Kompetenzerwerb und Persönlichkeitsentwicklung im Freiwilligen Sozialen Jahr – Ein Vergleich vier sozialer Tätigkeitsbereiche

Voluntary work is regarded as a learning environment which facilitates character development and skills acquisition in adolescents. Based on a sample of young adults who completed a year of voluntary work in the social sector, this study investigates whether a volunteer service is accompanied by personality development, networking opportunities as well as amplified cognitive, social, and personal competencies. It is further investigated to what extent the potential for learning and personality development is shaped by the field of activity in which subjects are involved. To this end, this study analyzes retrospective self-ratings of volunteers. The findings indicate that voluntary work is linked to a variety of positively evaluated developmental changes regarding personality and skills. Moreover, the results reveal pronounced differences between different fields of activity. Four domains within the non-profit sector are described and analyzed, with each domain relating to a distinct horizon of experience and unique learning opportunity. These four domains are care and ministration, ambulance and rescue service, education and culture, and sport and exercise.     

Lernkompetenzen als Bildungsstandards — eine Diskussion der Umsetzungsmöglichkeiten

In Deutschland liegt seit 2003 ein Konzept zur Entwicklung nationaler Bildungsstandards vor. Bildungsstandards beziehen sich auf einen bestimmten Lernbereich. Innerhalb der Standards dieser Lernbereiche sollen zudem f?cherübergreifende Bildungsziele als Standards berücksichtigt werden. Lernkompetenzen, die in diesem Artikel fokussiert werden. stehen in einer Zusammenstellung m?glicher f?cherübergreifender Bildungsziele an erster Stelle. Im Gegensatz zur Umsetzung von fachlichen Kompetenzen als Bildungsstandards liegen bislang allerdings keine Vorschl?ge vor, wie Lernkompetenzen innerhalb der Standards der einzelnen Lernbereiche umgesetzt werden k?nnen. Der vorliegende Artikel soll einen Beitrag zur Kl?rung der Frage leisten, inwiefern dies auf der Basis des vorliegenden Konzepts nationaler Bildungsstandards realisierbar ist. Die Diskussion zwei der zentralsten Punkte des Bildungsstandardskonzepts zeigt. dass sich Lernkompetenzen ohne eine Reformulierung des Referenzrahmens von Bildungsstandards nur partiell als Standards umsetzen lassen. Im letzten Kapitel werden in der Folge Umsetzungsm?glichkeiten zur Etablierung von Lernkompetenzen als Bildungsstandards diskutiert.     

Solidarische Rivalen: Geschwisterbeziehungen in der Frühen Neuzeit aus der Sicht der Emotionsgeschichte

Teaching science is again receiving increased attention in educational science, didactic and political debates. This review article will present the focal points of research concerning the didactics of science and perspectives for the development of science teaching. It will look at the goals of science education, on the one hand, and at the topics of empirical research and studies concerning a substantive development of teaching and lessons in science, on the other. The contribution closes with an outlook on the implementation of new developments and future perspectives for science education.     

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.     

Intellectual masturbation: a rejoinder to Söder and Booth

ABSTRACT

This paper provides a critique of the debate between Tony Booth and Mårten Söder. It suggests that their argument is outdated and irrelevant and locked into old views of integration. A new view of integration is then advanced, based upon the experience of disability and the views of disabled people.     

2. Jürgen Oelkers (Hrsg.): Zukunftsfragen der Bildung. 43. Beiheft der Zeitschrift für Pädagogik

Ohne Zusammenfassung     

Das Kultusministerium als Machtfaktor in der NS‐Schulpolitik: Bürokratische Friktionen am Beispiel Bayerns

Since the 1980s, national socialist education policy is one central topic of research in pedagogical historiography in Germany. Based on the analysis of documents from the Bavarian State Archives this paper takes a closer look at the actual implementation of national socialist ideas concerning primary education and schools. Bureaucratic mechanisms and a traditional civil servants' attitude in the Bavarian Ministry of Education are found to have provided some important frictions in the ideological change of the Bavarian school system after 1933. The persistent orientation towards formal, legalistic procedures and functional considerations even in the case of convinced national socialists in the Ministry weakened the actual effects of national socialist reconstruction of Bavarian educationalpolicy.     

