Zukünftige Lehrpersonen und das Medienhandeln von Kindern und Jugendlichen

Kindern und Jugendlichen in der Schule den Erwerb von medienbezogenen Qualifikationen zu erm?glichen, ist in Deutschland seit langem in vielen Richtlinien und Lehrpl?nen als Ziel verankert. Die vorliegende Studie geht im Rahmen einer Pilotstudie an der Universit?t Paderborn der Frage nach, welche Kenntnisse und Annahmen zukünftige Lehrpersonen über das Medienhandeln von Kindern und Jugendlichen, über dessen Einflüsse und über die Aufgaben von Schule im Medienzusammenhang besitzen (N = 173). Die Skalen wurden theorie geleitet auf der Basis eines Modells medienp?dagogischer Kompetenz von Lehrpersonen entwickelt. Die Ergebnisse machen deutlich, dass die Kenntnisse und Annahmen der Lehramtsstudierenden Defizite bzw. Probleme aufweisen, die eine Integration von medienp?dagogischen Lehrangeboten in die Lehrerausbildung notwendig erscheinen lassen.     

Bedeutung der familialen Lebenswelt für die Gesundheit von Kindern und Jugendlichen

Family is the central place of socialization during childhood and adolescence. What are the determining factors of family life that are important for the health of children and adolescents and in which stages of their life do these factors take effect? The question is answered with reference to the general health of children and adolescents as rated by their parents. The analysis is conducted with data from the KiGGS study 2003–2006 which is representative of Germany (n?=?17641, age: 0–17 years). The gender-specific effects of different family factors on good health are analysed in five age groups using binary logistic regression analysis including structural, socioeconomic and origin-related factors of family as well as housing conditions and family cohesion. Bivariate analysis indicates significant effects on general health for almost all included factors (at least in some age groups). Multivariate analysis shows family cohesion to be the most important factor for good health. In boys a bilateral migration background also has an adverse effect on good general health until the beginning of adolescence.     

Ermittlungs- und Begründungspflicht bei divergierenden Gutachten im Habilitationsverfahren

In einem Fall, in dem durchwegs divergierenden Auffassungen in den vorliegenden Gutachten und Stellungnahmen zur Frage der wissenschaftlichen bzw künstlerischen Qualit?t der von der BF vorgelegten Arbeiten sowie zur Frage ihrer didaktischen F?higkeiten von den Mitgliedern der Habilitationskommission vertreten werden, ist es Aufgabe der Habilitationskommission, im Zuge der Beweiswürdigung den "inneren Wahrheitsgehalt" der in den einzelnen Gutachten und Stellungnahmen vertretenen Auffassungen zu ermitteln und – erforderlichenfalls nach Einholung erg?nzender Ausführungen – "auf Grund der Gutachten und Stellungnahmen" eindeutige Aussagen zu treffen.     

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.     

Geschlechterrollenorientierungen und ihre Beziehungen zu Maßen der Ich-Stärke bei Jugendlichen aus Ost-und Westberlin

