Sexual violence in organized sport in Germany

Although the topic of sexual violence in sport has gained considerable attention in recent years, prevalence rates of sexual violence experience in German athletes are not yet available. Therefore, the current study aimed to address this by assessing prevalence rates in a comprehensive sample of German elite athletes. Overall, 1529 German elite athletes over 16 years of age from 128 different sports took part in an online survey. Mean age was 21.6 years; 56% were female. Participants were presented with seventeen different sexual violence situations (from sexist jokes to forced penetration) and asked to indicate how often they had experienced each particular situation in the sport setting. Results revealed that 37.6% of the athletes had experienced at least one sexual violence situation in organized sport; 11.2% reported a severe form of sexual violence. Female athletes were affected significantly more often than male athletes, and persons with a sexual orientation other than heterosexual more often than heterosexuals. No significant differences could be found with regard to age, level of performance, type of sports, dis-/ability or migration background of the athletes. These results indicate that sexual violence is a problem that needs to be addressed across elite sports in Germany. Prevention concepts need to be developed and applied across sports contexts.     

Die Bedeutung des pädagogisch-psychologischen Wissens für die Qualität der Klassenführung und den Lernzuwachs der Schüler/innen im Physikunterricht

In the present study it was investigated whether the pedagogical knowledge of teachers has an influence on the process quality of physics instruction and on the learning achievement of students as well. Pedagogical knowledge, conceptualized as knowledge about strategies in classroom instruction that is domain-general and relevant for teaching behaviors, was measured using a paper-and-pencil test with two scales: one scale on declarative knowledge, the other on conditional-procedural knowledge (Lenske et al. 2015). As a basic aspect of the process quality of classroom instruction, classroom management was assessed using video ratings of two lessons from each participating teacher. Students’ learning achievement was assessed using standardized domain-specific knowledge tests in a pretest-posttest design. The sample included 34 teachers from higher-track secondary schools and their students (N?=?993). A complex bootstrapping mediation model shows that teachers’ pedagogical knowledge, mediated by their classroom management, has a positive effect on their students’ learning achievement.     

Assessment of Cognitive Load in Multimedia Learning with Dual-Task Methodology: Auditory Load and Modality Effects

Using cognitive load theory and cognitivetheory of multimedia learning as a framework,we conducted two within-subject experimentswith 10 participants each in order toinvestigate (1) if the audiovisual presentationof verbal and pictorial learning materialswould lead to a higher demand on phonologicalcognitive capacities than the visual-onlypresentation of the same material, and (2) ifadding seductive background music to anaudiovisual information presentation wouldincrease the phonological cognitive load. Weemployed the dual-task methodology in order toachieve a direct measurement of cognitive loadin the phonological system. In bothexperiments, the modality effect could beconfirmed in the patterns of secondary taskperformance and in the primary learning task.     

Instructional animation versus static pictures: A meta-analysis

A meta-analysis of 26 primary studies, yielding 76 pair-wise comparisons of dynamic and static visualizations, reveals a medium-sized overall advantage of instructional animations over static pictures. The mean weighted effect size on learning outcome is d = 0.37 (95% CI 0.25–0.49). Moderator analyses indicate even more substantial effect sizes when the animation is representational rather than decorational (d = 0.40, 95% CI 0.26–0.53), when the animation is highly realistic, e.g., video-based (d = 0.76, 95% CI 0.39–1.13), and/or when procedural-motor knowledge is to be acquired (d = 1.06, 95% CI 0.72–1.40). The results are in line with contemporary theories of cognitive load and multimedia learning, and they have practical implications for instructional design.     

Is too much help an obstacle? Effects of interactivity and cognitive style on learning with dynamic versus non-dynamic visualizations with narrative explanations

Educational technology research and development - The aim of this study was to investigate the role of visual/verbal cognitive style and interactivity level in dynamic and non-dynamic multimedia...     

Schleicher Klaus,und Möller,Christian (Hrsg.). 1997. Umweltbildung im Lebenslauf. Altersspezifisches und generationsübergreifendes Lernen. Münster/New York/München/Berlin: Waxmann.

International Review of Education -     

Welche bildungswissenschaftlichen Inhalte sind wichtig in der Lehrerbildung?

In reviews of university teacher training, the parts of the curriculum based on educational science are often criticized as missing practical relevance and being non-cumulative. At the same time, uncertainty exists regarding which educational science based content is important for teacher candidates. The objective of the Delphi study presented here was the identification of core educational science content in university training. To this aim, a survey was carried out amongst 49 experts from different subject areas and phases of teacher training in three rounds using a standardized questionnaire. In the first round, 213 topics were specified, which were then assessed by experts regarding their importance for various aspects of the teaching profession. In the second and third rounds, which had the objective of reducing the number of topics, the experts chose a limited number of topics based on their relevance for university teacher training and for the practical success of teaching itself. The results show that the original list was comprehensive and that there is a consensus among most of the experts on their respective importance for teaching training.     

Transfer of metacognitive skills in self-regulated learning: an experimental training study

Metacognition and Learning - Training interventions for self-regulated learning foster the use of strategies and skills as well as their transfer to new learning tasks. Because cognitive strategies...