Die Klasse an die Universit?t, die Masse an die anderen Hochschulen?

In Germany, different types of university-level institutions are available for tertiary education: traditional universities (Universit?ten) and??since the 1970s??universities of applied science (Fachhochschulen) as well as universities of cooperative education (Berufsakademien). The present study investigates differences in key areas related to students?? academic choices and success: do students at different types of university differ significantly in terms of cognitive performance, personality or social background? We compared N?=?1.230 students at traditional universities, universities of applied science, and universities of cooperative education (Baden-W??rttemberg Cooperative State University) on the basis of a large scale longitudinal study in the German federal state of Baden-W??rttemberg. Students of the different university types differed significantly in all three key areas (cognitive performance, personality, and social background) within the fields of technical sciences and economics. We determine the relative importance of these key areas for differences between university types and we discuss the implications of our findings.     

Pr?diktoren von Bildungsprozessen in der Konfirmandenarbeit

Non-formal education has received little attention by empirical research so far. Drawing on a representative study of confirmation work in the Protestant Church in Germany (7404 adolescents, aged 13?C14, and 1430 workers in 520 groups) a multi-level analysis predicts relevant factors for success on the level of individuals (confirmands) as well as on the group level. Criteria variables are the experience of participation, an increase in knowledge, interest in youth-groups and the experience of community. The predictors related to differences between the groups account for a high share of variance (between 11 and 22%). On the individual level, all four predictors (gender, group experience, religiosity, cultural background) are statistically significant. A context effect is identified concerning religiosity. The pedagogical aims and activities contribute to the explanation of variance to a considerable degree.     

Lehrerbildung und Praxiserfahrung im ersten Berufsjahr und ihre Wirkung auf die Unterrichtskompetenzen von Studierenden und jungen Lehrpersonen im Berufseinstieg

This contribution looks at the competency development during teacher training and entry into work. The multi-perspective research design makes it possible to collate data at five stages within this transition process: at the start (t₁), in the middle (t₂) and on completion (t₃) of teacher training for primary school level (year 1–6) student teachers in two education colleges in Switzerland, as well as novice teachers at the start (t₄) and on competition (t₅) of their first year of work. The data covers eleven topic areas. This paper will present findings of data analysis for two of these topic areas for all five stages of measurement: (a) knowledge of lesson planning was captured using case vignettes and (b) teaching practice during the study program and in the first year of work was recorded on video. The same data was collated from the teaching staff involved in the practical training of the student teachers. The statements on the case vignettes were studied using content-analysis. The lesson videos were analyzed using low-inference coding for the visible occurrences during teaching and with a high-inference rating on the quality of the lessons. The results, including those for a comparison of student teachers and novice teachers with practical teacher training staff, give insights into the effectiveness of teacher training and the impact of practical experience in the first year of work on knowledge of how to plan lessons and on the form and quality of teaching. Overall, the new training at both education colleges can be given a pleasingly positive appraisal in terms of professionalization. It is, however, also possible to recognize where and to what extent a need for further developing the standard of professionalization of teaching still exists.     

从德国法学的角度研究国际体育法

国际体育法具有自治规范和国家制定的法规共存的特性,通常被称为体育法的双重性.私人体育组织的自治规范形成了体育法的第一大支柱.国家制定的用以解决体育问题的法规被称为体育法的第二大支柱.在现代竞技体育中,国家的界限逐渐消失,随之出现越来越多的国际体育纠纷.体育纠纷是否由国家法院来裁决、体育纠纷应该使用哪个程序法、体育纠纷应该使用哪些实际法律法规、欧洲法在德国体育法中的使用成为德国体育法学界普遍关注的问题.     

Pedler,Mike & Abbott,Christine (2013) Facilitating action learning McGraw‐Hill (Maidenhead & New York) isbn 978‐033524597‐0 204 pp £19.99 http://www.mheducation.co.uk/9780335245970‐emea‐facilitating‐action‐learning‐a‐practitioners‐guide

This most helpful book supports action learning practitioners in organising collaborative working and knowledge generation and implementation. The case studies help inspire and motivate readers to take action, and the book as a whole leans towards practical guidance rather than being loaded with theory. It's a readable text for aspiring action learning practitioners aiming to drive forward and implement such ideas, and to share learning at system‐wide scale. It also serves as a quick reference guide for the personal libraries of more seasoned practitioners and other leaders and developers. If the content of this book is likely to be relevant to you, I recommend that you buy a copy for your own use. Nancy El‐Farargy     

Framework for designing context-aware learning systems

Today people learn in many diverse locations and contexts, beyond the confines of classical brick and mortar classrooms. This trend is ever increasing, progressing hand-in-hand with the progress of technology. Context-aware learning systems are systems which adapt to the learner’s context, providing tailored learning for a particular learning environment. Existing context-aware learning systems often utilize sui generis systems, which require extensive work to develop and implement, can be difficult to re-use, and do not necessarily facilitate collaboration. In an effort to alleviate problems found in existing context-aware learning systems, this paper proposes a framework, and subsequent evaluation, for the development of context-aware learning systems. The proposed framework allows for the design and develop learning systems for different types of learning scenarios, with the ability to adapt to the context in which the learner is situated.     

Faculty socialization and instructional productivity

Difficult financial times appear to lie ahead for higher education, and efforts to increase instructional productivity may be required. What kinds of efforts will faculty members support or at least condone? The answer would appear to lie in awareness of the process of faculty socialization. It is argued that through the collegiate experience, the future college professor is socialized to a conventional teaching role, which is grounded firmly in a traditional instructional model, and that efforts to increase instructional productivity must be cognizant of and consistent with this role and model. Empirical data from faculty in eight Pennsylvania colleges supported the hypothesis—with one important refinement: adjustments must be made for the implications of enlightened faculty self-interest.     

Perceptions of the relevance of mathematics and science: An Australian study

This study examined students from schools mostly in Sydney and Wollongong (New South Wales, Australia). While the private girls' school used in this survey has had a very good record of girls staying on in physics, some of the public schools surveyed have had very low retention rates (and not only in the science and mathematics areas). This paper attempts to describe student differences in perceptions and attitudes and how these are related to gender and type of school. Additionally, students' perceived reasons for not performing well in mathematics and science were investigated.