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Trotz des eindeutigen Bedarfs an Unterstützung und Begleitung bei der Einführung beginnender Lehrkräfte sind strukturierte Einführungsprogramme für Schulen in sozial benachteiligter Lage nach wie vor selten; d. h. nur wenige beginnende Lehrkräfte haben Zugang zu einer qualitativ hochwertigen Begleitung durch qualifizierte Mentor:innen (EACEA, Eurydice 2013). Das NEST-Projekt ist ein policy experiment, das von der Europäischen Kommission im Rahmen der Leitaktion 3 von ERASMUS+ kofinanziert wird. Es ermöglicht die Entwicklung und Implementierung eines adaptiven Mentor:innentrainings für die Arbeit mit beginnenden Lehrkräften an Schulen in sozial benachteiligter Lage in fünf Mitgliedsstaaten der EU (Österreich, Belgien, Bulgarien, Rumänien, Spanien). Der Artikel stellt das im Projekt entwickelte Mentor:innentraining vor und wertet Daten aus den ersten beiden Erhebungen der Mentor:innen zu ihrer Perspektive bezüglich des Mentorings in ihrem Bildungssystem und ihren eigenen Erfahrungen aus.

This article explores the tools and strategic options for policymaking of two European intergovernmental organisations in the area of citizenship education. The first section analyses the policy tools used to date, whereas the second section presents current global, political and education-specific challenges in the field. The third section investigates options for how the two organisations might develop their policymaking in future years with a view to formulating recommendations to enable these organisations to make the best use of the policy tools and resources at their disposal. Overall, the article suggests that both the Council of Europe and the European Union are facing significant legal and resource restraints – to a greater extent where the Council of Europe is concerned and to a somewhat lesser extent for the European Union – that limit their capacity to shape and enforce citizenship education policymaking at national levels. Both institutions therefore rely heavily on informational and, to some extent, financial and organisational tools to influence policymaking. Finally, the paper presents a set of clear and actionable goals for improving the power and impact of the informational and organizational policy tools at the disposal of both institutions.

The paper applies the theory of political support as part of political cultural research in analysing data from the International Civic and Citizenship Education Study (ICCS 2016) of 14 European educational systems (N = 46,500 14-year-old students). It explores the extent to which schooling (learning opportunities about Europe, student-teacher relations and civic knowledge) fosters political support of students towards the EU. As indicators for different dimensions of political support, trust in political institutions (national and supranational), attitudes towards supranationalism and attitudes towards the performance of the EU are examined. The relation between national and supranational institutional trust and their relation to civic knowledge vary systematically depending on indicators of state functioning, such as freedom of corruption in the EU member states. In-depth analyses for North Rhine Westphalia (NRW) (N = 1451 students) find—largely in line with the theoretical assumptions—that the aspects of schooling effect the different dimensions of political support; only political knowledge shows no direct effect on the assessment of EU-performance. Trust in political institutions and attitudes towards supranationalism mediates the effect of political knowledge on the positive assessment of the EU-performance.

Abstract. This study examines the latent structure of the Rahim Organizational Conflict Inventory – II (ROCI-II) in several samples of secondary school students. Findings from earlier studies conducted in adult populations suggested that the instrument has a four- or five-factor structure; however, the exploratory factor analysis (EFA) in this study yielded a three-factor (integrating, dominating, avoiding) solution, with most of the items associated with a fourth factor (Obliging) failing to load as predicted. A confirmatory factor analysis (CFA) replicated the three-factor solution satisfactorily. A multiple-group CFA indicated that the ROCI-II showed invariant measurement properties in male and female students and corroborated the concurrent validity of the three-factor solution. The integrating factor was related positively to a measure of perspective taking but negatively to a measure of reluctance to participate. The avoiding factor was associated with a measure of reluctance to participate. We discuss the implications of the results for understanding the latent structure of the ROCI-II in adolescents.

Die Forderung von Toleranz ist aktuell angesichts zunehmender gruppenbezogener Gewalttaten in Deutschland von besonderer Relevanz. Die International Civic and Citizenship Education Study 2016 stell...