Zusammenfassung In einer Stichprobe von 2630 Jugendlichen achter Klassen aus Gymnasien, Real-, Gesamt-und Hauptschulen in Ost-und Westberlin wurde im Jahr 2001 die Akzeptanz von Geschlechterrollenorientierungen (traditionell vs. partnerschaftlich) erfasst und ihr Zusammenhang mit Ma?en der Ich-St?rke (positives Bild von sich selbst, psychische Stabilit?t, produktiver Umgang mit Erfolg und Misserfolg) untersucht. Dem partnerschaftlichen Konzept wurde in h?herem Ma?e zugestimmt als dem traditionellen. Dabei ergaben sich Geschlechts-, Ost/West-sowie Schulartunterschiede in der partnerschaftlichen sowie traditionellen Orientierung. Weibliche Jugendliche waren weniger traditionell eingestellt als m?nnliche. Ostberliner Schüler/innen waren weniger traditionell orientiert als Westberliner und Gymnasiast/inn/en hatten eine niedrigere traditionelle Orientierung als Gesamt-, Real-und Hauptschüler/innen. Je h?her der Bildungsstand (gemessen an der Schulform und dem Bildungsniveau der Mutter), desto h?her war die Akzeptanz der Gleichberechtigung der Geschlechter. Die Jugendlichen wurden nach dem Grad ihrer traditionellen Orientierung in drei Cluster eingeteilt und hinsichtlich der Auspr?gung von Ma?en der Ich-St?rke miteinander verglichen. Dabei zeigte sich, dass Jugendliche mit hoher traditioneller Orientierung ein niedrigeres Selbstwertgefühl, sowie eine h?here Leistungsangst, mehr Furcht vor Misserfolg und in h?herem Ma?e selbstwertmindernde Attributionen ?u?erten als Jugendliche mittlerer und niedriger traditioneller Orientierung. Jugendliche, die in h?herem Ausma? über die pers?nliche Ressource der Ich-St?rke verfügen, traten h?ufiger für die Gleichberechtigung der Geschlechter ein. Summary Sex-role-orientation and its Relationship to Egostrength in Adolescents from East and West Berlin A sample of 2630 adolescents from grade 8 attending different types of secondary school in East and West Berlin was assessed in 2001. The aim was twofold: to ascertain their acceptance of gender-role orientation (i.e. traditional norms vs. equality in gender relations) and to link it to degrees of ego-strength (high self-concept, psychological stability, ability to deal with success or failure in a constructive manner). The concept of equality in gender relations was found to be more prevalent among females, pupils in East Berlin and those pupils attending grammar schools. The higher the education level of the pupils (measured according to the school attended and the education level of their mothers), the greater the acceptance of gender equality. The adolescents were classified in three clusters according to the degree of traditional orientation and then compared. Results showed that adolescents with a high traditional orientation displayed lower self-concept, a higher level of test anxiety, greater fear of failure and higher attribution of failure to lack of ability than those adolescents with moderate and low traditional orientation. Those displaying a greater range of characteristics related to ego-strength supported gender equality more frequently.      

Sprachförderung von Kindern und Jugendlichen aus Zuwandererfamilien

Children and adolescents of families with immigrant background are less successful in the German education systems than those without immigrant background. These differences can largely be explained by deficits in the language of instruction, indicating a lack of learning opportunities in the second language. The present paper investigates how it is possible to reduce language disparities before children enter school on the one hand and during the course of schooling on the other hand. This is being done by presenting the current state of research on the acquisition of a second language. In particular, recent findings on the influence of the quantity and quality of early childhood education on the language acquisition of children are summarized. Furthermore, findings on the effectiveness of attending all-day schools and of current programs for language instruction are presented. Finally, potential avenues for further development of language instruction as well as for future research are discussed.     

Chancengleichheit und Leistung im sozialen Wandel. Primäre und sekundäre Effekte der sozialen Herkunft am Gymnasialübergang in Hessen 1969 und 2007

The positive impact of families’ higher social origin on the transition into more demanding secondary school forms can be split up into two effects: the primary effect, which is conditioned by higher achievements of children from privileged social origin, and the secondary effect, which is independent of achievement differences and can be explained by the fact that higher school curricula are less costly and promise more benefits for parents of higher social status than for parents of lower social status. It is examined how the relative size of both effects has changed in Germany between 1969 and 2007 using two comparable studies in the federal state Hesse, which measure students’ achievement and their social origin in very similar ways. The transition to the Gymnasium, the most prestigious track of the German tripartite secondary school, is investigated applying the method by Karlson et al. (2012). The primary effect has increased, specifically because of an increasing impact of achievement; and the secondary effect decreased such that school has gained more impact compared to the child’s parental home.     

Übereinstimmung,Variabilität und Reliabilität von Schülerurteilen zur Unterrichtsqualität auf Schulebene

Using student ratings to assess instructional quality of schools should fulfill three requirements: (1) an appropriate level of inter-rater agreement within schools, (2) systematic variance of student ratings between schools, (3) an adequate reliability level of aggregated student ratings. Using international PISA-data (2000–2012; 81 countries, over 55,300 schools, over 1.3 million 15-year olds) this study investigated how these requirements were met regarding indicators of instructional quality (classroom management, cognitive activation, individual learning support). We computed the interrater agreement index r_WG(J), as well as the intraclass correlations ICC(1) and ICC(2). Our results showed that (1) student ratings demonstrated a moderate or strong level of agreement for most indicators of instructional quality and (2) instructional quality assessed by students varied systematically between schools. Yet, (3) reliability of aggregated student ratings was not sufficient in many countries. We discuss these results regarding conventions to evaluate agreement, variability, and reliability of student ratings at the school level.     

