Frühpädagogische Ausbildungskonzepte in drei nordischen Ländern

In Germany, policy drives in recent years to implement first-time offcial early childhood curricula, coupled with new legislation guaranteeing entitlement by 2013 to a place in early childhood provision not only for three to six year olds but also for one and two year olds, are challenging the traditional parameters of professional work in early childhood services. Despite a flurry of initiatives by individual higher education institutions to introduce new forms of professional education/training for key workers, the required and desired professional profile is far from being clear. As one possibility of moving the discussion forward, this paper looks at current study routes and professional profiles of the core practitioners in early childhood centres in Denmark, Finland and Sweden. In each of these three Nordic countries the higher education study route leads to a bachelor degree. However. the professional profiles in each country differ considerably, ranging from a social pedagogy professional working outside the education system (Denmark), to an early childhood professional working both within a social welfare and education framework (Finland), or an early childhood and primary school professional operating within the education system (Sweden). Debating these varying profiles could be one way of clarifying both policy goals and the content of new higher education level initiatives in Germany.     

Frühübergang in ein grundständiges Gymnasium – Übergang in ein privilegiertes Entwicklungsmilieu?

This article examines whether students’ learning gains in reading and mathematics depend on the time of their transition from elementary school to the academic track of secondary schooling. Drawing on data from the ELEMENT study, the learning gains of fifth and sixth graders in elementary schools (N?=?3167) and academic-track schools with various curricular profiles (N?=?1758) in Berlin were modelled by regression and propensity score matching (PSM) analyses. When baseline differences between the school types were controlled, analyses for reading did not reveal statistically significant differences at all. Findings for mathematics were inconsistent depending on the method of analysis. Regression analysis showed statistically significant results of small effect size in favour of the academic-track schools. However, this finding could not be replicated by means of PSM. The study does not provide evidence for a generally positive effect of early transition to the academic track of secondary schooling with respect to mathematics and reading performance. Theoretical and methodological implications and limitations of the study are discussed.     

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.     

浅析中世纪蒙古语ülügü形式

对于常见于中世纪蒙古语文献中的ulugu形式,学术界有两种不同的解释。一是把它解释为否定语气词ulu后续疑问语气词-gu的复合形式;一是把它认作动词诃干ulu-接将来时附加成分-gu而构成的形动词。本文在对《蒙古秘史》等文献中所见ulugu形式进行分析的基础上,提出了在中世纪蒙古语中有两种不同结构的ulugu形式,即否定——疑问语气词ulugu和将来时形动词ulugu的观点。     

Fröbels ‘Tageblätter’

The German‐born educator Friedrich Froebel (1782–1852) is well known worldwide as the founder of the kindergarten system. His writings on educational play and games as well as his main work – the Menschenerziehung (1826) – have been translated and widely read. Froebel wrote educational texts as well as more than 1700 letters and journal entries or ‘Tageblätter’. Froebel’s formal writings have been published, as have about half of his letters. But most of Froebel’s journals have not been published, even though they are very important for the understanding of his theory of education. The present report intends to fill this gap. The text will present the research problem and reconstruct the history of the research on Froebel’s journals. The structure of the archival conservation of the journals is described and, finally, some of the journals are mentioned with the focus on autobiography. These journal entries reflect Froebel’s self‐image and an extensive spectrum of formal quality. As a whole, the article provides a broad view of this third sector of Froebel’s intellectual work.     

在游戏中掌握ü和ü的用法

根据汉语拼音方案规定jqx 和ü相拼,ü上两点可以省略不写,只有跟声母n 和l 拼时两点不省。这一省略规则如何帮助刚入学不久的小朋友掌握呢?我抓住了小朋友活泼好动的特点,把掌握ü和ü的用法寓于游戏之中。     

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.     

Zulassung zum Masterstudium; künstlerische Eingangsprüfung

Zurückweisung des Individualantrags der HochschülerInnenschaft an der Universit?t Wien sowie eines zur ?H-Wahl berechtigten Studierenden auf Aufhebung von Bestimmungen betreffend das E-Voting-System mangels Eingriffs in die Rechtssph?re der Antragsteller.     

Perspektivenübernahme als Kompetenz für den Geschichtsunterricht

This study addresses a competency of students’ historical thinking related to taking perspectives. We start by discussing socio-cognitive theories from psychology as well as approaches from history education that focus on this competency. We also present empirical findings concerning relationships between achievement, self-concept and interest in the subject of history and connect these findings with the competency to take historical perspectives. Our research questions target this relationship between indicators of achievement and motivation in the subject of history, the competency of historical perspective taking and students’ socio-cognitive ability to adopt social perspectives in their everyday lives. These questions are investigated using a cross-sectional design with 375 grammar school students in grades 7 and 10. Results indicate that in grade 7 the competency to take historical perspectives relates to students’ ability to coordinate social perspectives in their everyday lives. For 10th graders, however, the adoption of historical perspectives is closely related to subject-specific variables such as interest for history, self-concept, history grade and achievement in a test of historical knowledge. In the last section of this paper, we discuss challenges that arise when students’ competencies in a subject like history are assessed within the context of standard-based testing. Specifically, we raise the issues of reliability, validity, the context-specificity of measurements, the kinds of response formats used and the formulation of progression models of historical thinking.     

