Smart is who makes lots of errors? The relevance of adaptive reactions to errors and a positive error climate for academic achievement

Learning form errors seems to be crucial for talent development, but there is evidence that students learn little from their errors during school instruction. This work addressed the interplay of different adaptive reactions to errors (affective-motivational adaptive and action-related adaptive reactions), a positive error climate in the learning context and cognitive abilities with regard to their effect on academic achievement. A longitudinal data set with 2092 students attending 74 classes was analyzed with a two-level path modeling approach (students in classrooms). The results confirmed the assumption that affective-motivational adaptive reactions to errors encourage action-related adaptive reactions to errors which, in turn, foster academic achievement. Furthermore, analyzes indicated that the relationship between a positive error climate in the classroom and academic achievements is mediated by students’ individual reactions to errors. In contrast to expectations, students with higher cognitive abilities did not show more adaptive reactions to errors.     

Belastung und Beanspruchung von Lehrern und Schülern am Gymnasium

Die Frage, ob 12 oder 13 Schuljahre notwendig sind, um erfolgreich zum Abitur zu gelangen, wird seit Jahren in Deutschland kontrovers diskutiert. Sp?testens seit der Ver?ffentlichung der Ergebnisse des weltweiten mathematisch-naturwissenschaftlichen Leistungsvergleichs (TIMSS) steht dieses Thema auf der bildungspolitischen Tagesordnung. In die seitdem nicht abrei?ende Debatte um die Schulzeitdauer wurde auch das Argument einer erh?hten und damit nicht zumutbaren Belastung und Beanspruchung von Lehrern und Schülern durch eine 12-j?hrige Schulzeit eingebracht. Die Autoren dieses Beitrags haben dieses Argument für die Situation an Thüringer Gymnasien empirisch überprüft. Mittels standardisierter Frageb?gen wurden rund 5.500 Schüler und 1.100 Lehrer in Thüringen (12 Schuljahre), Bayern und Brandenburg (jeweils 13 Schuljahre) befragt. — Bei der begrifflichen Trennung von Belastung und Beanspruchung orientieren sich die Autoren an psychologischtransaktionalen Modellen der Wahrnehmung und Verarbeitung belastender Situationen. In diesem Beitrag wird deshalb nicht nur die zeitliche Belastung an Gymnasien in den Blick genommen, sondern auch der Frage nach den Auswirkungen der zeitlichen Belastung auf das Belastungserleben (Beanspruchung) von Lehrern und Schülern nachgegangen. Abschlie?end werden die von den Autoren analysierten Zusammenh?nge zwischen zeitlicher Belastung, situativen Bedingungen und Beanspruchung von Lehrern und Schülern am Gymnasium im Hinblick auf die forschungsleitende Fragestellung diskutiert.     

Elektronische Stimulation Forschenden Lernens: Perspektiven Universitärer Mediennutzung

Against a background of agitated discussion, the author analyzes the significance of new information and communication technologies for research and teaching at the university level. With reference to the concept of discovery learning (forschendes Lernen) which gained significance in the Federal Republic of Germany in conjunction with university reforms after 1968, this article analyzes the consequences that the use of new media has for research, teaching and service/administration. The author concludes that possible structural changes can perhaps be observed in the service sector but that the basic tasks of research and teaching are hardly being affected by the new media. The creative questioning and reflection of researchers as well as the responsibility of those who teach remain irreplaceable.     

Projekt Chablis – Abrechnungs- und Zahlungskonzepte für Dienstleistungen digitaler Bibliotheken

Ohne Zusammenfassung     

Veränderungen in der sozialen und ethnischen Zusammensetzung der Schülerschaft aus demografischer Perspektive

In this paper, we examine current changes in the ethnic and social composition of the preschool and school aged population as well as the consequences these changes may have for educational participation and thus for overall educational attainment in the near future. Based on the micro-census 2008 survey, we identify groups of migrants by region of parents’ origin where children – despite low levels of parents’ education and comparatively few socioeconomic resources – have greater chances of upward educational mobility than non-migrant children. By contrast, children from less educated, nonmigrant families show a much lower tendency to be upwardly mobile, and educational choices are more closely tied to the economic and social background. Thus, our analysis provides evidence that educational background and socio-economic resources in the students’ families are of greater importance for the overall development of educational attainment in Germany than characteristics of migration and ethnicity.     

An overview of 45 published database resources for complementary and alternative medicine

Background: Complementary and alternative medicine (CAM) has succeeded to implement itself in the academic context of universities. In order to get information on CAM, clinicians, researchers and healthcare professionals as well as the lay public are increasingly turning to online portals and databases, which disseminate relevant resources. One specific type of online information retrieval systems, namely the database, is being reviewed in this article. Question: This overview aims at systematically retrieving and describing all databases covering the field of CAM. One of the requirements for inclusion was that the database would also have to be published in a medical journal. Data sources: The databases amed , CAMbase , embase , and medline /Pub Med were searched between December 2008 and December 2009 for publications relevant to CAM databases. The authors’ specialist library was also searched for grey literature to be included. Study selection: All included databases were then visited online and information on the context, structure and volume of the database was extracted. Main results: Forty‐five databases were included in this overview. Databases covered herbal therapies (n = 11), traditional Chinese medicine (n = 9) and some dealt with a vast number of CAM modalities (n = 9), amongst others. The amount of time the databases had been in existence ranged from 4 to 53 years. Countries of origin included the USA (n = 14), UK (n = 7) and Germany (n = 6), amongst others. The main language in 42 of 45 databases was English. Conclusions: Although this overview is quite comprehensive with respect to the field of CAM, certain CAM practices such as chiropractic, massage, reflexology, meditation or yoga may not have been covered adequately. A more detailed assessment of the quality of the included databases might give additional insights into the listed resources. The creation of a personalised meta‐search engine is suggested, towards which this overview could be seen as a first step.     

Entwicklungstendenzen in Schwedischen Sekundär- Und Hochschulen

Ohne Zusammenfassung

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Trends in the development in secondary and higher education in Sweden

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Developpement de l'enseignement secondaire et universitaire en suede

     

Indikatoren kultureller Bildung

The arts form an integral part of human education. Arts education contributes to the development of the individual’s expressive needs and interests. It serves to pass on cultural and aesthetic practices and enables active participation in the cultural life of society. Over the last years, the demand for data has been growing, and in 2012, the German Federal Ministry of Education and Research (BMBF), together with the Standing Conference of the Länder Ministers of Education (KMK), commissioned the German national report on education with a specific focus on “cultural and aesthetic education over the life-span”. The present contribution defines the scope of this thematic focus and presents an overview of available data sources for its operationalization. It describes the process of structuring the domain, the construction of statistics and indicators, and outlines ways for further improving the monitoring of arts education in Germany.