Weiterbildungsbeteiligung – Ursachen unterschiedlicher Teilnahmequoten in verschiedenen Datenquellen

The scientific and political interest concerning the topic of further education increases more and more. That is the reason why nowadays many surveys collect information on the determinants of the participation in further education. However, the results of those surveys differ strongly. This raises the question about the actual magnitude of the participation in further education. This article reveals differences and similarities of four individual and household surveys which are compared in regard to their questions concerning further education: the Adult Education Survey, the BIBB/BAuA-Workers’ Survey, the German Microcensus and the German Socio-Economic Panel. Additionally, own calculations are performed in order to examine whether the results converge if a similar basis for the comparison is used in all four mentioned data sources. The interrogation process for informal further education as well as the overall relevance of further education in the survey and hence its scope und detailing of the questions play an important role in the comparison and for the attempt to minimize the differences.     

The market value of R&D, patents, and trademarks

This paper investigates the effects of trademarks on the market value of firms. The results show that trademarks have a positive effect on firm value. Next, the firms’ market values are regressed on indicators of trademark value such as trademark seniorities, the number of oppositions filed, and the number of product and services classes covered. We found that they at least partially reflect trademark value.     

Inclusion in sport: disability and participation

Abstract

For the last couple of decades UNESCO has aimed to achieve to a far extent the implementation of the guiding principle of inclusion at all levels in education systems worldwide. The idea that countries ‘should ensure an inclusive education system at all levels’ is also a central objective of the UN Convention on the Rights of Persons with Disabilities. This Introduction to the Special Issue explores what participation as an aspect of inclusion means in general, and realistically can mean in sport and quality physical education in particular. Sport is introduced as a context in which, unlike in education, the individual choice of a sporting activity on a spectrum ranging from separate activities for persons with disabilities to modified activities designed for all makes it necessary to attribute each approach equal importance and validity instead of discrediting segregated structures and glorifying supposedly inclusive ones.     

Delayed Disaster Impacts on Academic Performance of Primary School Children

Social disruption caused by natural disasters often interrupts educational opportunities for children. However, little is known about children's learning in the following years. This study examined change in academic scores for children variably exposed to a major bushfire in Australia. Comparisons were made between children attending high, medium, and low disaster-affected primary schools 2–4 years after the disaster (n = 24,642; 9–12 years). The results showed that in reading and numeracy expected gains from Year 3 to Year 5 scores were reduced in schools with higher levels of bushfire impact. The findings highlight the extended period of academic impact and identify important opportunities for intervention in the education system to enable children to achieve their academic potential.     

Evaluating the efficacy of using sentence frames for learning new vocabulary in science

Science students are increasingly challenged to use technical language related to the topics that they are studying, and therefore, science teachers benefit from knowing which tools are effective to support students in learning to use new terms. This study examined the impact of using one such tool—sentences frames—to teach science vocabulary, as measured through a science-writing task. Using an experimental approach with extant middle school science classes that offered a sample of 75 mainly Latino school students from grades six through eight, the researcher together with participating teachers identified 10 essential terms per science unit. The teachers used vocabulary-focused sentence frames for teaching the terms in one science unit, and a more traditional science text-based approach for teaching vocabulary in another unit. The writing task required at the end of the units consisted of essays in response to science-based prompts that directed students to use as many target science words as possible; matching/cloze format quizzes were also used to measure pretest and posttest receptive vocabulary knowledge. Findings indicated that there were advantages for teaching new science vocabulary via sentence frames as measured by use of the words in writing, but there were no advantages for sentence frames on quizzes measuring receptive vocabulary. Advantages of sentence frames for writing approached but did not reach statistical significance. There was some evidence that current and previous English language learners benefited more than initial English speakers from sentence frames, implying that utilizing sentence frames to teach science vocabulary might offer needed support especially for these subgroups. Limitations of the study included the sample size and the possibility that the strategy utilized in the comparison group might have offered some of the same advantages in producing language with technical vocabulary that the sentence frames unit offered.