Studieren an der Berufsakademie oder an der Universität, Fachhochschule oder Pädagogischen Hochschule?

Beim übergang von der Schule auf die Universit?t müssen sich Abiturienten u.a. für einen bestimmten Hochschultypus entscheiden. Der Fokus in diesem Beitrag liegt auf der sogenannten Berufsakademie, die in einigen Bundesl?ndern eine interessante, aber wenig beachtete Alternative zu Universit?t, Fachhochschule und P?dagogischer Hochschule darstellt. Anhand einer gro?en L?ngsschnittstudie, die in Baden-Württemberg durchgeführt wird, werden der Leistungsstand, der famili?re Hintergrund, die beruflichen Interessen und die Studienwahlmotive von (künftigen) Studierenden an den verschiedenen Hochschultypen untersucht. Berufsakademien erwiesen sich insbesondere für Abiturienten mit weniger günstigem famili?ren Hintergrund und dem Wunsch, rasch finanziell unabh?ngig zu sein, sowie für Absolventen beruflicher Gymnasien als attraktive Alternative zur Universit?t. Berücksichtigt man die schulische Herkunft (berufliches vs. allgemeinbildendes Gymnasium), so fanden sich ?hnliche kognitive Eingangsvoraussetzungen bei Studierenden wirtschaftswissenschaftlicher F?cher an Berufsakademie, Fachhochschule und Universit?t.     

Exploring pre-service teachers’ justifications for one-to-one technology use in schools: implications for initial teacher education

ABSTRACT

Set against the backdrop of a succession of educational technology policies in Ireland, influenced by international discourses, this study aimed to explore how Irish pre-service teachers justify the use of mobile technologies in schools. In order to achieve this, 23 pre-service teachers were presented with a vignette that asked them to justify the use of a one-to-one tablet initiative in school. The research found that pre-service teachers tended to justify the initiative, as they saw the increasing technification of schools and society as an inevitable process. In addition, they presented pragmatic reasons for using the technology rather than highlighting their educational/pedagogic value. This study points to the need to challenge pre-service teachers’ innovation-centric and techno-centric attitudes towards technology use. It also highlights the need for teacher educators, as a whole, to take a more active role in addressing this issue in teacher education programmes.     

Maximising the language and learning link in computer learning environments

In studies on the implementation and educational uses of computers there are reports of changes in students' behaviour as a result of working with computers (Rowe, 1993; Crook, 1994). Social, collaborative and dialogic exchanges have been observed as students engage in tasks around computers. This research provides evidence that the computer is a social facilitator in the sense that it provides opportunities for collaboration, group work and interaction which fosters cognitive change (Wild, 1995).
This article recognises the social role of the computer, and supports the view that computers can be used to facilitate learning through language. There is growing awareness that if we are to realise the full potential of computers in education, consideration must be given to their role as catalysts in the learning process, rather than technological tools (Hawkridge, 1990). Computer assisted learning has progressed through many phases, and through investigation of underlying theoretical frameworks it is possible to recognise the change of focus from individual accounts of learning to social perspectives.
Theoretical frameworks which emphasise the social dimensions of learning (Vygotsky, 1978) legitimise the link between computers, language use and learning and indicate that computers must be integrated into the social life of classrooms if their pedagogical benefits are to be realised.     

Teaching About Sound: A Select Historical Examination of Research

The teaching of the science topic sound, a popular topic in science instruction, is selectively analyzed over the past century using evidence excerpted from a prominent teacher practitioner journal (School Science And Mathematics). Shifting innovative recommendations on how teachers of science should teach the sound topic are identified in the categories of content and pedagogy. Historical connections to the scientific development of sound, identification of what constitutes the subject matter of sound, recommended general pedagogical strategies, and best practices for teaching strategies associated with the sound concept are examined. Discussion relates to the influence of contextual factors in a given time period (social and theoretical) on the design of curriculum materials used to guide instructional practice. One implication for science teacher education is the need for science teachers to develop an historically and philosophically grounded perspective by examining both the teaching practices on a science topic over an extended time and the historical scientific development of the science topic.     

ATriple Iron triathlon leads to a decrease in total body mass but not to dehydration

A loss in total body mass during an ultraendurance performance is usually attributed to dehydration. We identified the changes in total body mass, fat mass, skeletal muscle mass, and selected markers of hydration status in 31 male nonprofessional ultratriathletes participating in a Triple Iron triathlon involving 11.4 km swimming, 540 km cycling and 126.6 km running. Measurements were taken prior to starting the race and after arrival at the finish line. Total body mass decreased by 1.66 kg (SD = 1.92; -5.3 kg to +1.2 kg; p < .001), skeletal muscle mass by 1.00 kg (SD = 0.90; -2.54 kg to +2.07 kg; p < .001), and fat mass by 0.58 kg (SD = 0.78; -1.74 kg to +0.87 kg; p < .001). The decrease in total body mass was associated with the decrease in skeletal muscle mass (r = .44; p < .05) and fat mass (r = .51; p < .05). Total body water and urinary specific gravity did not significantly change. Plasma urea increased significantly (p < .001); the decrease in skeletal muscle mass and the increase in plasma urea were associated (r = .39; p < .05). We conclude that completing a Triple Iron triathlon leads to decreased total body mass due to reduced fat mass and skeletal muscle mass but not to dehydration. The association of decrease in skeletal muscle mass and increased plasma urea suggests a loss in skeletal muscle mass.     

Israel's legal deposit law in global context

Nearly half a century after it first came into effect, Israel's legal deposit law has been amended to make its provisions in accordance with and appropriate for the digital age. Other considerations guiding legislators were the necessity to adjust the law in response to laws (particularly Basic Laws) passed since the original deposit law was enacted. This paper traces the legislative history of the law through primary documents and compares it to similar laws passed in other countries over the past decade. It concludes that while the deposit of electronic materials was the primary justification for the new legislation, the legislators failed to craft the language of the new Books Act to reflect this goal. While some elements of the new law are a vast improvement over the older legislation, the Books Act is not suitable for meeting the challenges of preservation and documentation of cultural heritage in electronic formats.     

What are secondary students’ expectations for teachers in virtual school environments?

A recent evaluation of the new North Carolina Virtual Public School (NCVPS) in the USA revealed numerous expectations for virtual school teachers from secondary students. Specifically, students expected their teachers to actually teach rather than moderate a course shell, supplement course shells with content and projects that illustrate relevance, provide for both content and peer interaction, and respond to questions and provide feedback quickly. The data suggest a possible content‐related interaction where a limited course shell can be bolstered by a proactive teacher, but potentially flounder among teachers who do not expect or know how to supplement an online course. Data further suggest a potential communication‐related interaction where increased opportunities for student–student and student–teacher interaction could potentially decrease the actual or perceived need for individualized attention that is particularly challenging for virtual teachers to provide. These results can be used to establish teacher expectations and design professional development experiences that prepare teachers to undertake divergent roles unique to online instruction.     

A choice theory teaching and learning model for working with children of prisoners

The prison population has increased substantially in countries around the world and significant numbers of these prisoners are parents. Children of prisoners experience separation from the imprisoned parent. The separation and precursors to the separation often diminish these children's social‐emotional and educational well‐being. In this paper, the social‐emotional and educational functioning of children of prisoners is examined. Additionally, choice theory is described as a relevant theoretical teaching and learning model to facilitate the children's school‐related functioning.