Demystifying the publication process – a structured writing program to facilitate dissemination of teaching and learning scholarship

This paper reports on a writing program to support academic staff to publish in peer-refereed journals. Nine participants completed a 12-week program, which involved regular meetings, set writing tasks, and peer feedback on drafts. A pre- and post-survey and follow-up interviews were used to gather feedback. Participants especially valued the discipline of weekly sessions and peer feedback. They reported increased skills and confidence in their writing, greater knowledge of the publication process, and intention to continue writing. Although five papers were published, a 12-month follow-up revealed that original writing intentions were not sustained. Thus, while a structured writing program can be effective, the pressures academic staff experience trying to meet conflicting requirements of teaching, administration, and research, must also be addressed.     

Inservice Teachers Mentoring Aspiring Teachers

This qualitative study examined the impact of mentoring relationships upon preservice and inservice teachers' literacy instruction. Twenty-two undergraduate students seeking teacher certification were assigned in pairs to tutor primary school students in a university reading clinic. Eleven classroom teachers seeking reading specialist certification conducted ten mentoring sessions with each pair of preservice teachers. Purposeful sampling was used to select three of the mentoring teams for data analysis. In two out of three teams, results indicated that preservice teachers expanded their instructional strategies as a result of three components of the mentoring relationship: selection of strategies, organization, and non-judgmental support. All inservice teachers reported increased reflection on and adaptation to their instructional strategies. Findings support the conclusion that early mentoring experiences foster growth for both preservice and inservice teachers.     

Event-Konzepte

In view of processes of individualization and pluralization, the requirements for living in modern societies result in significantly increased complexity of social constructions of reality. Especially for individualized juvenile people new forms of communities are a constitutive feature of social lifestyle progression and rearrangement. Within events a specific type of these juvenile communalities emerges. Based on two different cases, a music festival and an improvisational theater performance, this paper emphasizes a crucial similarity of events: the use of (physical) staging as a social mechanism for integration and distinction. The process of ‘eventization’ (i.e., spectacularization) provides a framework for action, in which emotional as well as mental affiliations constitute.     

Editorial: Kompetenzmodelle zur Erfassung individueller Lernergebnisse und zur Bilanzierung von Bildungsprozessen

This special issue comprises eleven articles from the DFG priority program “Competence Models for Assessing Individual Learning Outcomes and Evaluating Educational Processes”. The special issue aims at showing the priority program’s present state of discussion concerning essential concepts and questions related to the modeling of competencies. The first article describes the structure and research areas of the program and gives an overview on the current state of research. The short articles two to eleven discuss questions and problems which proved to be of particular importance during the work of the priority program in the last years. These articles constitute the result of a workshop of the participating scientists of the priority program in terms of position papers.     

Transferwirkungen künstlerischer Tätigkeiten. Ihre kritische Kommentierung durch eine umfassende Theorie ästhetischer Bildung

Transfer research examines how artistic activities can have an impact outside of the realm of art itself. The article concludes that this research can be carried out in a meaningful way, only within the framework of a comprehensive theory of aesthetic education. This theory would encompass the structural analysis of artistic activity, as well as biographical reports about artistic experiences. The elucidation of the concepts or themes relevant to the theory would include the notion of aesthetic experience, the understanding of immediate, aesthetic experiences, the analysis of artistic processes, and the outcomes of scientifically evaluated applications of aesthetic education.     

Wann kann Kompetenzdiagnostik negative Auswirkungen haben?

This paper addresses potential negative effects of systematic external competence assessment on different levels of the education system. We discuss possible sources of misinterpretations of competence assessment feedback, potential consequences of feedback and assessment for different education stakeholders (teachers, students, and educational administration) as well as negative effects of systematic competence assessment on the culture of teaching and learning. The paper concludes with some reflections on possibilities to prevent or reduce the discussed negative effects.     

Wie können Ergebnisse der Kompetenzdiagnostik in Forschungsprojekten sinnvoll zurückgemeldet werden?

Reporting on research results to students, teachers and institutions is a big challenge within competence assessment research: students individually have to be given feedback about how they performed, teachers have to be provided with information about their classes, education authorities are interested in actual research results. For feedback being helpful for students, teachers and institutions, the following questions have to be thought of: (1) Who is the feedback given to? What is the aim of the feedback? (2) Which results shall be reported? (3) How should feedback theoretically look like? And (4) how does feedback depend on the given general framework? The given article discusses these questions and offers a “checklist” to research projects with a focus on competence assessment.     

Skizze zur Historiographie der Ästhetischen Bildung

This article is focussing on a historical approach to the term of aesthetic education from three different angles: as history of ideas, biographies and images. Aesthetic education is thereby understood as performative and reflective involvement with aesthetics and the fine arts such as arts, theatre and literature etc. A first approach is defining the history of ideas as a theoretical reconstruction of aesthetic concepts and their educational relevance; this history is also discussing educational theories and their aesthetic implications. It is more or less an implicit and compensatory history because the important contexts are not visible at first sight; and the aesthetic and pedagogical theories often need a reciprocal addition. A biographical perspective is hereby concentrated on the biography of artists. Thereby the educational science of biographies are highlighting the situation of the arts and the artists, the development of becoming an artist, the progression as an artist and the artistic institutions in a educational-aesthetic nexus. Such a perspective is supplementing the history of ideas concerning cultural and socio-historical dimensions as well as institutional and biographic aspects. Finally, the history of images is focusing on the thesis that every picture also includes a programme of aesthetic education. In pictures the process of productive and reflective visualisation is expressed: paintings refer to their production and their understanding. For the method of the historical-educational iconography of aesthetic education a historicizing matrix from production aesthetics, work aesthetics and reception aesthetics is suggested. This matrix is combined with a theory of education as transformation of self-relation, of relations to other individuals and the world. The three approaches just mentioned are exemplified by Leonardo da Vinci and his famous picture “Vitruvian Man” from 1492.     

Was grenzt das Kompetenzkonzept von etablierten Kategorien wie Fähigkeit,Fertigkeit oder Intelligenz ab?

Following a specification of the concept “competence” as it is applied in the context of the priority program we place recent efforts on competence assessment within established distinctions. Besides Cronbach’s differentiation of typical behavior and maximal effort and Cattell’s demarcation of test and questionnaire data additional discriminations against broader terms such as “ability”, “skill”, “talent” but also “intelligence” are desirable and necessary. The utility of the concept of competence relative to established terms needs to be demonstrated unequivocally in the future.     

Conceptualizing Justice: Revising the Introductory Criminal Justice Course*

Criminal justice is often criticized for lacking theoretical grounding. This article argues that the introductory criminal justice course should be reconceptualized in such a way that permits a critical assessment of theoretical bases underlying crime, law and justice. Doing so would better prepare students to understand key questions in the study of criminal justice and would also help give criminal justice greater credibility as a stand‐alone academic discipline. In addition to presenting the benefits of a theory‐driven introductory course, possible content and pedagogy are described.