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HAND IN HAND: Empowering teachers across Europe to deal with social, emotional and diversity related career challenges (HAND:ET) is a policy experimentation project focused on teachers by supporting their development of social and emotional competencies as well as their diversity awareness (SEDA). The intent is to empower them for the complexity of everyday working life with increasingly diverse classrooms and enable them to deal flexibly with new challenges while putting their well-being at the center.

The present paper focuses on social and emotional learning, and highlights empirical findings on its importance for teachers, students and schools. The importance of social and emotional learning in school settings has been a central focus of research for the last 30 years. The development of teachers’ social and emotional competencies has been an essential factor for improving social and emotional learning of students. Only when teachers are able to create a school climate in which students feel included and welcome, students can develop and enhance their social and emotional competencies. In this paper, we outline the main conceptual frameworks on social and emotional learning, emphasizing the CASEL framework, relevant for both young people and adults. We proceed by focusing on teachers’ social and emotional competencies, as teachers are one of the key figures for fostering and developing social and emotional competencies in school settings. Afterwards, we address the issue of development of teachers’ social and emotional competencies in various settings. The last part of the paper links teachers’ and students’ social and emotional competencies. We stress the importance of teachers’ social and emotional competencies for healthy teacher-student relationships, and students’ well-being and academic achievement. As teachers also need support for the development of these competencies, we advocate for comprehensive school-wide approach, in order to ensure the successful implementation of social and emotional learning in classrooms., Ovaj se rad usredotočuje na socijalno i emocionalno učenje i ističe empirijske nalaze o njegovoj važnosti za učitelje, učenike i škole. Važnost socijalnog i emocionalnog učenja u školskim okruženjima središnji je fokus istraživanja tijekom posljednjih 30 godina. Razvoj socijalnih i emocionalnih kompetencija učitelja bio je bitan čimbenik za poboljšanje socijalnog i emocionalnog učenja učenika. Samo kada su učitelji sposobni stvoriti školsku klimu u kojoj se učenici osjećaju uključenima i dobrodošlima, učenici mogu razvijati i unaprijediti svoje socijalne i emocionalne kompetencije. U ovom radu iznosimo glavne konceptualne okvire o socijalnom i emocionalnom učenju, s naglaskom na CASEL okvir, relevantan i za mlade i za odrasle. Nastavljamo usmjeravajući se na socijalne i emocionalne kompetencije učitelja, budući da su učitelji jedni od ključnih figura za poticanje i razvoj socijalnih i emocionalnih kompetencija u školskom okruženju. Zatim se bavimo pitanjem razvoja socijalnih i emocionalnih kompetencija učitelja u različitim okruženjima. Posljednji dio rada povezuje socijalne i emocionalne kompetencije učitelja i učenika. Naglašavamo važnost socijalnih i emocionalnih kompetencija učitelja za zdrave odnose učitelja i učenika te za dobrobit i akademska postignuća učenika. Budući da i učitelji trebaju podršku za razvoj ovih kompetencija, zalažemo se za sveobuhvatan pristup na razini cijele škole kako bismo osigurali uspješnu implementaciju socijalnog i emocionalnog učenja u razredima.

Based on Honneth’s (1995) normative theory of recognition and Helsper’s (2008) school culture theory, the paper aims at examining differences between schools in the degree to which students feel recognized by their teachers. The paper further aims at explaining these differences with teachers' awareness of societal inequalities as one aspect of the school culture. The sample consisted of 788 students and 335 teachers from 36 primary schools from three European school systems (Croatia, Slovenia, Sweden) who participated in the Erasmus + project “HAND in HAND: Social and Emotional Skills for Tolerant and Nondiscriminative Societies (A Whole School Approach)”. Based on students’ responses to questionnaire scales measuring their experiences of recognition in schools as well as teachers’ responses to a scale measuring their awareness for societal inequalities we carried out descriptive and correlational analysis at the school level. We found significant differences within and between schools in students’ self- reported experience of recognition in schools. In some schools, teachers appear to treat students more respectful and more equal than in others. The former schools are further characterized by a higher awareness of inequalities among the teacher body. These findings suggest that critical reflection of the societal conditions framing schooling and teaching might be helpful for increasing the inclusiveness of education. Yet more research is needed to test this hypothesis.

European journal of psychological assessment 36 (2020) 4, S. 526-536, 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. (DIPF/Orig.)

International large-scale assessments such as the Programme for International Student Assessment (PISA) yield comparative indicators of student achievement in various competence domains. This article focuses on global competence as a suggested cross-curricular domain for the PISA 2018 study. The measurement of global competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have so far not been sufficiently targeted, Germany, among several other countries, has decided not to assess global competence in the upcoming PISA cycle. In conclusion, propositions are made regarding viable options to capture global competence in international comparative studies so that established quality standards can be met. (DIPF/Orig.)