Herkunft und Bildungserfolg beim Übergang vom Kindergarten in die Grundschule

In Germany, age and readiness for school are still the main criteria for school entry decisions. As a result some children start school earlier or later than scheduled. Since the 1970s it is well known that school entries not according to the cut-off date are coupled with the social and ethnic family background of these children and result in differential school careers. Thus an early or delayed school entry may be seen as the starting point of cumulative educational inequalities. New results from three series of interviews with parents, Kindergarten teachers, and school headmasters being part of the longitudinal study BiKS (“Bildungsprozesse, Kompetenzentwicklung und Selektionsentscheidungen im Vor- und Grundschulalter”, educational processes, competence development and selection decisions in pre- and primary school age) now reveal how these decisions develop. One of these qualitative studies is dedicated to school entry decisions in families with Turkish migration background. It is concluded that especially two measures can reduce these early inequalities: (1) better information for the parents and (2) early preventive support for all children making delayed school entries no more necessary.     

Intercoder-Reliabilität bei der Berufscodierung nach der ISCO-88 und Validität des sozioökonomischen Status

Indicators of social background belong to the standard set of instruments for empirical research in education. Construction of valid ranking scales and category systems for social background depends on a differentiated surveying of the occupation and vocational activity of parents. Coding such details using standard procedures is a complex process. This contribution investigates the intercoder-reliability of occupational codes according to ISCO-88 and the indicators for socio-economic status (ISEI) based on these codes using a random sample of 300 graduates surveyed on the occupation of their father and mother. To this aim, we compared a double-coding by professional coders and a double-coding by the research team. The results show a match of around 50 percent between the two coding groups. The validity of the index of socio-economic status based on the data was, however, very good. The correlation between ISEI-values based on the coding from the different coders was very high. The predication of family background did not vary between the coding of the different coding groups.     

Bildungserfolg und adoleszente Abl?sung bei S?hnen aus t??rkischen Migrantenfamilien

Many studies have shown that young males of Turkish descent are disadvantaged in terms of educational opportunity in Germany. In this, the lower educational successes of children from migrant families are neither simple effects of lower levels of social capital nor of lower educational aspiration. With the aim of tracing unexplained mechanisms of the intergenerational transmission of educational chances, the interdependency of educational success or failure of young men of Turkish descent and adolescent processes of detachment and family relations were reconstructed using an intergenerational research design. This shows the major importance of parents?? processing of their immigration experiences in the context of discrimination and disadvantage, the effects of this on the parent-child-relationship, especially in adolescence, and the impact of intergenerational dynamics on the realization, processing and effects of differing educational aspirations and careers.     

Subjektiver Kompetenzgewinn und Wissenszuwachs bei frühpädagogischen Fachkräften unterschiedlicher Ausbildungsprofile

In the light of the diversity of early child teacher education profiles this study deals with two questions: Can typical content profiles regarding early childhood study courses be identified? Do gains in self perceived competences and professional knowledge differ between students of different content profiles? First, the curricula of 16 vocational schools and 15 bachelor study courses in early childhood education are coded regarding creditpoints (ETCS) in various domains of early childhood education. Latent class analyses led to one “practical” content profile of the 16 vocational schools and to three profiles of Bachelor courses: a social pedagogy and scientifically oriented profile, a pedagogical content profile, and a mixed profile. Multi-level regression analyses as well as analyses of complex covariance patterns of repeated measures (self-concept of competences and knowledge regarding language, language development and fostering language) yielded relationships between content profile of study courses and utilization of the courses’ offerings on the one hand and the development of competences and knowledge of prospective early childhood teachers on the other hand. These results hold true even when individual background variables were statistically controlled and show that it is less the academization per se but the content profile of study courses which makes the difference.     

Stichwort: Entwicklung sprachlicher Fähigkeiten von Kindern und Jugendlichen im Bildungskontext

This article contains a review of recent research on the topic of language development in an educational research perspective. The contribution is focussed on research which was carried out in the German education system. The starting point of such research was the insight that mastery of a language is of core importance for educational success as well as for participation in a society. The research which is presented in this review article strives to identify factors that are relevant for the development of different language abilities during an education biography. The article starts with an overview of international and national research traditions which build the ground for the investigation of language development in an educational research perspective. A second part of the article deals with research projects that aimed to unveil factors which are influential for differential language development during a school career. In the third part of the article, an outlook on recent research is presented which deals with the question how language development can be fostered and supported by educational institutions. In Germany, such projects are just beginning. They mainly derive from the evaluation of model projects or other practical experiments; only very few experimental intervention studies have been carried out.     

