arbeitsgruppen waren: a. Handlungsorientierungen und –strategien junger Frauen und Männer beim Übergang in die Elternschaft. b. Ethnisch kodierte Dominanz- und Diskriminierungsverhältnisse in den Übergängen Jugendlicher und junger Erwachsener vom Bildungs- ins Erwerbssystem. c. Die Veränderungen des politischen Interesses und des soziokulturellen Engagements junger Frauen und Männer. (Autor)

Zauchner, Sabine [Hrsg.]; Baumgartner, Peter [Hrsg.]; Blaschitz, Edith [Hrsg.]; Weissenbäck, Andreas [Hrsg.]: Offener Bildungsraum Hochschule. Freiheiten und Notwendigkeiten. Münster ; New York ; München ; Berlin : Waxmann 2008, S. 17-27. - (Medien in der Wissenschaft; 48), Die erfolgreiche Etablierung des Open-Source-Modells sowie die in den 1990er Jahren entstandene und seitdem erstarkte Open-Access-Initiative haben die Diskussion über Open Content wieder belebt. Zusätzlichen Aufschwung erhält das Thema durch die breite Akzeptanz jener innovativen Technologien, die zur Demokratisierung des Internet beitragen, indem sie die Lernenden zu Akteurinnen und Akteuren machen und ihnen u.a. auch die Werkzeuge zur Entwicklung digitaler Inhalte an die Hand geben. Auf europäischer Ebene wird Open Content im Sinne der freien Zugänglichkeit zu Bildungsinhalten als ein wichtiger Schritt zur Erhöhung der Chancengleichheit und als ein weiterer Baustein auf dem Weg zur Harmonisierung des europäischen Hochschulraums im Sinne der Bologna-Deklaration gesehen. Der vorliegende Beitrag beleuchtet die wesentlichen Merkmale von Open Content im Vergleich zu Open Source und Open Access und stellt eine national getragene Maßnahme zur institutionellen Verankerung von Open Content vor. (DIPF/ Orig.)

Tertium comparationis 7 (2001) 2, S. 151-153, Rezension zu: Menck, Peter (2000). Looking into Classrooms: Papers on Didactics.

"Previous discussions of the desirability and impact of market-based reforms of state schooling while acknowledging positional elements in parental demand, have failed to fully examine their nature and implications. Contrary to the normal predictions of orthodox economic analysis, competition in positional markets can result in inefficient outcomes. Predominantly relying upon recent British experience, we examine the extent to which compulsory schooling can be viewed as positional good and explore its implications for policy. In particular we consider whether policies targeting increases in parental choice can be designed to assist a rise overall levels of educational attainment." (author's abstract)

Frankfurt am Main : Deutsches Institut für Internationale Pädagogische Forschung 1991, 12 S. - (Arbeitsmaterialien und Sonderdrucke), In this paper the author analyzes how the European Community claims educational responsibilities. After portraying Article 128 of the EEC Treaty as the only provision which refers directly to education the author argues that “there are some other – though indirect or hidden – educational competences implied in the EEC Treaty”. Thus, he identifies for example the right of freedom of movement for workers as one hidden competence. In this context he discusses the Gravier judgement of 1985 as well as the Lawrie-Blum judgement of the European Court in 1986. Furthermore, he discusses the impact of European Community law on educational policies of its member states, whereby he takes ERASMUS as one example. (DIPF/ ssch)

Formative assessment is considered to be helpful in students' learning support and teaching design. Following Aufschnaiter's and Alonzo's framework, formative assessment practices of teachers can be subdivided into three practices: eliciting evidence, interpreting evidence and responding. Since students' conceptions are judged to be important for meaningful learning across disciplines, teachers are required to assess their students' conceptions. The focus of this article lies on the discussion of learning analytics for supporting the assessment of students' conceptions in class. The existing and potential contributions of learning analytics are discussed related to the named formative assessment framework in order to enhance the teachers' options to consider individual students' conceptions. We refer to findings from biology and computer science education on existing assessment tools and identify limitations and potentials with respect to the assessment of students' conceptions. Practitioner notes What is already known about this topic Students' conceptions are considered to be important for learning processes, but interpreting evidence for learning with respect to students' conceptions is challenging for teachers. Assessment tools have been developed in different educational domains for teaching practice. Techniques from artificial intelligence and machine learning have been applied for automated assessment of specific aspects of learning. What does the paper add Findings on existing assessment tools from two educational domains are summarised and limitations with respect to assessment of students' conceptions are identified. Relevent data that needs to be analysed for insights into students' conceptions is identified from an educational perspective. Potential contributions of learning analytics to support the challenging task to elicit students' conceptions are discussed. Implications for practice and/or policy Learning analytics can enhance the eliciting of students' conceptions. Based on the analysis of existing works, further exploration and developments of analysis techniques for unstructured text and multimodal data are desirable to support the eliciting of students' conceptions.

