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Since the 1970s, the concepts of "lifeworld" and "everyday life" have been part of the discourse of social pedagogy and social and educational work in general. Xavier Úcar's objective in this article is to generate and communicate socio‐pedagogical knowledge that helps social pedagogues to build socio‐educational relationships that are more effective, more sustainable, more satisfactory, and ultimately richer in terms of both experiences and learning for participants. A conceptually oriented, nonsystematic analysis procedure was used to conduct this research. The procedure involved an in‐depth investigation of documents that focus on the two target areas of this study: (1) social pedagogy, and (2) lifeworld and everyday life. The results describe the theoretical background of lifeworld and everyday life, discuss the development of the perspective of "lifeworld orientation" within the framework of social pedagogy in Germany, and analyze how everyday life is understood through actions undertaken by social pedagogues. These results provide ideas for mapping the essential dimensions of everyday life from the perspective of social pedagogy. [ABSTRACT FROM AUTHOR]

The literature on the effects of teaching behavior on student competence and motivation has primarily focused on single teaching facets, with limited attention to multiple components simultaneously. To address this gap, this study examined a model of teaching and learning by investigating 10 teaching quality components reported by both students and teachers. The study used a sample of 3067 students in 150 schools in Germany and regressed reading competence and attitudes towards reading in grade 7 on these 10 variables. The study controlled for prior reading competence and attitudes towards reading in grade 5, as well as other student background characteristics, and estimated school-fixed effects. The results did not identify significant associations between the investigated teaching quality components and the reading competence and attitudes towards reading measures when considered simultaneously in one model, after taking into account previous competence and attitudes. The study discusses limitations and implications of these findings. • Utilizes panel data and a comprehensive theoretical model to address limitations in prior research on teaching quality. • Employs a large-scale German dataset to study the impact of ten teaching quality components on achievement and motivation. • Reveals no significant effects of teaching components on student outcomes, challenging traditional educational theories. • Supports Seidel and Shavelson's (2007) meta-analysis, offering contemporary empirical evidence. • Suggests a reevaluation of the role of teaching quality, potentially influencing future educational policies and practices. [ABSTRACT FROM AUTHOR]

The present publication by Caroline Struchholz, titled "Refugees in the German Higher Education System: A Grounded Theory Study on the Educational Experience of Students with a Refugee Background," addresses the educational experience of refugee students in Germany. The author emphasizes the underrepresentation of this target group in research and focuses on a comprehensive examination of the refugee process. The study is based on the Grounded Theory methodology and deals with the participation in and experience of education by refugees. The publication provides a well-founded connection between theory and empirical data and identifies the challenges and obstacles that refugees face in the German education system. The work represents an important contribution to raising awareness of the situation of refugees in the higher education system. [Extracted from the article]

In this article, we provide a comparative analysis of public education in Germany and the US, focusing on historical and contemporary challenges to education, Bildung, and citizenry in the modern nation state. In particular, we examine relations among nation building processes and education, transnational discourses, mutual influences, and relations regarding public education over time, and identity building and citizenship within and between federal, nation state and international levels. Comparative methods are utilized to examine policy documents as well as the literature, looking for similarities and differences among key concepts and discourses. The article concludes by pointing out that a number of contemporary developments bringing public education to a crossroads today are not entirely new and that foundations of education theory are still relevant. At the same time, we suggest new cross-national dialogues regarding the challenges bringing public education to the crossroads today. [ABSTRACT FROM AUTHOR]

The question of the relationship between general and vocational education is one of the core problems of vocational education theory in Germany. It is closely related to the institutional separation between general and vocational education and the associated entitlements that are typical of the German education system. The vocational education theory discourse developed as an exciting endeavor to connect to the tradition of the idea and prestige of general education and at the same time to provide a professional identity-creating legitimation for the theory and practice of vocational education. The division of Germany led to separate paths with common historical roots. Since reunification, the concept of professional competence has dominated the German-wide discussion. Nevertheless, the educational dimension – called 'Bildung' – is more relevant than ever before in vocational training and business education. [ABSTRACT FROM AUTHOR]

The article focuses on the education practice theory of Walter Benjamin, a German Philosopher. Topics discussed include information on the logic of mastery and disciplined work; education laws in Germany; and the issues relating to the teleologies of bourgeois education along with the information on educative violence.

A yearlong study of the acquisition of German by three American secondary school students reveals influence of orthographic input on their segmental development in phonology. The three had not been exposed to German prior to the year they spent in Germany, they received little explicit instruction on German, and they were the only native English speakers in their communities. Examination of their production of word-initial , which is realized as [z] in German but [s] in English, points to influence of the orthographic input they received while interacting with written text as fully matriculated students in German secondary schools. Despite considerable aural input from their standard German-speaking peers, teachers, and host family members over the 12 months of their stay in Germany, the three learners' production of word-initial was typically [s]. Finer-grained analysis using Praat shows variation in voicing, suggesting these learners were also responding to the aural input. [ABSTRACT FROM AUTHOR]