Die Effektivität schriftlicher und kombiniert auditiv-schriftlicher Wortschatzfördermaßnahmen bei Kindern mit nichtdeutscher Herkunftssprache

Disparities in language competencies of children with and without immigrant background are well-documented through large scale assessments. This study investigates the potential of implicit language promotion, presented in written and combined auditory-written formats. Three experimental groups of 4^th graders in elementary schools have been compared. Intervention group (IV) 1 (n?=?33) read the intervention texts two times in German, IV 2 (n?=?52) read texts in their heritage language Turkish and afterwards in German, and IV 3 (n?=?35) listened to texts in Turkish first and read them in German afterwards. All children learned new vocabulary, but analyses of variance showed that students from IV 2 achieved greater vocabulary gains than IV 3. Results also do not support advantages for the combined auditory-written form including the heritage language. Students’ text comprehension and reading competencies influence their incidental vocabulary acquisition. The results are discussed in the light of practical and research implications.     

Komplexität und Kausalität in der erziehungswissenschaftlich motivierten Gewalt-Sozialisationsforschung

Zusammenfassung Im Rahmen dieses Beitrags m?chte ich die Vielschichtigkeit von erziehungswissenschaftlich motivierter Forschung am Beispiel der Wirkungsweise von Geschlechterrollenstereotypen auf die Gewaltsozialisation m?nnlicher Jugendlicher aufzeigen und dabei auf die Notwendigkeit verweisen, dieser theoretischen Komplexit?t mit einer ebenso hohen empirischen und statistischen Komplexit?t zu begegnen. Strukturgleichungsmodelle werden als geeignete Rechenweisen dargestellt und darin die Thematik der Kausalit?t als eine postulierte Verbindung zwischen Ursache und Wirkung diskutiert. Die Akzeptanz des Prinzips ‚keine Ver?nderung ohne Ursache‘ bildet den Grundsatz einer probabilistischen Kausalit?t und dieser stellt die Grundkonzeption einer empirischen Erziehungswissenschaft dar, die statistisches Anwendungsfeld und Theoriesprache miteinander zu verweben weiss.

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Summary An educational science perspective on complexity and causality in the field of socialization to violence This contribution will demonstrate the complexity of educational research. This will be achieved using the example of the effect of young me’s stereotypes for gender roles on their socialization to violence in social contexts. It argues that theoretical complexity must be complimented by an equally high empirical and statistical complexity. structural equitation models are presented as an appropriate method of computation and causality is discussed as a postulated link between cause and effect. The acceptance of the principle „no change without cause“ is the fundamental basis of the concept of probability-bound causality, which, in turn, is the key to an empirical educational science that can interweave the statistical field of application with theoretical discourse.

     

Die Bedeutung der sozialen Herkunft und des Migrationshintergrundes f��r Lehrerurteile am Beispiel der Grundschulempfehlung

In Germany, teachers give a recommendation on the type of school a student should attend after primary school. In some federal states, access to a more demanding school type is restricted to students holding an appropriate recommendation. In a first step, we discuss different theories and approaches as to why a student??s social origin or migration background has an impact on the recommendation, irrespective of school performance. Then we test different hypotheses using data of a combined teacher, student, and parent survey, conducted from the 3^rd grade on in Bavaria and Hessen. Overall, we have information on 1.644 students and 147 teachers. We find strong relationships between social origin and school recommendations as teachers take parents?? educational aspirations into account. Students?? positive school behavior has a positive impact on getting a recommendation for a higher school type; however, the influence of parents?? socio-economic status remains. The data show no evidence for children with migration backgrounds facing greater risks of receiving lower recommendations than other children??irrespective of their family language.     

Vergleichsarbeiten im Vergleich – Akzeptanz und wahrgenommener Nutzen standardbasierter Leistungsmessungen in Baden-Württemberg und Thüringen

Test-based reforms of schools and teaching have become popular instruments of German educational policy. However, performance assessment and its implementation differ widely between the German states. The differences between the comparative tests used in Thuringia (years 6 and 8) and Baden-Württemberg (year 6) are particularly clear. For instance, the Thuringia competency tests are embedded within an extensive concept for teachers’ continual professional development and the teachers receive fair, criteria-based feedback. A quantitative teacher survey in both German states (n=1136) was carried out in order to find out whether these differences led to differences in the respective teachers’ acceptance and appraisal of the tests and whether the test results initiated internal discussions amongst teachers. The results show that teachers from Thuringia had a higher acceptance and estimation of curricular validity, uses of the data for learning diagnosis and for future lesson planning. Singularly, the use of the central test results to mark students received a higher evaluation from teachers in Baden-Württemberg. The tests results are also more frequently the subject of systematic discussions in school forums in Thuringia.