Abfertigungsansprüche von Assistenten

Keine Verletzung verfassungsgesetzlich gew?hrleisteter Rechte durch Zurückweisung der Berufung gegen die Abberufung eines Universit?tsprofessors von der Funktion als Leiter einer Universit?tsklinik sowie einer Klinischen Abteilung einer Medizinischen Universit?t; keine Bedenken gegen die Erm?chtigung des Rektorats zur Erstellung eines Organisationsplanes; keine Verletzung im Recht auf ein Verfahren vor dem gesetzlichen Richter mangels Zust?ndigkeit der Berufungskommission beim Bundeskanzleramt. Die Abberufung von einer Organfunktion an einer Universit?t stellt weder eine Entscheidung über zivilrechtliche Ansprüche und Verpflichtungen noch über eine strafrechtliche Anklage iSd Art 6 EMRK dar.     

von Neumann熵基本性质简述

熵是信息论中一个十分重要的概念,能够用于刻画信源的平均信息量。但和经典信息论中的香农熵不一样,量子信息中信源的不确定性需要使用von Neumann熵来进行刻画。同时,von Neumann熵在纠缠判别、纠缠度刻画等方面也具有十分重要的地位。因此,我们希望通过本文对von Neumann熵的性质进行介绍,能够帮助研究生更好地掌握该概念。     

Wann sollten computerbasierte Verfahren zur Messung von Kompetenzen anstelle von papier- und bleistift-basierten Verfahren eingesetzt werden?

Currently, competencies are mostly assessed with paper and pencil tests. Nevertheless, for some competencies, using paper and pencil tests is problematic for three reasons. For (a) competencies requiring complex interactions under time constraints, (b) complex competence constructs, and (c) competencies requiring using a computer, a computer-based assessment provides several advantages compared to a paper and pencil-based assessment. Nevertheless, none of the two testing media is superior to the other in a general way. Thus, the testing medium which provides the best opportunities for a proper operationalization of the competence construct at stake should be selected. If both paper and pencil and computer seem applicable for measuring a competence construct, precisely costing out and comparing the two alternatives is recommended. Within this comparison, not only the additional costs caused by using computers but also the specific costs of paper and pencil-based assessment should be considered.     

Analysekompetenz von Lehrpersonen – Modellierung und Messung

This article reports on a project in which the analytical competence of teachers and trainee teachers is measured. The term analytical competence refers to the ability to assess and evaluate the quality of lessons which are observed. The sample consists of 800 teaching staff (200 students, 200 probationary teachers, 200 qualified teachers, 200 teacher training personnel). They are shown a video of a school lesson (in Physics) and then given a test in the form of a questionnaire in which they are asked to analyse the lesson. In the evaluation, the item scale of the test is checked for Rasch homogeneity. In the medium term, the results of this study should lead to consequences for the development of analytical competence in the various phases of teacher training.     

Wilhelm von Humboldts ?Die Vasken“

This paper interprets Wilhelm von Humboldt??s travelogue of his voyage to the Basque country (??Die Vasken??) as an empirical study on human development (??Bildung??) that applies an ethnographic research approach. Against the background of Humboldt??s comparative anthropological considerations the paper focuses on the underlying theory and methodology as well as on the results in Humboldt??s study of the Basques. It will be shown that in ??Die Vasken?? Humboldt directs his attention at anthropological questions on character building (??Charakterbildung??) through applying his anthropological method which combines empirical research with philosophical speculation. The analysis of the results of Humboldt??s study of the Basques demonstrates that Humboldt succeeds in developing his anthropological theory of ??Bildung?? in such a way that he can apply his new insights later in practice in the reform of the Prussian educational system. Finally, a critical reflection about the results of ??Die Vasken?? points out a central methodological and at the same time educational problem in ethnographic research on ??Bildung??. With this interpretation of Humboldt??s study of the Basques the paper provides a historical reflection about theory and methodology in educational anthropology that offers still important insights for actual ethnographic research in the field of education.     

Wer hat einen Nutzen von Kompetenzmodellen?

National educational standards (NES) were released in Germany 2003/2004 as obligatory performance standards substantively and normatively defining an acceptable degree of proficiency. The NES describe tangible competencies in the form of can-do statements for core subjects to be acquired by students at the end of defined stages of schooling. To evaluate standards-based performances the Standing Conference of the Ministers of Education and Cultural Affairs of the Federal States in Germany (KMK) implemented a test-based monitoring system that comprised a centralized evaluation in a nationwide study sample comparing the German federal states (Ländervergleich), as well as state-wide testing schemes at the end of grade 3 and grade 8 linked to the NES. All test items were designed by didactic experts on the basis of domain specific competence models that were psychometrically evaluated. The potential practical benefit from competence testing is discussed for the various system levels of feedback (state, school, teacher, and student). It is argued that, in order to tap the full potential of standards-based performance feedback, it must be appropriately communicated to the target system level and should be accompanied by suitable measures of action support.     

