Schwerer Mangel der Durchführung der Prüfung

Kein schwerer Mangel des Prüfungsverfahrens, wenn die Begründung für das negative Ergebnis einer mündlichen Prüfung im Prüfungsprotokoll nicht festgehalten wird. Kein schwerer Mangel des Prüfungsverfahrens wenn nicht der Vorsitzende der kommissionellen mündlichen Prüfung das Prüfungsprotokoll führt.     

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.     

Prüfungen und Leistungsbeurteilung in der Schule,Unesco-Institut für Pädagogik,Hamburg, März 1957

Ohne Zusammenfassung     

Formatives Assessment im Leseunterricht der Grundschule – Implementation und Wirksamkeit eines modularen,materialgestützten Konzepts

Definitions of formative assessment include assessment, feedback and differentiated instruction as key components. We investigated the effects of prepared teaching materials designed to support teachers using learning progress assessment (LPA) to give feedback and adapt differentiated instruction. We also examined to what extend this modular approach can be implemented in regular reading lessons in third grade. In a three-group design all teachers (N?=?44, N?=?945 students) employed a computer-based LPA tool, while teachers in two conditions additionally received prepared feedback material (FB) or feedback and reading instruction material (FB+FM), to support the implementation of the different components of formative assessment. Over the course of one schoolyear, we assessed the implementation outcomes using questionnaires as well as students’ reading achievement and further student outcomes. While acceptability is high, teacher ratings of feasibility are low. In comparison to the LPA group, the additional support in form of prepared materials had no effects on student outcomes. Results are discussed regarding the question of how teachers can optimally be supported in using formative assessment.     

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.     

Veränderungen in der sozialen und ethnischen Zusammensetzung der Schülerschaft aus demografischer Perspektive

In this paper, we examine current changes in the ethnic and social composition of the preschool and school aged population as well as the consequences these changes may have for educational participation and thus for overall educational attainment in the near future. Based on the micro-census 2008 survey, we identify groups of migrants by region of parents’ origin where children – despite low levels of parents’ education and comparatively few socioeconomic resources – have greater chances of upward educational mobility than non-migrant children. By contrast, children from less educated, nonmigrant families show a much lower tendency to be upwardly mobile, and educational choices are more closely tied to the economic and social background. Thus, our analysis provides evidence that educational background and socio-economic resources in the students’ families are of greater importance for the overall development of educational attainment in Germany than characteristics of migration and ethnicity.     

Auflösung der Vorbereitungsfragen zur Facharztprüfung aus Heft 3–4/2009

Aufl?sung

Aufl?sung der Vorbereitungsfragen zur Facharztprüfung aus Heft 3–4/2009     

5. Internationale Tagung für Heilpädagogen auf dem Sonnenberg,Oktober/November 1958

Ohne Zusammenfassung     

Quotenregelung für den Zugang von Studierenden aus anderen Mitgliedstaaten zu medizinischen Studiengängen, Belgien

Beim Speziallehrgang für diplomierte Sozialarbeiter "Gemeinwesenorientiertes Sozial-Management und Sozialmarketing" und beim Universit?tslehrgang "Soziale Arbeit und Sozial-Management" der Donau-Universit?t Krems besteht keine Gleichwertigkeit mit einem fachlich in Frage kommenden Diplomstudium, Magisterstudium, Fachhochschul-Diplomstudiengang oder Fachhochschul-Magisterstudiengang iSd § 64 Abs 4 UG, weil die ersteren "der Weiterbildung" dienen, die angeführten Studien bzw Studieng?nge hingegen (insbesondere) der wissenschaftlichen Berufsvorbildung bzw der wissenschaftlich fundierten Berufsausbildung.     

Entwicklung und erste Validierung eines Tests zur Erfassung technologischer und informationsbezogener Literacy (TILT) für Jugendliche am Ende der Sekundarstufe I

The objective of this study was to develop a reliable and valid test to ascertain ICT literacy 0 = Information and Communication Technologies Literacy). It was designed as a paper-and-pencil test to ensure that it can be used flexibly. The results of two studies (pilot study: N = 308; validation sample of the final form of the test: N = 263) showed satisfactory item and scale values and indicated the one-dimensional nature of the construct. Tests of the test instruments for convergence and discrimination validity showed the expected links with computer-related pupil characteristics. To supplement this, expert reviews indicated a satisfactory content validity. Analyses of the construct validity showed that ICT literacy was clearly distinguishable from general cognitive abilities and, at the same time, possessed incremental validity in addition to other measures of computer literacy. The findings are discussed in relation to open questions about the construct validity of the test instrument.     

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.     