Frankfurt am Main : Deutsches Institut für Internationale Pädagogische Forschung 1990, 15 S. - (Arbeitsmaterialien und Sonderdrucke), The author talks about the school system in West Germany. After sketching the school and school administration structures, he turns to the question "Who governs the school?" by illustrating three examples: "staff appointments", "curricula" and "assessment of pupils' ability". Finally he "concludes with some remarks on the role and influence of parents in the school" and he furthermore mentions which representative bodies pupils have. (DIPF/ssch)

Following the adoption of the conceptual design proposed by the White Paper in 1995 and the legislation adopted on this basis, the reform of primary school transformed its overall image. In the present paper, we discuss only some of the solutions and consider the events and changes that have occurred in the last twenty years, devoting special attention to the systemic, programme and process levels. At the systemic level, where the starting point was primarily to ensure justice and equal opportunities, we have managed to maintain an adequate public network and programme structure, despite various attempts to implement the solutions indicated in the White Paper of 2011, and notwithstanding interventions in the system that were not in fact always well thought out. Nonetheless, more attention should have been paid to reducing inequalities related to sociocultural circumstances and different regions in Slovenia. On the programme level, a consensus needs to be reached on what quality general education means to us; this would alleviate conflicting demands placed on teachers, students and planners of programme solutions. On the process level, however, we find that there is a lack of adequate professional support and systematic evaluation studies, as the quality of school cannot be judged solely on the basis of results from international research. In order to take a step forward on the process level, there is need for quality school-linked school policy that is based on various professions and aimed at raising quality rather than at self-promotion and budget cutting in the field of education.

This article examines the long-term effects of the regulation of private education adopted in the course of the education reform in 1996 and the sustainability of the guiding principles that served as the starting point for this regulation. It reviews the guiding principles of the intro-duction of private education, the goals of the reform laid down in the White Paper in 1995 and the regulations introduced on the basis of these tenets. It follows up on the ‘life’ of the legal solutions and the history of (attempted) amendments of the legislation, which generally start in the Slovenian Parliament and then proceed all the way to the Constitutional Court. The article also examines the effects of the adopted regulation: how the private education sector has established itself and what kind of relationship it has developed vis-a-vis public education. The second part of the article explores certain developments in the field of education in Slovenia and on the global scale, using them as the basis for assessing the sustainability of the goals that guided the education reform. The thesis proposed by the article is that it is the normalisation of private education in Slovenia should be considered the main achievement of the education reform.

The present study provides a systematic overview of the methods of competence assessment in German vocational education and training (VET). To this end, 58 publications from the years 2001 to 2017 have been reviewed regarding the occupational areas for which assessment instruments were developed, types of competencies that were assessed, the types of instruments used to assess the competencies and the psychometric properties of these instruments. The results indicate that the instruments described in the reviewed publications particularly address commercial, industrial-technical and health occupations. The majority of the instruments deal with the identification of professional competencies (66%), followed by basic (24%) and social/communicative competencies (9%). Most instruments employed paper-and-pencil or computerised assessment methods with a clear trend towards computerised procedures. In most cases, the instruments were subjected to at least one type of validation. The reliabilities of the instruments varied greatly in some cases. In conclusion, this study shows that there is already a sound base of instruments available for the assessment of competence in German vocational education and training. However, the instruments should be extended to cover a broader range of occupational areas and subjected to additional validation and piloting prior to a potential large-scale transfer.

