Neue Ansätze Für Funktionale Alphabetisierung

Ohne Zusammenfassung     

Stichwort: Bildungsräume – Bildung und Raum

In this article theoretical aspects of historically formed differences between living spaces and educational spaces are examined. From different spatial science perspectives, aspects of unboundedness, of narrowing and of exclusion are taken into account and understood as forms of territorialisation or of de- or reterritorialization processes. Along the perspectives of ‘immaterial space reproductions’, ‘spatial practices’, ‘architecture’ and ‘spatial contexts’ key results of spatial sensitive educational research is outlined. As desiderata especially methodological problems but also content-related ‘blind spots’ are discussed. The development of empirical research and a theoretical perspective is addressed with which it can be asked for the educational potential of societal and especially pedagogical space relations in view to the interwoven power-and-subjectification practices.     

Stichwort: Bildungsökonomie und Qualität der Schulbildung

Keyword: Education Economics and Quality of Schooling. With reference to an earlier keyword article from the same author, this contribution looks at recent developments in education economics. The focus is a critical review of the field‘s contribution to research on the necessary conditions for high quality schooling. Of particular interest at the moment are the institutional framework conditions in a school system, which set incentives for performance. These are judged to be better than resource-based strategies of quality assurance. The empirical basis is provided by estimates of production functions using data from international school performance studies. This article will point out the limited validity of evidence gained through these studies and the – in sum – contradictory empirical findings. For this reason, political recommendations on the basis of this approach should be more reserved.     

Disparitäten der Bildungsbeteiligung und des Kompetenzerwerbs

Zusammenfassung Herkunftsbedingte Unterschiede der Bildungsbeteiligung und des Kompetenzerwerbs stellen einen Untersuchungsschwerpunkt in der Pisa-Studie dar. In der Bundesrepublik war ein besonders enger Zusammenhang zwischen Strukturmerkmalen famili?rer Lebensverh?ltnisse (sozio?konomischer Status, Bildungsniveau, Migrationstatus), Bildungsbeteiligung und Kompetenzerwerb nachweisbar. Ziel des Beitrags ist es, auf Grundlage der Daten der nationalen Erweiterung von PISA die disparit?tserzeugenden Effekte famili?rer Strukturmerkmale durch Prozessmerkmale famili?rer Lebensverh?ltnisse (kulturelle und kommunikative Praxis), institutionelle (Schulform) und psychologische Faktoren zu erkl?ren. Dies geschieht in zwei Schritten: Zun?chst wird mit Hilfe von Strukturgleichungsmodellen gezeigt, dass die Effekte von famili?ren Strukturmerkmalen überwiegend durch die kulturelle Praxis von Familien vermittelt sind. In einer sequentiellen Berechnung von Regressionsmodellen ergeben sich sodann deutliche Hinweise darauf, dass die Wirkung famili?rer Struktur- und Prozessmerkmale im Wesentlichen über individuelle F?higkeits- und Motivationsunterschiede (kognitive Grundf?higkeiten, Lesegeschwindigkeit, Leseinteresse, metakognitive Lernstrategien) transportiert werden. Die psychologischen und institutionellen Vermittlungsmechanismen tragen gemeinsam, aber auch jeweils spezifisch und damit kumulativ zu sozialen Unterschieden im Kompetenzerwerb bei.

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Summary Disparities in Educational Participation and Attainment: An Institutional and Individual Mediation Model The effect of students’ social background on their educational participation and attainment is a central focus of the PISA study. For Germany, the link between structural features of the family background (socio-economic status, level of education, migration status) and educational participation and attainment was shown to be particularly strong. Drawing on data from the German national extension of the PISA study, an explanation of these disparity effects is proposed, relying on process-based features (cultural and communicative practices), institutional factors (school type) and psychological factors. This is done in a two-step approach. First, structural equation models are used to show that most effects of family background structures are mediated by families’ cultural practices. Second, sequential analyses of regression models are run, providing strong evidence to suggest that the effects of family structures and processes are essentially transmitted through individual differences in competencies and motivation (basic cognitive abilities, reading speed, interest in reading, meta-cognitive learning strategies). Psychological and institutional mediation mechanisms contribute, jointly as well as individually, and thus cumulatively, to social differences in attainment.