Generalversammlung der Internationalen Vereinigung für Jugendhilfe,Bonn, 30. Juli bis 3. August 1956

Ohne Zusammenfassung     

Institutionelle Dimensionen inklusiver Schulbildung – Herausforderungen der UN-Behindertenrechtskonvention für Deutschland,Island und Schweden im Vergleich

The human rights-based orientation embedded in the UN Convention on the Rights of Persons with Disabilities, which mandates inclusive education for all students and counts segregation as discrimination, poses fundamental challenges to institutionalized (special) education systems. However, it does so to different extents, with the Nordic countries having the most inclusive systems worldwide. This analysis contrasts the challenges and opportunities regarding the institutional transformation of special education and inclusive education in Germany, Iceland and Sweden. We address the questions: How do these countries provide educational supports for students considered to have special educational needs? What perspectives can be derived for the implementation of inclusive education, especially for Germany, which is still among the most segregated systems in Europe, from such comparative analysis? The study reveals key differences in three institutional dimensions that hinder or enable inclusive education ? educational ideals and disability paradigms, organizational forms, and regulations.     

ZEIHER,Helga, BÜCHNER,Peter und ZINNECKER,Jürgen (Hrsg.). 1996. Kinder als Außenseiter? Umbrüche in der gesellschaftlichen Wahrnehmung von Kindern und Kindheit

International Review of Education -     

Kämpfen gegen Windmühlen und reale Mächte: William Lottigs Tagebuch (1919–1921) als Ausdruck der politischen,pädagogischen und schulinternen Machverhältnisse in einer Hamburger Gemeinschaftsschule zu Beginn der 1920er Jahre

In his daily journal on the founding of the public experimental school, a “community school” at the Berliner Tor in Hamburg between spring 1919 and September 1921, Lottig describes the everyday issues confronting the principal of the “new school” at that time. These concern classroom instruction, teachers, parents, external pressures on the Berliner Tor-School, the relationship with the school administration, political issues prevalent in Hamburg at that time, ideological and philosophical debates as well as personal and family relationship problems, all of which Lottig describes in his journal. Lottig also noted the reasoning underpinning the development of the school experiments: the “old” schools in Hamburg had been closed, and the state had in their place established experimental schools. The journal clearly records the difficulties, issues and successes of a principal of one of the newly established community schools (Lebensgemeinschaftsschulen), which had been established as experimental schools. A perusal of the diary indicates that Jakob Robert Schmid’s sole and up to now only one known analysis of the journal comes off as biased and misleading. Schmid, professor of education at the University of Berne, had, at the beginning of the 1930s, only perused and analysed those portions of Lottig’s journal in which Lottig describes the rather turbulent if inspiring – and yet chaotic – operation of the community school in its first two years. While Schmid analysed these portions, he did not consider Lottig’s other, more favourable and constructive comments. Schmid also did not explain his one-sided selection of journal passages. Schmid brands Lottig and his team of teachers as educational novices and classifies the Berliner Tor-School as an “anti-authoritarian” institution, an experimental school like any other school experiment which overshoots the mark, not being educationally and institutionally meaningful. A more objective and principled approach in examining Lottig’s journal would have revealed that Lottig and his teachers were well aware of the main issue confronting the school, an issue that Schmid would also have found relevant: the relation of freedom and compulsion, within a setting that Lottig wanted to revitalise, to productively equilibrate without employing the customary disciplinary instruments. Lottig furthermore again and again points emphatically to the “growing pains” of all alternative schools (even when regulated by the state as an experimental school), whose goal it had been, to establish, even under difficult circumstances, a “new school-type” not utilising the traditional instruments of discipline, instruction and school management. This proves that Lottig was neither an educational ignoramus nor unaware of the basic issue of classroom instruction: how one can instruct with or without compulsion. Lottig’s goal had always been – and this Schmid also disregarded – to replace traditional, imposed, mandated or even self-imposed rules and regulations by new, commonly worked out rules. Lottig’s journal is a good example of the steadfast, unrelenting and energy-sapping aspiration of a school principal to balance the relation of school management versus a school’s self-development under the given circumstances. In addition, Schmid’s misinterpretation is a good example of how an observer, who hardly knew the Berliner Tor-School, would misuse this historical source by means of a biased interpretation to further his own views on scholastic education, views that Lottig himself would have preferred to provocatively examine – Schmid’s “authoritative pedagogy”, which goes beyond all authoritarian and non-authoritarian educational policies. What, then, would Lottig have recorded in his journal about a meeting with Schmid?     

Vierte Salzburger Gespräche für Leiter in der Erwachsenenbildung Haus Rief bei Salzburg,Juli 1961

Ohne Zusammenfassung