Applied systemic theory and educational psychology: can the twain ever meet?

This article reflects on the potential benefits of applying systemic theory to the work of educational psychologists (EPs). It reviews developments in systemic thinking over time, and discusses the differences between more directive “first order” versus collaborative “second order” approaches. It considers systemic theories and illustrates their application in educational psychology practice through a case study. It assesses current engagement of EPs with systemic thinking, based on published literature. It hypothesises about barriers that EPs may encounter when attempting to use systemic approaches in their work, as well as possible solutions and their implications.     

Optimal LQG controller for linear stochastic systems with unknown parameters

This paper presents the optimal LQG controller for linear systems with unknown parameters. The optimal controller equations are obtained using the separation principle, whose applicability to the considered problem is substantiated. Performance of the obtained optimal controller is verified in the illustrative example against the conventional LQG controller that is optimal for linear systems with known parameters. Simulation graphs verifying overall performance and computational accuracy of the designed optimal controller are included.     

Promoting Strategic Learning by Eighth‐Grade Students Struggling in Mathematics: A Report of Three Case Studies

Abstract. This article presents three in‐depth case studies focused on supporting students with learning challenges to learn math strategically. Participants were three eighth‐grade students enrolled in a learning assistance classroom who were of at least average intelligence but who were performing significantly below grade level in mathematics. These case studies document the processes by which these students were supported to self‐regulate their learning in mathematics more effectively. We begin by outlining important instructional foci in mathematics education for intermediate or secondary students with learning disabilities, along with what research indicates are effective instructional processes. In that context, we introduce the theoretical principles underlying the instructional model used here—Strategic Content Learning (SCL). Based on analyses of case study data, we describe how SCL instruction was structured to promote strategic learning. Throughout the discussion, intervention processes are described in sufficient detail to be of use to practitioners.     

Dissertation; Anerkennung als Diplomarbeit

Keine gleichheitsrechtlichen Bedenken gegen den Ausschluss der Anerkennung einer Dissertation in einer bestimmten Studienrichtung als Diplomarbeit einer anderen Studienrichtung durch die Novelle 2006 zum Universit?tsgesetz 2002 sowie gegen den Ausschluss der Anerkennung einer Dissertation als Dissertation einer anderen Studienrichtung; qualitative Verschiedenheit von Dissertation und Diplomarbeit sowie unterschiedliche Qualifikationserfordernisse.     

Unterhaltsanspruch,Ernsthaftigkeit und Zielstrebigkeit des Studiums,unzumutbare Belastung Unterhaltspftlichtiger

Ein Studium gilt auch dann als zielstrebig und erfolgreich betrieben, wenn die durchschnittliche Studiendauer einzelner Studienabschnitte überschritten wurde und daher vorübergehend Familienbeihilfe und Unterhaltsanspruch erloschen waren. Aus der Erfüllung der Kriterien für den Bezug der Familienbeihilfe kann im Allgemeinen abgeleitet werden, dass ein Studium ernsthaft und zielstrebig betrieben wird. Die Grenze für die (Un-)Zumutbarkeit der Belastung des Unterhaltspflichtigen bildet die jeweilige durchschnittliche Gesamtstudiendauer.