Schulfächer: Vermittlungsinstanzen von Bildung

The concept of “Bildung”, substantially developed by Wilhelm von Humboldt, and the French concept of “instruction”, substantially defined by the Marquis de Condorcet, have heavily influenced schools in German and French speaking cultures. School subjects as the general principles of ordering school knowledge prevail as soon as Bildung/instruction becomes granted by state institutions. I maintain that school subjects are the socio-historical form of the modern school system, through which Bildung/instruction continually develops in contradictory ways. On the basis of a concise definition of “Bildung”, mirrored by the contemporaneous concept of French “instruction”, the paper shows that school subjects become the common form and measure for organizing and distributing knowledge and know how to be taught and learned during the 19th century. Four theses are discussed concerning the way school subjects realize the ideals of Bildung in many contradictory forms: 1. The canon of school subjects guarantee manifold contents for developing capacities for students, in part through a realization of Humboldt’s and Condorcet’s concepts. 2. They integrate contradictory demands of society: Bildung, moralization in the sense of “governing the soul” on the one side, national cohesion, selection and distinction between students on the other. 3. They allow contents coming from higher education levels to enter primary schools. 4. They combine universal contents with local and regional ones.     

Beurteilereffekte bei der Messung von Unterrichtsqualität

In the external evaluation of schools the technique of classroom observation belongs to the methodological standard repertoire. Nevertheless the measurement of quality of classroom teaching based upon selected lesson sequences, which are as a rule inspected only briefly, is fraught with a lot of methodological problems. Therefore it is relevant for a substantiated quality assurance to reveal problems in the measurement of quality of classroom teaching due to an implementation of adequate empirical methods. This is made possible by using the generalizability theory and the many-facet Rasch model. Analyses based upon data of the Hamburg school inspection point out that by using an appropriate data collection procedure rater effects in classroom observations turn out comparatively low at about nine percent of total variance. Furthermore analyses prove that it is insufficient to simply quantify the agreement among raters by using global reliability measures, but that it is necessary to check up on intra rater consistency for getting valid and in this way reliable results from classroom observations for the practice.     

Steuerung von überg?ngen im Unterricht

Classroom management is one of the most important factors regarding the quality of teaching, because effective classroom management contributes to maximizing time on task. In an expert-novice study, strategies and interventions of effective classroom management were explored. Videotaped lessons of eleven experts and six novice teachers were analyzed comparatively, sequence by sequence. The study focused on transitions between seatwork or groupwork and two-way-presentations. The results strengthen the hypothesis that experts?? performance differs significantly from the performance of novices. Experts not only notice students?? difficulties in following the program of action at an early stage, but they also use many different strategies and interventions to direct the activity flow continuously and to activate the whole class. In comparison, novices often disrupt the timeflow themselves, they focus their attention selectively on parts of the class, and they are more prone to becoming absorbed when interacting with single students. An important aspect of experts?? competence is that they are able to intertwine single interventions. To put it another way: experts orchestrate their interventions virtuously.     

Pr?diktoren von Bildungsprozessen in der Konfirmandenarbeit

Non-formal education has received little attention by empirical research so far. Drawing on a representative study of confirmation work in the Protestant Church in Germany (7404 adolescents, aged 13?C14, and 1430 workers in 520 groups) a multi-level analysis predicts relevant factors for success on the level of individuals (confirmands) as well as on the group level. Criteria variables are the experience of participation, an increase in knowledge, interest in youth-groups and the experience of community. The predictors related to differences between the groups account for a high share of variance (between 11 and 22%). On the individual level, all four predictors (gender, group experience, religiosity, cultural background) are statistically significant. A context effect is identified concerning religiosity. The pedagogical aims and activities contribute to the explanation of variance to a considerable degree.     

Musikalische Aktivitäten von Kindern und Jugendlichen

This article deals with playing a musical instrument as an important form of music related activities in the development and socialization of children and youth. The authors discuss aspects of arts education and reflect concepts of interest. They focus on the musical socialization and its contexts of today, so the question, which children and young persons are playing an instrument as well as a systematic analysis of places where adolescents are playing music. The self-organized and non-goal oriented learning processes in music activities are focused, reflecting theories of social inequalities. The results of the empirical findings show differences related to social class in playing an instrument and its choice, but not in places where music is done. Especially if adolescents play an instrument with corresponding interest, intensity, forms of activities and motifs of playing do not differ by social background.     

Entwicklung von Organisationen als organisationspädagogische Gestaltungsaufgabe

This contribution investigates the developmental side of organizational learning. It starts out from the hypothesis that those conditions of successful learning and development competency, which can be externally influenced, are indeed independent of specific organizations and can be identified empirically. On the basis of the current results of an empirical investigation in the area of adult education, we will present a detailed profile of the requirements of a learning further education organization consisting of the dimensions organizational leadership, strategy, structure and culture, core competencies and treatment of knowledge and organizational environment. This profile was generated through a three-stepped research process combining theoretical, empirical and developmental approaches.     