     

Die pädagogische Forschung auf dem Gebiet der Polytechnischen Bildung und Erziehung

Ohne Zusammenfassung     

Primäre und sekundäre Disparitäten des Hochschulzugangs: Erklärungsmodelle,Datengrundlagen und Entwicklungen

The present article addresses the question of how social origin affects access to higher education. The role of class-specific differences in school performance (primary effect) and cost-benefit considerations (secondary effect) are considered as well as the way in which changes in the institutional setup of the educational system may interact with social origin. The review shows that educational decisions at this later transition are mainly influenced by secondary effects. In particular, differences between social classes are explained by group-specific investment costs and expectations of the social context associated with continuing higher education. Although expansion of institutional pathways in upper secondary education has reduced social inequality in acquiring higher education entrance qualifications, secondary effects at the transition to university have been found to increase over time. Thus, within younger cohorts, high-school graduates with lower social status are more often diverted from higher education at universities by attractive vocational or nonuniversity pathways. The article discusses approaches to reduce secondary effects of social origin.     

Universitäre Profilbildung im Kontext des österreichischen Hochschulraums und des Universitätsgesetzes 2002

Wettbewerb autonomer Universitäten, universitäre Profilbildung und staatliche Steuerung der Universitäten im Rahmen neuer New-Public-Management-Instrumente standen im Zentrum der Erwartungen an die neue "Universitätsverfassung" des UG 2002. Andere Gestaltungsnotwendigkeiten überlagerten jedoch sowohl auf System- wie auf Universitätsebene in der ersten Dekade des UG 2002 eine bewusste Entwicklung und intensive Nutzung des Management- bzw Positionierungs-Instruments "Profilbildung". Je stärker jedoch die gesamtösterreichische Koordinierung und Steuerung des Hochschulraums ins Zentrum der Hochschulpolitik rückt (Stichworte Hochschulplan und Hochschulkonferenz), desto wichtiger wird "wieder" das Thema Diversifizierung der Hochschultypen sowie die Profilbildung an den einzelnen Hochschulen bzw Universitäten. Dieser Beitrag ruft die funktionalen Erwartungen an "Profilbildung" in Erinnerung und versucht va auch eine kompilierende Übersicht über den Stand der Diskussion zum Thema in den zentralen hochschulpolitischen Dokumenten der letzten Jahre zu geben.     

Die Verlängerung des Studiums und ihre schlimmen Folgen

Ohne Zusammenfassung     

Selbstwirksamkeitserwartungen und Pädagogisches Professionswissen im Verlauf des Lehramtsstudiums

Teacher Self-Efficacy and General Pedagogical Knowledge During Teacher Education. The present study investigates how teacher self-efficacy beliefs develop during teacher education and how self-efficacy beliefs and general pedagogical knowledge of student-teachers are related. In a cross-sectional study, 257 student-teachers were investigated (173 first year students, 27 advanced students, 35 examination candidates, 19 preservice teachers). The data show that self-efficacy beliefs for the subscales classroom management and assessment increase between the start and the end of training (preservice teachers). Concerning diagnostic competency, self-efficacy beliefs do not change during studies and even decrease for the preservice teachers. For the subscales communication and conflicts as well as coping little difference is noticeable. Professional knowledge, in contrast, increases during studies. Self-efficacy beliefs for classroom management and assessment are linked to professional knowledge. Finally, the usefulness of the multidimensional measuring of self-efficacy beliefs is discussed and implications for future research approaches are presented.     

Kompetenzmodellierung: Struktur,Konzepte und Forschungszugänge des DFG-Schwerpunktprogramms

The assessment and modeling of competencies plays a key role in optimizing educational processes and improving educational systems. The DFG priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes” which was founded in 2007, aims at promoting and coordinating the scientific efforts in this field across disciplines. The present article describes the structure, concepts and research approaches and sketches the current state of research of the priority program.     

Der Beitrag des Lehrers zur Internationalen Verständigung und Zusammenarbeit

Ohne Zusammenfassung     

Die intrinsische Motivation zu wissenschaftlicher Arbeit als Problem von Universitätsorganisation und Leistungsmessung

Dieser Beitrag hat die organisatorischen Veränderungen an Österreichs Universitäten während der letzten 40 Jahre zum Gegenstand. Der Weg von der Ordinarienuniversität zur unternehmerischen Universität wird nachgezeichnet und die Chancen und Risiken einer Vermarktlichung der Koordinationsmechanismen an der Universität werden diskutiert. Probleme werden insbesondere bei der Messung und Steuerung wissenschaftlicher Leistung geortet. Als besonderes Risiko der unternehmerischen Universität wird die Verdrängung innerer Motivation durch äußere Motivation im Handeln von WissenschafterInnen gesehen.     