Programme for International Student Assessment (PISA) 2015 Field Trial

Programme for International Student Assessment (PISA) 2015 Field Trial

The goal of environmental education is ultimately to enable a person to strive for and to attain a more ecological way of life. In this article, we begin by distinguishing three forms of environmental knowledge and go on to predict that people's attitude toward nature represents the force that drives their ecological behavioral engagement. Based on data from 1,907 students, we calibrated previously established instruments to measure ecological behavior, environmental knowledge, and attitude toward nature with Rasch-type models. Using path modeling, we corroborated our theoretically anticipated competence structure. While environmental knowledge revealed a modest behavioral effect, attitude toward nature turned out to be, as expected, the stronger determinant of behavior. Overall, we propose a competence model that has the potential to guide us into more evidence-based ways of promoting the overall ecological engagement of individuals. (DIPF/Orig.)

Klieme, Eckhard [Hrsg.]; Leutner, Detlev [Hrsg.]; Kenk, Martina [Hrsg.]: Kompetenzmodellierung. Zwischenbilanz des DFG-Schwerpunktprogramms und Perspektiven des Forschungsansatzes. Weinheim ; Basel : Beltz 2010, S. 126-134. - (Zeitschrift für Pädagogik, Beiheft; 56), Traditionell liegt der Fokus in der Umweltbildung auf theoretisch abgeleiteten ökologieunspezifischen, allgemeinen Fähigkeiten, z.B. der Befähigung zu kritischem Denken. Diese fächerübergreifenden Fähigkeiten sind in der Regel verhaltensdistal und damit wenig bedeutsam für die Umwelthandlungskompetenz jedes Einzelnen. Im Zentrum unseres Forschungsprojekts steht dagegen die Entwicklung eines auf empirisch bestätigten, verhaltenswirksamen und ökologiespezifischen Fähigkeiten basierendes Strukturmodell der individuellen Umweltkompetenz sowie der Vergleich von systematisch geförderten und spontanen Entwicklungsverläufen. In diesem Artikel werden wir zunächst unser Umweltkompetenzmodell vorstellen, das wir als ein Zusammenspiel verschiedener Arten von Umweltwissen, Naturverbundenheit und von Umwelthandlungskompetenz konzeptionalisieren. Anschließend gehen wir auf unsere Forschungsfragen und das daraus abgeleitete Forschungsdesign ein, die sich auf das (1) Wirkgefüge der Umweltkompetenz, (2) dessen Entwicklungsverlauf sowie auf (3) dessen Förderung beziehen. Wir stellen die Entwicklung und Validierung eines Rasch-skalierten Messinstruments zur Erfassung von Naturverbundenheit als eine wichtige Vorarbeit dar. Schließlich diskutieren wir mögliche methodische, theoretische sowie praktische Erkenntnisgewinne: Mit unserem Umweltkompetenzmodell hoffen wir, zu einem fundierten Verständnis des Wirkgefüges der Umweltkompetenz beizutragen, und versuchen, Ansatzpunkte für eine effektivere Förderung von Umwelthandlungskompetenz aufzuzeigen. (DIPF/Autor)

Frankfurt, Main : GFPF u.a. 2007, 86 S. - (Materialien zur Bildungsforschung; 19), Der Bericht stellt zunächst Auftrag und Kontext der externen Evaluation im BLK-Programm "Demokratie lernen und leben" dar. Die bisherigen Veröffentlichungen werden jeweils kurz beschrieben und den Arbeitsfeldern der Evaluation zugeordnet. Im Zentrum steht der Bericht zur Abschlussbefragung an den Schulen des Programms. Dabei wird auf Erträge aus Lehrer- und Schülersicht eingegangen. Neben einer Deskription von Maßnahmen und Erträgen werden auch die Bedingungen für positive Entwicklungen in den Schulen beispielhaft analysiert. Schließlich werden die gewonnenen Erkenntnisse auf die allgemeine gesellschaftliche Entwicklung bezogen und künftige Forschungsoptionen im Gegenstandsbereich Schule/Schulentwicklung und Demokratie dargelegt. (DIPF/Autor)

This report presents the results of a summative mixed-methods evaluation of a school-based intervention, the HAND in HAND programme. The HAND in HAND programme aimed at building more inclusive schools by fostering the social, emotional and intercultural (SEI) competencies of students and school staff. The evaluation had the aim to determine how effective the programme was in achieving this aim, whether it had unintended effects, what participants themselves thought about the programme, and what we learned in the evaluation process about possible starting points for a further improvement of the programme. (DIPF/Orig.)