Wie ist die zweite Phase der Lehrerbildung in den deutschen Bundesländern ausgestaltet? Welche Forschung liegt diesbezüglich vor? Schließlich, welche Art von Forschung ist zur Bewältigung aktueller Herausforderungen erforderlich (z.B. Qualifikation der Ausbildenden, Integration digitaler Formate, Adaption für heterogene Schulstandorte)?

This chapter analyses the professional duties and support given to beginning teachers who are following an alternative pathway into teaching. We conceptualise school as an organisation; therefore, the concept of ‘professional duties’ refers to the structural requirements of teachers’ work, and ‘support’ refers to standard support structures within schools. The study took place with school principals from two European countries, Bulgaria and Austria, in schools that employ Teach For All Fellows training through the alternative pathway programme. The chapter provides new insights into Teach For All programmes and the ways leaders perceive and work with these programmes.

Opladen; Berlin; Toronto : Verlag Barbara Budrich 2020, 216 S. - (Schriften der Deutschen Gesellschaft fur Erziehungswissenschaft (DGfE)) Padagogische Teildisziplin: Hochschulforschung und Hochschuldidaktik; Bildungsorganisation, Bildungsplanung und Bildungsrecht

Trust in Political Institutions (TIPI) is important for political stability as well as political change. We integrate two theories into the conceptualisation of political socialisations of students with and without immigration backgrounds: The theory of social capital conceptualises trust as a generalisation of positive social relationships, whereas the theory of the critical citizen implies that institutions need knowledgeable and scrutinising citizens for democratic improvements. This paper investigates the role of the school setting for political socialisation concerning TIPI using weighted German data from the International Civic and Citizenship Education Study 2016 (N = 1451 students in 59 classes; 52% were girls; mean age was 14.29; 40% of participants had immigration backgrounds). Students with immigration backgrounds reported relatively worse social relationships and bestowed less TIPI compared to their peers without immigration backgrounds. As predicted by the theory of social capital, all groups of students bestowed more TIPI if they experienced positive relationships at school to a higher degree. A weaker predictive power of civic knowledge on TIPI for students with immigration background supports notions of the critical citizen. Results indicate that social relationships are relevant for the formation of TIPI of all students, while the role of civic knowledge varies between social groups.

Both direct and indirect influences have been assumed to impact the transmission of political orientations within families. A lower socioeconomic status is related to lower intended political parti...

Migration into the European Union and the growing need to deal with refugees in established school systems call into question the preparation of student-teachers as prospective learning facilitators for social cohesion. In Germany, the explicit implementation efforts of human rights education aim at strengthening the role of student-teachers as learning facilitators for a critical analysis of human rights in society. The objective of this chapter is to lay the ground for a theory of human rights literacies for teacher education that offers student-teachers discursive space(s) to engage in dialogue on their understandings of human rights issues. In particular, cultural identity (CI) in the conceptualisation of hybrid versus mono-CI might influence understandings of human rights. After concepts of human rights education, human rights literacies and cultural identity are introduced, the role of human rights education in the German education system will be analysed. Results of an exploratory study on human rights understandings with a small sample of student-teachers from the University of Duisburg-Essen (UDE) are discussed. We identify challenges of human rights literacies in German teacher education with special reference to its intersection with CI and distinguish three discursive spaces for the conceptualization of human rights literacies in Germany.

In higher education, students are exposed to people with diverse backgrounds and opinions and frequently are challenged to participate in scientific discussions on controversial issues. The article discusses the implications of two theoretical approaches within psychology for the meaning of identity in dealing with diversity. Social and developmental psychologists have opposing views on identity: While the former claim that a strong sense of identity leads to competition for resources, to intolerance, to the devaluation of outgroups and, finally, to conflict, the latter argue that a weak sense of identity leads to totalitarian ideologies and intolerance towards deviating beliefs. We review literature on the implications and effects deriving from social and developmental psychology and integrate them in a model which explains how building a strong sense of identity can promote tolerance and the endorsement of human rights. In particular, we explore the importance of tolerance defined as acting towards one another in a spirit of brotherhood because the devaluation of the ‘other’ often is seen as the first step towards violence.