Educational largescale assessments risk their temporal comparability when shifting from paper to computerbased assessment. A recent study showed how text responses have altered alongside PISA's mode change, indicating mode effects. Uncertainty remained, however, because it compared students from 2012 and 2015. We aimed at reproducing the findings in an experimental setting, in which n = 836 students answered PISA reading questions on computer, paper, or both. Text response features for information quantity and relevance were extracted automatically. Results show a comprehensive recovery of findings. Students incorporated more information into their text responses on computer than on paper, with some items being more affected than others. Regarding information relevance, we found less mode effect variance across items than the original study. Hints for a relationship between mode effect and gender across items could be reproduced. The study demonstrates the stability of linguistic feature extraction from text responses. (DIPF/Orig.)

We analyze the effectiveness of a vocational training (VT) programme targeting unemployed youth in Latvia, contributing to the scant literature on active labour market policies in transition countries. The programme we analyse is part of the Youth Guarantee scheme (2014–2020), the largest action launched by the European Union to combat youth unemployment after the 2008 financial crisis. Although the programme was targeted to youths aged between 15 and 29, priority was given to those younger than 25 years of age. We exploit this eligibility rule in a fuzzy regression discontinuity design framework to estimate the impact of VT participation on the probability of being employed and gross monthly labour income at given dates after the training. Using rich administrative data, we find that the age priority rule increased programme participation for the youngest group by about 10 percentage points. However, participation in the programme did not lead to statistically significant positive effects in labour market outcomes. We argue that this result could be due to some specific characteristics of the programme, namely the voucher system (potentially inducing lock-in effects) and the type of training (classroom instead of on-the-job training). Moreover, the programme was targeted at ex-ante low-employable individuals (e.g. without vocational qualifications), a fact that is confirmed by our analysis of the characteristics of the population of compliers with the age priority rule.

In this paper, we developed a method to extract item-level response times from log data that are available in computer-based assessments (CBA) and paper-based assessments (PBA) with digital pens. Based on response times that were extracted using only time differences between responses, we used the bivariate generalized linear IRT model framework (B-GLIRT, Molenaar, Tuerlinckx & von der Maas, 2015) to investigate response times as indicators for response processes. A parameterization that includes an interaction between the latent speed factor and the latent ability factor in the cross-relation function was found to fit the data best in CBA and PBA. Data were collected with a within-subject design in a national add-on study to PISA 2012 administering two clusters of PISA 2009 reading units. After investigating the invariance of the measurement models for ability and speed between boys and girls, we found the expected gender effect in reading ability to coincide with a gender effect in speed in CBA. Taking this result as indication for the validity of the time measures extracted from time differences between responses, we analyzed the PBA data and found the same gender effects for ability and speed. Analyzing PBA and CBA data together we identified the ability mode effect as the latent difference between reading measured in CBA and PBA. Similar to the gender effect the mode effect in ability was observed together with a difference in the latent speed between modes. However, while the relationship between speed and ability is identical for boys and girls we found hints for mode differences in the estimated parameters of the cross-relation function used in the B-GLIRT model.

To provide targeted support for families in stressful life situations around birth and during the first years of the child's life, regional Early Intervention Networks have been increasingly expanded and maintained in Germany for over a decade. Despite many efforts, challenges remain, particularly in connecting actors from the healthcare sector and child and youth welfare services. The AI tool ChatGPT offers potential solutions to address these challenges related to resources and communica-tion. It can provide professionals with guidance and help overcome language barriers by translating content into the primary language or simple language. However, ethical aspects and limitations in using ChatGPT must be considered, and continuous critical reflection is necessary., Para proporcionar apoyo específico a las familias en situaciones estresantes de la vida en el contexto del nacimiento y durante los primeros años de vida del niño, las redes de las ayudas en una etapa temprana regionales se han expandido y mantenido en Alemania durante más de una década. A pesar de muchos esfuerzos, aún quedan desafíos, particularmente en la conexión de actores del sector sanitario y los servicios de bienestar infantil y juvenil. La herramienta de inteligencia artificial ChatGPT ofrece soluciones potenciales para abordar estos desafíos relacionados con los recursos y la comunicación en el ámbito de ayuda temprana. Puede proporcionar orientación a los profesionales y ayudar a superar las barreras del idioma traduciendo el contenido al idioma materno o a un lenguaje simple, de fácil entendimiento. Sin embargo, se deben considerar los aspectos éticos y las limitaciones en el uso de ChatGPT, y es necesaria una reflexión crítica y continua.