Befristung von Ersatzkräften; erforderlicher Vertragsinhalt

Erkennt der Gesetzgeber – vor dem Hintergrund einer an strikte Vorgaben geknüpften Planstellen-bewirtschaftung – die Notwendigkeit der Besch?ftigung von Ersatzkr?ften als zul?ssigen Grund für die Befristung von Vertr?gen ausdrücklich an und regelt die dafür ma?gebenden Rahmenbedingungen und Voraussetzungen, reicht es für die wirksame Befristung des Vertrags mit der Ersatzkraft, wenn der Vertrag Bestimmungen darüber enth?lt, für welche Person der Bedienstete als Ersatzkraft aufgenommen wurde.     

Zum Nutzen von Kooperationen für Volkshochschulen

Cooperation among organisations is a common practice in the area of continuing education. It is facilitated by education policy guidelines, initiatives and funding programs. However, it is still mostly unresolved, which specific advantages are realised by cooperation in the field of continuing education. The following article examines the effect of cooperation among adult education centres in increasing attendance in their continuing education courses. The examination is based on the statistics of adult education centres. The analysis is based on panel data, which help to identify causal connections between courses of cooperation and attendance. The results show that cooperation results in additional educational opportunities and thus increases the attendance numbers. In addition, cooperation among adult education centres holds the potential to attract previously unreached participants.     

部分泛von Staudt定理的简化证明

运用p-adic赋值理论给出了泛可除Bernoulli数B^An／n的系数τu的p—adic赋值的界,从而给出了泛von Staudt定理中部分同余式的简化证明．     

Kompensatorische Wirkungen von Ganztagsschulen – Ist die Ganztagsschule ein Instrument zur Entkopplung des Zusammenhangs von sozialer Herkunft und Bildungserfolg?

The introduction of “all-day schools” (i.e. schools that provide extended education times and extracurricular activities) has been a major topic in educational debates in Germany in the last decade. One of the main goals for expanding the provision of all-day schooling in Germany was to support the development of academic skills and abilities of all students independent of their socio-economic-background. Based on empirical results of current studies and the data of the “study of the development of all day schools” educational effects of extracurricular activities are analyzed. Typically studies show that extracurricular participation supports social learning rather than academic achievement. Nonetheless, data provide first hints of compensatory effects. Thus all-day schools can weaken the link between socio-economic background and academic achievement.     

Welche Rolle spielt Kompetenzdiagnostik im Rahmen von Lehr-Lernprozessen?

Competence assessment can support evidence-based teaching and learning. Depending on its specific purpose, competence assessment can be applied at the individual, the classroom or school level as well as on a national level. Large-scale-assessments are typical examples for system monitoring. Competence assessment on the individual level can provide important information with respect to individual qualification and learning outcomes. Typically, competence assessment uses psychometric models from Item-Response-Theory (IRT). However, until present, competence assessment still struggles to tap its full potential regarding feedback and individual support. Teachers often have difficulties to interpret results from competence assessments that are based on IRT. Thus, it is crucial to support teachers in using these results to improve classroom teaching. One of the main challenges of educational measurement is to align everyday classroom teaching with formative and summative assessments and to establish competence models as a common ground. Process-orientated, formative assessment can inform criterion-based feedback and, consequently, promote teaching on the basis of educational standards that were defined on the system level. However, more work needs to be done with respect to research on assessments as well as their communication and implementation into teaching practice.     

Leben am Rande? Dimensionen der Benachteilung von Jugendlichen

?konomisches, soziales und kulturelles Kapital z?hlen zu den zentralen Determinanten des übergangs von Jugendlichen in die Ausbildung und in den Beruf. Allerdings zeichnen sich diese Faktoren durch eine relativ hohe interpersonelle Variabilit?t aus, die gerade in Bezug auf benachteiligte junge Erwachsene einer differenzierten Analyse bedarf. Der folgende Beitrag m?chte deshalb zun?chst in Anlehnung an die Kapitalientheorie von Pierre Bourdieu die Frage untersuchen, ob es innerhalb der Gruppe von benachteiligten Jugendlichen Unterschiede in der Kapitalausstattung gibt, und ob diese eine Wirkung auf den Verbleib in und den Anschluss an eine Ma?nahme haben. Anhand eines Datensatzes, der im Rahmen der wissenschaftlichen Begleitung des Modellprogramms „Freiwilliges soziales Trainingsjahr“ (FSTJ) durch das Deutsche Jugendinstitut generiert wurde, werden theoretische Annahmen zu unterschiedlicher Kapitalausstattung benachteiligter Jugendlicher im FSTJ und ihre Wirkungen empirisch überprüft.