Implementation eines wissenschaftlich erprobten,didaktischen Konzepts: Der Einfluss pädagogischer Autonomie auf die Wirksamkeit in der Praxis

There is growing interest in evidence-based interventions that can improve student teachers’ professional development. But how can these interventions be implemented into everyday teacher education practice by teacher educators themselves—without losing their initial, lab-tested effectiveness due to teacher educators’ practical educational autonomy? Through a quasi-experimental field study the following question is investigated: What is the impact of different degrees of educational autonomy (low/middle/high) that 19 teacher educa­tors are granted while implementing an experimentally proven concept into their teacher training courses on the development of the competence to diagnose classroom situations among 261 student teachers? ANCOVAs using planned contrasts indicate that the effectiveness of the concept can be sustained in ‘the real world’ of teacher education practice, even if practitioners—no longer researchers—are responsible for the concept realization; thereby, the highest increase in student teachers’ competence occurred when low educational autonomy was granted, i.e., the concept was implemented closely to the original.     

Möglichkeiten außerschulischer Hilfen in der Bearbeitung von Bildungsbenachteiligung: Potenziale und Grenzen ausgewählter Handlungsfelder der Jugendsozialarbeit

Even though social inequalities in education are often dealt with in out-of-school social work programs, this has been largely neglected by educational research in recent years. The present paper therefore presents the different fields of action in youth social work as means of compensatory education and discusses research findings regarding its use and effectiveness. The difficulty of measuring their effectiveness is not only due to a fragmented research field, but also reflects the fundamental contradiction between structural problems and their pedagogical treatment. The paper ends with a reflection on the importance of out-of-school programs to help adolescents with difficult course of lives.     

Soziale Ungleichheiten beim Übergang von der Grundschule in die Sekundarstufe I: Theorie,Forschungsstand, Interventions- und Fördermöglichkeiten

Based on a theoretical model, which distinguishes between primary and secondary effects following Boudon, the present paper summarizes empirical evidence regarding the impact of family background on the transition from elementary into secondary school. In doing so, three types of secondary effects are distinguished: secondary effects of school grades, teacher recommendations, and the transition itself. The empirical literature suggests that both primary and secondary effects exist in the German school system: In addition to having lower achievement, children from disadvantaged backgrounds receive lower grades and fewer recommendations for higher tracks and are less likely to attend a high track even when controlling for their achievement. The paper closes by presenting findings from studies analyzing the relative importance of primary and secondary effects and a discussion on how effects of family background on the transition into secondary school can be reduced.     

Elterliche Bildungsaspiration und Migrationshintergrund als Prädiktoren für Schulformwechsel in der Sekundarstufe I: Ergebnisse einer Längsschnittstudie

The present study investigates the extent to which changing school forms in secondary school is dependent not only on a student’s school grades, but also on the migration status and educational aspirations of their parents. Based on a cohort (N?=?4219) of school students from one school year in Luxemburg, we were able to show that throughout the lower secondary school, the grade average played a decisive role in the move to a different school form. Furthermore, students with a migration background were shown to have similar chances as students from Luxemburg of moving upwards to a higher school form, yet were less likely to move downwards. However, this phenomenon could essentially be explained by the fact that students with a migration background are not as highly represented in the higher school forms as are students from Luxemburg. Independent of migration status and school grades, parental educational aspirations played a decisive role change between school forms. High educational aspirations facilitated the move to a higher school form, while low educational aspirations correlated with moving to a lower school form.     

Wolfgang Gräber/Peter Nentwig/Thomas Koballa/Robert Evans (Hrsg.): Scientific Literacy. Der Beitrag der Naturwissenschaften zur Allgemeinen Bildung

Ohne Zusammenfassung