The metaphor of digitalisation in education emerged during a period when phenomena such as budget cuts and privatisation, layoffs and outsourcing of labour marked the ethos of the twenty-first century. During this time, digitalisation was constructed as an ultimate purpose and an all-encompassing matter in education. As a result, these narratives add new configurations to the metaphor of digitalisation on an ongoing basis. Such configurations attribute a mythical fullness to the concept, in the sense that digitalisation goes beyond the limits of a property that needs be developed so that society can successfully deal with contemporary challenges and advancements. In this way, digitalisation emerges as a new hegemony in education, with narratives that are more and less directly referential. Less direct references add the element of allusion to the metaphor of digitalisation, in the sense that references can be more implicit/covert or even concealed/hidden. Moreover, as they combine with abstract terms and concepts, they make the boundaries of the technological and educational domains blurry and render education discourse vague. In order to examine the narratives of digitalisation and how they influence education discourse, this study aims to discuss and analyse relevant policy documents in relation to research and studies on the integration of digital technologies in classroom settings and the hybrid (or blended) learning environments that open up. For this purpose, the study uses thematic analysis and discourse analysis in order to trace allusions and references and discuss how emergent meanings relate to current and future needs in education generated by digitalisation itself. © 2019, University of Ljubljana. All rights reserved.

This article aims to present the transformations as well as the decline of the Froebelian occupation of paper folding that took place in Great Britain between 1851 and the 1920s. Froebel’s original intention was to transmit implicit mathematical knowledge to be learnt by means of folding several shapes. In contrast to his account of paper folding, which presented it as a way of understanding several abstract mathematical concepts, the manner in which this occupation was re-conceptualised in Great Britain tells a different story. After surveying the changes in the British conception of Froebelian ideas in the second half of the nineteenth century through the various published manuals, I then explore the period between 1892 – the opening of the Froebel Educational Institute – and 1924. Looking at the examination syllabi of the National Froebel Union, the examination papers, and their various appendices, as well as studying the approaches of the British mathematical community to folding at the end of the nineteenth century, the article will try to illuminate – via the inspection of the decline of mathematical education via folding in kindergartens – how formal work became discredited and eventually, in part, disappeared.

Wuppertal : Universitätsbibliothek Wuppertal 2016, 24 S. - (Schumpeter Discussion Papers; SDP 16001), Der Beitrag gibt Auskunft über den Stand der Erfassung von Migration in den amtlichen Schulstatistiken der Bundesländer. Hierauf aufbauend werden die Anteile von Schülerinnen und Schülern mit nichtdeutscher Staatsangehörigkeit sowie von Schülerinnen und Schülern mit Migrationshintergrund nach der jeweiligen landesspezifischen Migrationsdefinition dargestellt und hinsichtlich Validität, Vergleichbarkeit und Zusammenführbarkeit in eine Bundesstatistik diskutiert. Anhand der verfügbaren Migrationsmerkmale wird weiter die Bildungsbeteiligung von Schülerinnen und Schülern mit Migrationshintergrund insbesondere hinsichtlich des Gymnasialbesuchs analysiert. (DIPF/Orig.), The paper provides information on the status of the collection of migrational data in official school statistics of the federal states in Germany. Based on this, the proportion of students without a German citizenship as well as students with migration background will be presented and differentiated by the specific definition of migration background in the federal states. Furthermore, the validity and comparability of the definitions will be discussed as well as the merging of the federal school statistics into a national school statistic. Based on the available migration attributes the educational participation of students with migration background will be analyzed – with a special focus on the attendance of secondary schools. (DIPF/Orig.)

In 2015, the Programme for International Student Assessment (PISA) introduced multiple changes in its study design, the most extensive being the transition from paper- to computer-based assessment. We investigated the differences between German students' text responses to eight reading items from the paper-based study in 2012 to text responses to the same items from the computer-based study in 2015. Two response features - information quantity and relevance proportion - were extracted by natural language processing techniques because they are crucial indicators for the response process. Showcasing potential differential relationships, we additionally examined gender differences. Modelling effects of the round of assessment, gender, and response correctness on the response features, we analysed responses from 15-year-olds and ninth-graders in Germany. Results revealed differences in the text responses between the rounds of assessment in that students included more information overall in 2015, and the proportions of relevance varied substantially across items. As the study investigated the mode change in PISA's natural (not experimental) setting, the differences could mirror cohort trends or design changes. However, with the evidence reported, we conclude that the differences could indicate mode effects. (DIPF/Orig.)

