Motivbasierte Passung von Sportprogrammen

Regarding the phenomenon of mood improvements through physical exercise, secondary analyses indicate that improvements can hardly be generalised. Rather, personal and situational factors need to be taken into consideration in order to define the effects in a more precise manner. This contribution investigates to what extent explicit motives and goals of individuals in middle adulthood can be considered as personal moderators of mood changes. Five exercise programmes were developed in a quasi-experimental design and were conducted over a 3-month intervention period. These programmes were based on the “motive-based types of sportsperson” (Sudeck, Lehnert & Conzelmann, 2011), which define groups of individuals with similar motive and goal profiles. One hundred and thirty-three individuals participated in either a programme tailor-made to their motive and goal profile or in a non-tailored programme. The influence of this motive-based tailoring was investigated based on the mood dimensions of valence, calmness and positive activation using handheld PCs during and after exercise sessions. Results indicate a moderating influence of explicit motives and goals. This moderation was however not a general one but rather depended on the exercise programmes’ specific goals and content as well as on individuals’ goals regarding recreation. These findings point towards a systematic consideration of explicit motives and goals in the planning of health and leisure sport programmes.     

Von der Lehrerausbildung in den Beruf – Fachbezogenes Wissen als Voraussetzung für Wahrnehmung,Interpretation und Handeln im Unterricht

The transition from teacher training into the teaching profession is seen to be key in the biography of a teacher. Yet there is a lack of enquiry into the development of the content knowledge (CK) and pedagogical content knowledge (PCK) held by teachers at the end of their education, and into the significance of this knowledge for situational and behavioural cognition. On the basis of data from the international comparative study TEDS-M 2008 and the Germany-based 2012 follow-up, this contribution investigates the knowledge and skills development of teachers during the transition from teacher training to the teaching profession in a four-year longitudinal study with n = 171 mathematics teachers. Three test formats (paper-and-pencil, video-vignettes and speed tests) are used to examine various indicators for teacher expertise. In addition to the analysis of changes in mathematical CK and PCK levels, path analysis is used to determine the extent to which this knowledge functions as a predictor for the perception and interpretation of classroom situations, the decision-making in these situations, and the quick identification of student mistakes. The results show only small changes in the group mean (for MCK there is a small loss, whereas MPCK remains constant), but high fluctuation (i. e. weak correlation) in the MPCK ranking between the two measurement occasions, pointing to differential learning effects gained from teaching practice. There are also significant differences in predictability: MCK is important for the speed indicators of teacher expertise; MCK and MPCK for the perception and interpretation of situations, and for the generation of action strategies. These findings can on the one hand help to facilitate the evaluation of beginning teachers’ need for support and, on the other hand, they indicate the necessity for the early integration of practice-based elements into teacher training programmes with the aim of developing PCK and related skills.     

Mathe mit der Matte – Verkörperlichtes Training basisnumerischer Kompetenzen

Basic numerical representations are seen as the building block for the successful development of more complex numerical and arithmetic competencies. Extending previous studies focusing on improving basic numerical representations by means of embodied training schemes, the current study focused on an embodied training of children’s place-value understanding. In this vein, 49 secondgraders were trained on solving a number line estimation task by stepping on different fields of a dance mat allowing for separate estimations of tens and units with more effort needed to step on the tens. In a partially randomized cross-over design, two control conditions were used to controll for training effects caused exclusively by the numerical content trained or the use of the dance mat. Interestingly, results revealed specific training effects after both the embodied and the control conditions. However, training effects were significantly more pronounced after the embodied training, thereby providing further evidence for the benefit of an embodied training of the place-value structure of the Arabic number system.     

Analyse und Förderung effektiver Lehr-Lernprozesse unter dem Anspruch evidenzbasierter Bildungsreform

The performance of education systems is significantly influenced by the quality of teaching/learning processes. On the basis of empirical research, the programme for evidence-based educational research also contributes to improving the quality of teaching/learning processes. Hereby, new requirements for the insight of educational research as well as for the accelerated transfer of research findings into politics and practice have been formulated. Currently, the programme is strongly criticised by political and scientific stakeholders with regard to both its desirability and its feasibility. This report traces the debate on evidence-based educational reforms, systematically outlines the central topics of discussion, and views the current state of research on the contribution of empirical educational research to political and practical reforms. Particular attention is paid to the effects on teaching/learning processes.     

Stichwort: Entwicklung sprachlicher Fähigkeiten von Kindern und Jugendlichen im Bildungskontext

This article contains a review of recent research on the topic of language development in an educational research perspective. The contribution is focussed on research which was carried out in the German education system. The starting point of such research was the insight that mastery of a language is of core importance for educational success as well as for participation in a society. The research which is presented in this review article strives to identify factors that are relevant for the development of different language abilities during an education biography. The article starts with an overview of international and national research traditions which build the ground for the investigation of language development in an educational research perspective. A second part of the article deals with research projects that aimed to unveil factors which are influential for differential language development during a school career. In the third part of the article, an outlook on recent research is presented which deals with the question how language development can be fostered and supported by educational institutions. In Germany, such projects are just beginning. They mainly derive from the evaluation of model projects or other practical experiments; only very few experimental intervention studies have been carried out.