理想局部凸空间中的拟——Fréchet微分

本文通过引入理想局部凸空间的定义,并借助局部凸空间的半范数生成族引入了所谓的拟Fréchet微分,它实际上推广了通常在Banach空间中定义的Frecbet微分,并得出文〔2〕中的类似的某些定理。 定义1,如果局部凸空间(以后简记为1.c.s.)E的半范数生成族P满足:对E中任何有界集(见〔1〕)M,有常数m,使得x∈M都有p(x)≤m对一切p∈P成立,则称E为理想局部凸空间,简记为理想1.c.s.     

用v代替ü

汉语拼音字母采用的是国际通用的拉丁字母,排列顺序也完全和拉丁字母的排列顺序一致。在26个字母中,v是个备用字母,只用来拼外语、少数民族语言和方言。但是我们在学习汉语拼音的时候,这个“v”不用了,而是用了一个ü,ü是在u上面加了两点。如“女”字,在拼音的时候,拼的是nǚ;再如“绿”,拼音的时候,拼的是lǜ。但是ü不属于26个字母中的成员。用“ü”代替“v”,给小学的汉语拼音教学带来了很多问题,增加了学生的学习难度。首先,u与ü容易混淆。读音相近,字型也相近。其次,ü难写。对于刚学写字的一年级小学生来说,在u上加两点,写起来难度…     

Der Wert der Mathematik im Klassenzimmer – Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler

The lack of secondary school students’ motivation in mathematics lessons poses a great challenge. According to the Expectancy-Value Model (Eccles et al., Achievement and achievement motives: psychological and sociological approaches, New York, Freeman, S. 75–146, 1983), teacher and classmates influence students’ value beliefs. Using data of 1868 ninth grade students and their 72 math teachers, this study was designed to assess the association of several indicators of relevance-oriented teaching strategies and of perceived classmates’ math valuing with students’ value beliefs in mathematics. Two-level linear regression analyses provided evidence that the student-rated practical focus of math lessons predicted students’ intrinsic, attainment, utility, and cost value mainly at the individual level; student-rated classmates’ math valuing was associated with students’ value perceptions more strongly at the class level. Over the course of six months, these effects increased at the individual but not at the class level. Teacher-reported effort to establish connections between math and other domains was positively associated with students’ attainment and cost value. Teacher-rated use of daily life examples led to a decrease in students’ cost value over the course of six months.     

iü与小帽

新教材的拼音部分每课一幅的图画提供学习字母的情境,字母旁边的图画又为我们提供了学习字母音形的情境,四声声调也有示意图。这样,就把学习拼音与孩子们的生活、情感紧密结合,使学生爬坡不见坡,逐步建构自己的知识塔。一次苏教版汉语拼音第二课《iu》的教学实践,使我对新教材倡导的教学理念有了清醒的认识。教学内容是“i”“u”四声的标注规则,备课时我动了脑筋,为了让学生更快掌握新知识,我形象地把“四声”称为“小帽儿”,告诉学生小帽戴到“i”头上,要把“i”上的点去掉,戴到“u”头上,“u”上的点不能去掉。我自认为讲得够形象了,可还是有人举起了手。     

Determinanten der Studierbereitschaft unter besonderer Berücksichtigung von Studiengebühren

Even more than other European countries, Germany must fear a serious future skills shortage and lack of experts. Therefore, increasing the proportion of high school graduates who wish to study at a university is a clear political objective. The aim of this paper is to identify variables that hinder or support the decision to pursue university studies. We used longitudinal data of 23,000 graduates of upper secondary school of the years 2002, 2004, 2006, and 2008 to analyze how tuition fees (which are charged only in some of the German federal states), family status, and students?? own cost-benefit analyses impacted their decision in favor or against taking up university studies. Results showed that the subjective costs of higher education were highest for persons of low social economic background, and for women. Also, the introduction of tuition fees in some federal states in the year 2006 lowered the percentage of students who wanted to enter higher education. Contrary to our expectations, however, this effect was observed in all federal states, irrespective of whether they had introduced tuition fees or not. Our results suggest that participation in higher education can be increased by both lowering (social and psychological) costs and raising (social and psychological) benefits of higher education.     

Rechtsanwalt; Eignungsprüfung

Durch die Abweisung des Antrags eines in Spanien als Rechtsanwalt zugelassenen ?sterreichischen Staatsbürgers auf Zulassung zur Eignungsprüfung eines europ?ischen Rechtsanwaltes in ?sterreich und auf Erlassung der Prüfung unter Hinweis auf sein ?sterreichisches Diplom liegt eine Verletzung im Gleichheitsrecht vor. Das Europ?ische Rechtsanwaltsgesetz ist auch auf ?sterreichische Staatsbürger als Staatsangeh?rige der Mitgliedstaaten der EU anwendbar. Es liegt ein zweiteiliger Antrag vor – zun?chst ist der Abspruch über die Zulassung zur Eignungsprüfung erforderlich.