Emotionale und soziale Entwicklung in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen : ESE 1 (2019) 1, S. 92-100, Der Beitrag stellt das Positionspapier der Forschenden und Lehrenden der „Pädagogik bei Verhaltensstörungen“/des Förderschwerpunkts „emotionale und soziale Entwicklung“ an bundesdeutschen Hochschulen vor. Hierin wird nach einer kurzen Genese des Positionspapiers der Text im Originalwortlaut wiedergegeben. (DIPF/Orig.)

An important issue for the Educational Design Research (EDeR) community to continue to deal with is the scalable and sustainable implementation of its methods, findings and designs beyond the bounds of specific projects. Those engaged in EDeR specifically seek out concurrent problems of theory and problems of practice, but this should not be seen as sufficient for ensuring their work has impact beyond their current project. Just as with other forms of research, EDeR practitioners must still reach out to and connect with educational institutions and teachers who are dealing with many competing demands. This position paper offers a largely theoretical contribution to the discussion of the problem of implementation. It will introduce the concept of conceptual tinkering as an approach to engaging teachers in the skillsets and, more importantly, the mindsets of EDeR as an approach to educational improvement. Sketches and prototypes of tools to enable conceptual tinkering will be discussed., EDeR. Educational Design Research, Vol 1, No 1 (2017)

CEPS Journal 4 (2014) 3, S. 9-30, The approach to the support of gifted and talented children and youth has changed considerably in the past twenty years. While, until the 2000s, provision programmes predominantly focused on extracurricular activities for pupils, gifted education now follows a systemic and inclusive approach, including all (educational) institutions - kindergarten, school, college and university - as well as the family, the economy, the working world and the community. Furthermore, there have been considerable efforts to provide for gifted children within the regular classroom by way of differentiation and individualised learning. This new approach to talent support was first outlined in 2011 in the "White Paper Promoting Talent and Excellence", which the Austrian Research and Support Centre for the Gifted and Talented published in cooperation with the interministerial Giftedness Research and Gifted Education Task Force. The present article outlines the reasons that led to this new strategy, explains its main features and attempts an analysis of its strengths and weaknesses. (DIPF/Orig.)

Medienkompetenz und digitale Bildung können die Fähigkeit zur Teilnahme an öffentlichen Debatten und zum Umgang mit widersprüchlichen Wahrheiten fördern. Daher sind die Vermittlung von Medienkompetenz und digitaler Bildung nicht nur für die Bildung des Menschen, sondern auch für den demokratischen Staat erforderlich. Vor diesem Hintergrund werden Vorschläge für Gesetzesänderungen, mit denen Medienkompetenz und digitale Bildung in allen pädagogischen Handlungsfeldern vermittelt werden können, entwickelt. (DIPF/Orig.), Media Literacy and Digital Education might increase the ability to participate in public debates and to handle contradictory truths. That's why Media Literacy and Digital Education do not only contribute to personality development, but are necessary for the democratic state. Based on these arguments suggestions for legislative changes in Austria are made. (DIPF/Orig.)