„Vom Nutzen und Vorteil der Historien für das Leben. “Vorreden und Einleitungen zu deutschen Geschichten der Pädagogik des 19. Jahrhunderts

Wie die historiographische Forschung gezeigt hat, lassen sich die deutschen Geschichten der Pädagogik des 19. Jahrhunderts durch die Elemente ?Personalismus“, ?Eklektizismus“, ?Kanonisierung“ und ?Nationalismus“ kennzeichnen. Ausgehend von diesem Befund wird an den besonders und von alters her programmatischen Einleitungen untersucht, wie die Geschichten der Bildung des 19. Jahrhunderts sich selbst rechtfertigen: Was heißt und zu welchem Ende studiert man überhaupt die Geschichte der Pädagogik? Welche ?Selbstwahrnehmung“ lassen die Vorreden zu den Geschichten der Bildung des 19. Jahrhunderts erkennen?     

Führen verschiedene Inspektionskonzepte zu unterschiedlicher Akzeptanz und Verwendung der Ergebnisse durch Schulleitungen und Lehrkräfte?

In the past decade, variant inspection procedures have been implemented in the German federal states, setting different priorities in terms of objectives. For example, while Bremen focused only on school improvement, Berlin and Brandenburg focused equally on school improvement and control. Considering the differences in the inspection procedures, we investigate whether the variant designs lead to differing attitudes among school principals and teachers (N = 1589) towards the inspection procedure as well as to different school improvement activities. The results show more positive attitudes towards the inspection in Bremen. In all three federal states, cooperation and participation of students and parents increased after inspection. In Berlin and Brandenburg, schools’ self-evaluations increased. In the same two federal states, school documents and curricula were updated before the inspection, while in Bremen this occurred after the inspection. Teachers’ attitudes towards the inspection are slightly more critical in comparison with school principals.     

Schlechte Zeiten für Bildung: Globalisierung,Deregulierung und Privatisierung im Ländervergleich Türkei und Bundesrepublik Deutschland

Because of the forced reductions in state activities that are observed worldwide as a result of the increasingly unrestricted growth of competition, national public institutions of education are under escalating pressure. Both in basic and in higher education, a creeping process of privatization is occurring, while more and more of the costs of education are being passed on to the citizen. This applies to both industrialized countries such as Germany, and to Turkey. The international dimension of this subversive process, which is also drastically affecting the prospects for academic research, is seldom critically addressed in eduational discourse. Instead, the field is dominated by a high-brow attitude to the globalization process which sees it as helping to promote world citizenship.     

Access for All? Sozialinvestitionen in der frühkindlichen Bildung und Betreuung im europäischen Vergleich

The importance of investing in early childhood is widely acknowledged in policy circles. Particularly formal Early Childhood Education and Care (ECEC) is seen as key to creating equal opportunities and combating poverty by increasing educational achievement of children and supporting parental employment. This social investment perspective has in recent decades supported the rapid development and expansion of ECEC in most European countries. However, the international social investment discourse masks fundamental differences in European ECEC systems and detracts attention from the way ECEC is embedded in the wider welfare regime of a country. This paper critically examines the ‘social investment potential’ of ECEC systems by comparing an early social investment country, Sweden, with two ‘late movers’, the UK and Germany. It argues that investing in ECEC is not per se a panacea for social inclusion. To the contrary, if not combined with other, partly ‘traditional’ equality measures both in education and social protection, ECEC investment may have the opposite effect of increasing social inequality.     

Einschätzungen der schulischen Motivation und des Arbeitsverhaltens durch Grundschullehrkräfte und deren Bedeutung für Verzerrungen in Leistungserwartungen

Several studies have shown that teachers’ achievement expectations for their students may be biased to some extent by students’ ethnic or social background as well as gender. The present study investigates whether these biases in teachers’ expectations of students’ performance in early language and mathematics are partly explained by differences in teachers’ perceptions of students’ motivation and learning behaviour. The analyses are based on data from a sample of N?=?901 first-grade students from N?=?66 classrooms with 69 teachers. The results support the hypothesis for biases associated with social background and gender. Ethnic bias, however, occurred independently of differences in perceived motivation and learning behaviour. We discuss the relevance of stereotypical assumptions for teaching as well as educational disparities.     

Individuelle und kontextuelle Prädiktoren des Fachwissenserwerbs zum Internen Rechnungswesen im Hochschulstudium

In our study, we examine some theoretically relevant personal factors as predictors of students’ acquisition of knowledge of management accounting, a key area of business and economics studies in higher education. We modeled and assessed business and economics students’ knowledge of management accounting in Germany using an internationally proven accounting test that has been translated and adapted and comprehensively validated for higher education in Germany. A review of the international literature showed that potential predictors might include not only learning opportunities students have used during and prior to higher education, but also students’ socio-cultural background and gender. These factors were assessed in a survey of 1012 students studying at 23 institutions of higher education. Not surprisingly, a multilevel analysis confirmed that among the learning opportunities a course in management accounting has the greatest effect on students’ knowledge of management accounting. But when other potential predictors are controlled, completion of a commercial vocation training prior to university studies shows a positive effect, as well.