The willingness to solve conflicts without violence and to strive for a reconciliation of interests is of central significance for the continued existence of democracies. In this paper, we aim to analyse school related determinants of adolescents' conflict behaviour. Models predicting the conflict styles of 'integrating', 'dominating', 'avoiding' and 'obliging' were developed drawing on different school climate and school development variables. At the individual level, almost all our hypotheses were confirmed. The highest correlations were found between an open classroom climate and the participation in a class council on the one hand, and an integrating conflict style on the other. On the class level however, most of the anticipated effects did not turn out to be significant. We hope that by providing information about different school climate and school development variables' impacts on adolescents' conflict styles, we can contribute to a more effective promotion of constructive conflict behaviour in adolescents. (DIPF/Orig.)

Bibliographie: Abs, Hermann Josef: Laudatio fur Prof. Dr. Klaus Beck anlasslich der Verleihung der Ehrenmitgliedschaft der DGfE, Erziehungswissenschaft, 1-2018, S. 149-150. https://doi.org/10.3224/ezw.v29i1.22

Politisches Handeln in Demokratien lasst sich als eine Verarbeitung von Komplexitat unter Berucksichtigung von Normen begreifen. Dabei mussen die Multiperspektivitat heterogener Akteure und die Multikausalitat von kritischen Phanomenen in Diskussion und Entscheidungsfindung berucksichtigt werden. Eine aktuelle Studie hat den Kompetenzaufbau dazu in Klasse 8 untersucht.

Dieses Buch geht auf die Tagung „Mixed Modes of Governance in Education“ zuruck, die die Herausgeber am 1. und 2. Oktober 2012 als Herbsttagung der DGfE-Kommission „Bildungsorganisation, Bildungsplanung, Bildungsrecht“ (KBBB) an der JLU-Giesen ausrichteten.

Partizipation gilt in der Politikwissenschaft zunachst als ein Konzept zur Beschreibung der Teilhabe an Entscheidungsprozessen (vgl. Schubert/Klein 2006). In der Didaktik der Sozialwissenschaften wird die Aufklarung uber Rechte und ggf. Pflichten zur Teilhabe an politischen Entscheidungen folglich als ein wesentlicher Gegenstand von politischer Bildung betrachtet. Dabei wird kognitiven Lernzielen im schulischen Politikunterricht mehr Raum eingeraumt als der Forderung von Partizipationsbereitschaft. Die aktive Beteiligung hat eine geringere Bedeutung als die freie Entscheidung der Individuen zur Beteiligung nicht zu partizipieren.

Die Grundbedeutung des griechischen Wortes „metapherein“ ist „ubertragen“. In der sprachphilosophischen Reflexion ist das Ubertragen ein Teil dessen, was Sprache allgemein ausmacht, denn bei jedem Sprechen ubertragen wir Begriffe, die wir uns irgendwann angeeignet haben, auf neue oder sich verandernde Gegenstande (Richards 1996). So ubertragen wir z.B. auch den Begriff „Demokratie“ auf verschiedene Staaten, von denen wir aussagen, dass sie Demokratien seien. Bei dieser Form der Ubertagung wird „Demokratie“ als Begriff gemas der Konvention kundiger Sprecher verwendet. Uber diese Konvention gibt es eine allgemeine (wissenschaftlich diskutierte und abgesicherte) Verstandigung und man kann sich daruber streiten, ob der Begriff zu Recht oder zu Unrecht verwendet wurde.

Das aktuell wachsende Interesse an Fragen der Evaluation wird durch Entwicklungen in der Disziplin Erziehungswissenschaft und in der Steuerung des Bildungswesens begrundet. Sodann wird ein Verstandnis von Evaluation als Prozess erlautert und anhand von drei grundsatzlichen Paradigmen (Forschung, Entwicklung, Legitimation/ Kontrolle) ausdifferenziert. Ausgehend davon wird nach Quellen von Standards gefragt, die den beschriebenen Evaluationsparadigmen gerecht werden; Standards wissenschaftlicher Methodologie, Standards der Evaluationsprofession und zusatzliche Standards, die sich aus der bisherigen Evaluationspraxis in Schulen und Schulsystemen ergeben, werden dargestellt und exemplarisch hinsichtlich ihrer teilweise unterschiedlichen Bedeutungen in den einzelnen Paradigmen untersucht. Abschliesend wird der potentielle Nutzen von Standards schulbezogener Evaluation diskutiert.