Tertium comparationis 11 (2005) 1, S. 69-81, Vor zehn Jahren hat die Europäische Kommission mit dem Weißbuch ‚Lehren und Lernen – Auf dem Weg zur kognitiven Gesellschaft‘ (Europäische Kommission, 1995) eine bemerkenswerte politische Programmatik für das europäische Bildungs- und Ausbildungswesen vorgelegt. Anlässlich dieses ‚Jubiläums‘ referiert der Autor im vorliegenden Beitrag zunächst einige Ideen dieses Textes (Kapitel 1). Im dann folgenden Kapitel (2) skizziert er mit der Schulpolitik ein Handlungsfeld der aktuellen deutschen Bildungspolitik. Zwischen den Entwicklungen hier und den Perspektiven und Aufgabenstellungen, die im Weißbuch beschrieben wurden, lassen sich leicht Überschneidungen erkennen. Im dritten Kapitel soll etwas ausführlicher auf eine Frage eingegangen werden, die m.E. im Weißbuch eine bedeutende Rolle spielt: Was soll den Adressanten des Bildungssystems vermittelt werden? Das Weißbuch beantwortet diese Frage nicht konkret, gibt aber Wegweisungen an, die in der deutschen Bildungsdebatte eine Rolle 70 Böttcher: Einige Bemerkungen zur Zukunft der europäischen (Aus)Bildung spielen könnten. Über diesen kleinen Umweg kommt der Autor zurück zur europäischen Bildungspolitik und zwei Aufgaben formulieren, an denen sie sich zukünftig messen lassen sollte: Die Definition dessen, was europäische Grundbildung inhaltlich genau meint, und die Überwindung eines Bildungssystems, das die Vererbung sozialer Ungleichheit durch Bildung nicht hinreichend bekämpft. (DIPF/Orig.), Ten years ago the European Commission published the White Paper 'Teaching and Learning'. It describes the European society as being in a "transitional phase towards a new form of society". In the Commission's view education can give two main answers to the complex changes: reintroducing a broad base of knowledge and building up employability. To combat social exclusion is regarded as one of the central general objectives of education. This article argues that ten years later the main issues of the White Paper should now be a priority on the European agenda and should be more seriously reflected in current strategies of educational reform in Germany. (DIPF/Orig.)

Analisamos as vertentes teorico-metodologicas que nortearam os TCCs da Pedagogia da FURB no periodo de 2001 a 2006. Fizemos uma analise documental dos 321 trabalhos realizados. Constatamos que todos os trabalhos desenvolvidos voltaram-se a area da Educacao. Quanto as subareas, predominaram: educacao pre-escolar, psicologia educacional, educacao especial e sociologia da educacao. Os teoricos mais utilizados foram: Vygotsky, Piaget, Kramer, Freire, Aries, Wallon e Ferreiro. Frente as subareas, sugerimos que as futuras pesquisas contemplem investigacoes nos campos nao ou poucos explorados. Entendemos que os classicos sao importantes e precisam ser utilizados, entretanto, sentimos falta, em alguns trabalhos, de autores mais especificos ao objeto em estudo. As pesquisas, em sua maioria, delinearam-se na abordagem qualitativa, destacando-se o uso de dados quantitativos em alguns trabalhos. Quanto aos tipos de pesquisa predominaram a pesquisa exploratoria, participante e estudo de caso. Consideramos que estes tipos de pesquisa estao relacionados ao processo de iniciacao a pesquisa. Os instrumentos de coleta de dados, os mais utilizados foram o questionario, precedido da entrevista e da observacao. Cabe ressaltar, que muitos academicos utilizaram mais de um instrumento, o que possivelmente possibilitou compreender o objeto sob varios aspectos. Palavras-chave Pedagogia; Iniciacao a pesquisa; Trabalho de conclusao de curso; Metodologia da pesquisa Abstract A documental analysis has been made on the methodological and theoretical guidelines in the end of term papers of the Pedagogy Course at FURB University in 321 works from 2001 to 2006. It has been noticed that all the developed papers focused the educational area. As for the sub areas, the predominant ones were: education in Pre School, educational psychology, special education and educational sociology. The most used theoretical authors were: Vygotsky, Piaget, Kramer, Freire, Aries, Wallon and Ferreiro. For the sub areas, it has been suggested that the future researches should include investigations on less or not focused studied fields. The importance of classic objects of research has been understood and those must be tackled. However, in some works there is an absence of more specific authors on the studied object. Most researches have been developed on the qualitative approach and some have used quantitative data. In relation to the research types, the predominant ones were the exploratory, participant and case study types. It has been considered that such kinds are related to the process of initiation to research. The most used instruments for data collection were a questionnaire preceded by interview and observation. Several research students have used more than one instrument, which possibly led to a comprehension of the subject under a variety of aspects. Keywords Pedagogy; Initiation to research; End of term paper; Research methodology

This is the Proceedings of the "International Conference on Motivation 2012" carried out by the Special Interest Group "Motivation and Emotion" of the European Association for Research on Learning and Instruction (EARLI) in cooperation with the German Institute for International Educational Research (DIPF) and the Goethe University Frankfurt. (DIPF/author) Dies ist der Konferenzband der "International Conference on Motivation 2012", die von der Special Interest Group "Motivation and Emotion" der European Association for Research on Learning and Instruction (EARLI) in Zusammenarbeit mit dem Deutschen Institut für International Pädagogische Forschung (DIPF) und der Goethe-Universität Frankfurt durchgeführt wurde. (DIPF/Autor)

