Gouvernementalität als sozial- und erziehungswissenschaftliches Analysekonzept nach Foucault

Ohne Zusammenfassung     

Long-run benefits from universal high-quality preschooling

This paper investigates the role of preschool quality for children's school performance at the end of primary school. We construct five structural quality indicators based on unique Danish administrative register data. 30,444 children finishing primary school's 9th grade in 2008 and who attended a formal preschool institution in 1998 are used in the analyses. OLS analyses show that three out of five quality indicators, a higher staff-per-child ratio, a higher share of male staff, and a higher share of staff with formal preschool teacher training are associated with significant improvements in children's test results in Danish. Boys benefit more from preschool quality than girls. Ethnic minority children benefit from higher staff stability.     

The Impact of Institutionalization on Voice and Openness

This article discusses the history of the Philosophy of Communication Division through the lens of identity groups as a way to focus on the social and political dynamics of academic interaction. It offers one person's story of the Division's origins, its development and the continuing importance and challenge of its contributions within the International Communication Division.

“Power is OK as long as you don't inhale.”—Manfred Kets de Vries     

Children referred for possible sexual abuse: medical findings in 2384 children

OBJECTIVE: The goal of this study was to compare rates of positive medical findings in a 5-year prospective study of 2384 children, referred for evaluation of possible sexual abuse, with two decades of research. The prospective study summarizes demographic information, clinical history, relationship of perpetrators, nature of abuse, and clinical findings. The study reports on the results by patterns of referral and the medical examination. RESULTS: There were 2384 children evaluated in a tertiary referral center between 1985 and 1990 for possible sexual abuse. Children were referred after they disclosed sexual abuse, because of behavioral changes or exposure to an abusive environment, and because of possible medical conditions. A total of 96.3% of all children referred for evaluation had a normal medical examination; 95.6% of children reporting abuse were normal, 99.8% who were referred for behavioral changes or exposure to abuse were also normal. Of the 182 children referred for evaluation of medical conditions, 92% were found to be normal at the time of examination by the Child Advocacy Center. The remaining 15/182 (8%) that were found to be abnormal were diagnosed with sexually transmitted diseases, acute or healed genital injuries, and were 17% (15/88) of the total cases found to have medical findings diagnostic of abuse. Interviews of the children indicated that 68% of the girls and 70% of the boys reported severe abuse, defined as penetration of vagina or anus. Penetration was associated with a higher percentage of abnormal findings in girls (6%) compared to 1% of the boys. The relationship of the abuser impacted on the severity of the abuse. CONCLUSION: Research indicates that medical, social, and legal professionals have relied too heavily on the medical examination in diagnosing child sexual abuse. History from the child remains the single most important diagnostic feature in coming to the conclusion that a child has been sexually abused. Only 4% of all children referred for medical evaluation of sexual abuse have abnormal examinations at the time of evaluation. Even with a history of severe abuse such as vaginal or anal penetration, the rate of abnormal medical findings is only 5.5%. Biological parents are less likely to engage in severe abuse than parental substitutes, extended family members, or strangers.     

The Canadian Preservice Teacher Education Practicum: An Examination of Fostering University and School Collaboration,Mentor Teacher Guidance,and Re-centring the Practicum

Interchange - The history of Canadian preservice teacher practicums demonstrates that great effort has been put forth to bridge the perceived divide between university teaching programs and...     

Where are the numbers? Counting museum visitors in France

ABSTRACT

In the early twenty-first century, the Louvre is the most visited museum in the world. Yet little is known about how visit numbers to French museums developed. Compared to the Anglo-Saxon world, the collection and publication of visit data began late and was initially far from systematic. Some figures were collected in the late nineteenth century, but correspondence from the early twentieth century indicates that not even the Ministry of Fine Arts, overseeing the National Museums, was always aware of them. More complete numbers appeared from 1922 when entrance fees were introduced. However, visitors entering on free days were not yet counted. In the 1930s, data collection for the National Museums was systematized by the Directorate of National Museums, but figures were rarely published. The aim of this article is, therefore, to establish the sources that might be used for a quantitative approach to museum visiting in France and to reflect on the reasons for the initial indifference towards the counting of visitors and the standardisation with international practices over time. The article argues that the triggers for changes in the culture of counting in France were both internal and external. A prolonged debate about the introduction of entrance fees took place from the start of the Third Republic to the interwar years and let to the search for existing numbers in France and abroad. The Fine Arts Administration compiled data about practices in other countries and a number of monographs on the subject were published. The press also frequently referenced foreign examples. These documents provide a fascinating insight into comparisons and emulation of foreign practices at the time, allowing us to rethink the modern obsession with counting as the result of a transnational process.     

The prevalence of publicly stimulated innovations –A comparison of Finland and Sweden, 1970–2013

While the role played by the state in stimulating innovation in the private sector has been a prevalent interest in innovation research, studies analysing the impacts of public interventions have usually focused on individual policies, programs or projects. Public stimulation is hence often studied from a relatively restricted and temporarily confined perspective, leaving a macro-level and longer-term perspective unrecognized. This article provides further evidence on the matter by examining how many innovations in Finland and Sweden have been publicly stimulated through funding or research collaboration, over a period of more than four decades (1970–2013). Our main source is a new innovation database constructed following the Literature Based Innovation Output (LBIO) method, which gathers the most significant innovations of both countries for the study period, totalling approximately 4100 Swedish and 2600 Finnish innovations. Our results indicate that the public sector has played a very prominent role in stimulating private innovation in both countries, and with an increasing trend. This is especially true for Finland, where 35–55% of the innovations of the period have been stimulated by public funding and 25–65% by collaboration with public research. In Sweden, the share of publicly stimulated innovations has been somewhat lower and erratic, but has increased over time.     

Science teacher education for sustainable development: a case study of a residential field course in a Norwegian pre-service teacher education programme

In this paper, we explore how a Norwegian teacher education institution promotes education for sustainable development (ESD) through a residential field course. The residential field course was located in a mountain area and data were collected through participant observation. The data included—together with instructional artefacts—evaluation schemes and assignments written by the student teachers, and the analysis was based on categories for science ESD. Through exemplary teaching experiences in an outdoor environment and pupil-active teaching methods, such as inquiry learning and phenomenon-based teaching, the student teachers gained experience in outdoor education and of stepping into the unknown in a safe learning environment. This was further connected to ESD pedagogy.