Probleme von Lehrerinnen und Lehrern mit der Beurteilung von Schülerleistungen

Zusammenfassung Die Erzeugung, Begründung und Durchsetzung von Leistungsbeurteilungen in der Schule stellt für Lehrkr?fte in verschiedenen Hinsichten ein Problem dar. Einerseits sind die Grenzen des Konzepts der Schulleistung strittig, andererseits gilt es, ungeachtet der defizit?ren wissenschaftlichen Rationalisierung der Praxis der schulischen Leistungsbeurteilung vertretbare Selektionsentscheidungen zu produzieren sowie zwischen den vielfach als widersprüchlich empfundenen Zielsetzungen der F?rderung und der Selektion abzuw?gen. Der Beitrag geht der Frage nach, wie Lehrkr?fte an ?ffentlichen Schulen mit diesen und ?hnlichen Problemen umgehen. Er berichtet über Teilergebnisse eines von der DFG gef?rderten Forschungsprojekts über „Selektionsentscheidungen als Problembereich professionellen Lehrerhandelns“ (Terhart/Langkau/Lüders 1999). Insbesondere werden Befunde einer Dilemma-Studie vorgestellt, in deren Rahmen Lehrkr?fte mit problematischen Zensierungs-und Selektionsentscheidungen konfrontiert und um eine Stellungnahme gebeten worden sind. Dabei stehen keineswegs erneut die vielfach konstatierten Schw?chen des Lehrerurteils im Zentrum der Betrachtung. Ziel des Beitrages ist es vielmehr, die erhobenen Stellungnahmen der Lehrkr?fte als Ausdruck bestimmter Rahmenbedingungen schulischen Bewertungshandelns zu interpretieren, damit einen vertieften Einblick in die Praxis der Leistungsbeurteilung als Praxis einer in Organisationen t?tigen Profession zu geben und Hypothesen für die weitere Forschung zu generieren.

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Summary Problems Concerning the Judgement of Pupils’ Performance The generation, justification and assertion of judgements concerning pupils’ performance present teachers with a variety of problems. On the one hand, the boundaries of the concept of pupil performance are controversial whilst, on the other, in spite of the deficiency of scientific rationalization of this practice, adequate selective decisions must be generated and the balance between support and selection must be weighed up. This paper considers the way teachers in public schools cope with these and other similar problems. It reports on some of the results from a DFG-supported research project entitled “Selective decisions as a problem area in professional teaching practice” (Terhart/Langkau/Lüders 1999). In particular, responses from a dilemma study are presented, in which teachers were confronted with problematic selective decisions and asked for their professional opinion. The focal point of this study is not the regularly proclaimed weakness of teachers’ judgements. The objective of this paper is instead to interpret the professional judgement of teachers as an expression of particular conditions of school assessment practice; through this, to offer a deeper insight into the practice of performance assessment conceived of as the practice of a profession which works in organizations, and to generate hypotheses for further research in this field of study.

     

Teaching about the Gypsies at Levanger College of Education

The author describes an extensive project undertaken at Levanger College of Education since 1976.

The project grew out of a concern about the conflicts which arose annually when gypsy groups passed through Levanger. A group of students carried out extensive research into the situation and background of the gypsies and presented their findings at a cultural evening. This presentation began a process of change in attitudes towards the gypsies, and the project was extended. Later, it involved students in work at the Gypsy School in Oslo and with the production of teaching materials. These have been added to constantly and have been widely disseminated. The project continues, and has been extensively reported.     

The role of motivation between perceived teacher support and student engagement in science class

ABSTRACT

This study aimed to investigate the relationships among the middle school students’ perceptions of science teacher support, students’ motivation and students’ engagement in learning science. Student motivation was addressed with task value and academic self-concept while student engagement included aspects of agentic, behavioural, emotional and cognitive engagement. In the study, survey method was used and the data were collected though previously validated self-report questionnaires. Valid data were obtained from 1006 middle school students enrolled in one of the nine public schools in Turkey. The path analysis revealed that perceived science teacher’s support positively predicted students’ task value and academic self-concept in science. Furthermore, students who reported high levels of task value and academic self-concept showed higher levels of engagement in science. Accordingly, it seems important for science teachers to listen to the students, behave fairly and help them to solve their problems in order to motivate them for learning science and increase their engagement in science class.     