Bildungsforschung 8 (2011) 1, S. 17-38, Dieser Beitrag präsentiert Resultate einer seriell-ikonographischen Untersuchung zur bildlichen Darstellung von Schule und Bildung in deutschschweizerischen Tages- und Sonntagszeitungen. Speziell gefragt wird, ob Pressebilder in der Lage sind, eigenständige Aussagen zu komplexen bildungspolitischen Vorlagen machen zu können. Anhand zweier gleichzeitig geführter Debatten wird gezeigt, wie unterschiedliche Vorstellungen von Kindheit und schulischer Bildung beziehungsweise Förderung in die Bildberichterstattung manifest werden. (DIPF/Orig.)

Das Bundesjugendkuratorium (BJK) hat sich in jüngster Zeit intensiv mit grundsätzlichen Fragen der zukünftigen Bildung für Kinder und Jugendliche befasst. Zentrales Anliegen dabei war und ist es, die in der Gesellschaft vorhandenen Bildungsressourcen optimaler zu nutzen, damit allen Kindern der Zugang zu einer umfassenden Bildung gleichermaßen ermöglicht wird. Dabei ist die Schule ein zentraler Bildungsort, an dem Wissen und soziale Kompetenz vermittelt werden. Weil Schule aber zugleich auch selektiv wirkt und dadurch Zukunftschancen von Kindern und Jugendlichen wesentlich beeinflusst, hält das BJK grundsätzliche Anfragen an die derzeitige Verfasstheit von Schule für erforderlich und zwingend. Ganzheitliche Bildung findet an vielen Orten statt und eine zukünftige neue Schule kann nur gelingen, wenn andere außerschulischen Bildungsprozesse mit unterrichtsbezogenem Lernen verbunden werden. (DIPF/Orig.)

Zeitschrift für Pädagogik 46 (2000) 1, S. 131-140, Die Tageszeitung hat nach wie vor in unserer Mediengesellschaft eine bedeutende Stellung inne, jedoch in den letzten Jahren zunehmend Konkurrenz durch elektronische Medien bekommen. Da gerade in diesen Bereichen ein rasantes Wachstum stattfindet, ist die Schule mehr denn je gefordert, Medienkompetenzen zu vermitteln Trotz der scheinbaren Antiquiertheit ist der Weg über ein Zeitungsprojekt hierzu ideal geeignet, da die Schülerinnen und Schüler in der Regel mit diesem Medium vertraut sind und sich handlungsorientiert und fächerübergreifend (selbst-)gewählten Themen nähern können. Die Vielfalt methodischer Möglichkeiten sowie die Chance, eigene Artikel zu veröffentlichen, runden im Idealfall ein solches Projekt ab. (DIPF/Orig.), The daily newspaper still holds an important place on our media-dominated society, although it has experienced an increase in competitors in the last few years through the development of the electronic media market. Because this field, in particular, is growing incredibly fast, the school, more than ever before, needs to transmit media competences. Despite its apparent antiquity, a newspaper project seems the ideal way to fulfill this need because the students are normally acquainted with this medium which allows them to approach (self)-chosen topics in an action-oriented and interdisciplinary manner. The variety of methodological possibilities and - in the ideal case - the chance to publish the students' articles round off such a project. (DIPF/Orig.)

Zeitschrift für Entwicklungspädagogik 14 (1991) 3, S. 34-35, Seit dem abrupten Abschwung der Bildungskonjunktur der frühen siebziger Jahre und der Auflösung des Deutschen Bildungsrates führt die Bildungspolitik ein Schattendasein. An der Schwelle zum 21. Jahrhundert scheint die Bildungspolitik langsam aus ihrem Dornröschenschlaf zu erwachen. Die Auseinandersetzung über die zukünftigen Aufgaben des Bildungssystems sollte allerdings nicht staatlich beauftragten Experten- und Politiker-Kommissionen vorbehalten bleiben. Alternative Bildungsräte auf den verschiedensten Ebenen und unter Partizipation der Lehrenden und Lernenden könnten dazu beitragen, die notwendige öffentliche Diskussion über die zukünftige Bildungspolitik wachzurütteln. (DIPF/Orig.)