论和谐社会构建中的网络道德建设

道德是社会和谐的重要的道义基础，也是构建和谐社会的精神动力。网络的发展为人类的道德进步提供了难得的机遇，推动了人类道德发展的进程，但与此同时，也引发了许多前所未有的网络道德问题，因此，加强网络道德建设对构建和谐社会具有重要的现实意义。     

Expanding the definitional criteria for imaginative play: Contributions of sociocultural perspectives

This article proposes expanding four existing criteria for imaginative play in view of recent advances in sociocultural perspectives on the study of human development. Imaginative play is commonly defined as intrinsically motivated, open ended, pleasure seeking, and an escape from reality. Grounded in sociocultural research, and, as such, in the relation between individual and social and cultural environment, we argue that these four criteria should shift from assumptions to research questions: What are the motives for imaginative play? What are the goals for imaginative play? What affective dimensions emerge in imaginative play? What, how, and why do features of reality and imagination emerge through play? Expanding definitional criteria in this fashion enables researchers to remain open to variations in an individual’s experience over time, across participants, and cultural variations rather than imposing dominant cultural assumptions as explanatory heuristics. Implications for research and education are discussed.     

The effects of phonological and morphological training on speech perception scores and grammatical judgments in deaf and hard-of-hearing children

Seventeen primary school deaf and hard-of-hearing children were given two types of training for 9 weeks each. Phonological training involved practice of /s, z, t, d/ in word final position in monomorphemic words. Morphological training involved learning and practicing the rules for forming third-person singular, present tense, past tense, and plurals. The words used in the two training types were different (monomorphemic or polymorphemic) but both involved word final /s, z, t, d/. Grammatical judgments were tested before and after training using short sentences that were read aloud by the child (or by the presenter if the child was unable to read them). Perception was tested with 150 key words in sentences using the trained morphemes and phonemes in word final position. Grammatical judgments for sentences involving the trained morphemes improved significantly after each type of training. Both types of training needed to be completed before a significant improvement was found for speech perception scores. The results suggest that both phonological and morphological training are beneficial in improving speech perception and grammatical performance of deaf and hard-of-hearing children and that both types of training were required to obtain the maximum benefit.     

How Diversity Approaches Affect Ethnic Minority and Majority Adolescents: Teacher–Student Relationship Trajectories and School Outcomes

This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian-majority (N = 1,875, M_age = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, M_age = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moderate support, high-decreasing rejection) for both groups, increasing-negative (moderate support, low-increasing rejection) for minority, moderate-positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative-positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative-positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth.     

Developmental antecedents of young adults’ solidarity during the Covid-19 pandemic: The role of sympathy,social trust,and peer exclusion from early to late adolescence

This study explored characteristics of young adults’ solidarity during the Covid-19 pandemic by identifying three different profiles, characterized by low (23%), average (54%), and high solidarity (23%). Based on longitudinal Swiss panel data (N_T1 = 797, M_{age T1} = 12.15 years, 51% female; 28% migration background representing diverse ethnicities; N_T2 = 707, M_{age T2} = 15.33 years; N_T3 = 596, M_{age T3} = 18.31 years), the study combined person- and variable-centered approaches to examine whether sympathy, social trust, and peer exclusion at earlier phases in development predicted membership in pandemic-related solidarity profiles (N_T4 = 300, M_{age T4} = 20.33 years). All developmental predictors were significantly associated with the likelihood of expressing solidarity during the pandemic as young adults.     

Examining Knowledge Levels of High School Students Related to Conductors at Electrostatic Equilibrium and Electric Field Lines Using the Drawing Method

Research in Science Education - The purpose of this study was to investigate knowledge of high school students related to conductors at electrostatic equilibrium and electric field lines. The...     

Education,schooling and inclusive practice at a secondary free school in England

Abstract

This paper reports the experiences of staff, parents, governors and students at a secondary free school in the West Midlands of England in relation to the inclusion of students with special educational needs (SEN). The paper is based on a qualitative research project carried out at a school that opened in 2015, with the explicit aim of examining the extent to which it developed as an inclusive school, particularly for children with SEN. In the paper, we draw on the classic distinction between ‘education’ and ‘schooling’ to identify tensions and overlaps between process and outcome oriented practices and examine the views of different stakeholders on how such practices impact on inclusion. By focusing on the day-to-day practices of the school and linking them to broader notions of schooling and education, we provide a complementary perspective on the current research on free schools, which is overwhelmingly quantitative and focused on admissions.