Stichwort: Der Mythos der nordischen Bildungssysteme

This paper deals with the question of whether the educational outcomes of the Nordic countries displayed in international comparative studies justify the legendary-status of fair and high-performing Nordic educational systems which is often discussed in Germany. To answer this question, the results of the Nordic countries in the past three surveys of the “Programme for International Student Assessment” (PISA) are presented. The results show that not all of the Nordic countries reach outstanding results in all of the investigated domains. It is only Finland that is always, without exception, found at the top of the international comparison. At the same time, the findings point out that the Nordic countries deal with the social disparities that students bring to school successfully. When considering contextual factors on a school and classroom level, however, the Nordic countries only differ slightly from the OECD average. To conclude, on the basis of the results achieved in the international comparative study PISA, an idealisation of the Nordic educational systems hardly seems justified.     

Gibt es Erkenntnisfortschritte in der Allgemeinen Didaktik? Ein empirischer Beitrag zur disziplinären Entwicklung der Schulpädagogik

This article deals with the disciplinary development of school pedagogy using the example of the development of general didactics theories. Addressing the question of progress in scientific knowledge of general didactics, we examine whether school pedagogy has established typical forms of disciplinary communication. In order to answer this question, we present the findings from a research project on the representations of the concept of didactics in pedagogical reference books. New knowledge from didactical research is rarely reported and the predominance of a few approaches cannot be explained by the availability of more or substantial knowledge. The findings confirm recent research which demonstrates that school pedagogy exhibits structural characteristics of a scientific discipline but makes only limited use of those to maintain typical forms of disciplinary communication.     

Effiziente Vertr?glichkeitsprüfung und automatische Migration von Workflow-Instanzen bei der Evolution von Workflow-Schemata

Zusammenfassung.   Sollen Workflow-Management-Systeme (WfMS) in umfassender Weise für die rechnerbasierte Verwaltung und Steuerung von Gesch?ftsprozessen einsetzbar sein, müssen die von ihnen verwalteten Workflow-Schemata und -Instanzen bei Bedarf rasch anpassbar sein. Dabei müssen die auf Basis eines (alten) Workflow-Schemas erzeugten Instanzen auch nach dessen ?nderung ungest?rt weiterlaufen k?nnen, etwa durch Bereitstellung geeigneter Versionskonzepte. Sehr viel schwieriger wird es, wenn die angewandten Schema?nderungen – wo gewünscht und m?glich – auch auf die bereits (vielleicht in gro?er Zahl) laufenden Workflow-Instanzen übertragen werden sollen. Dies bei Bedarf zu k?nnen – und zwar ohne Inkonsistenzen oder Fehler zu verursachen – ist aber ungemein wichtig, wenn ein WfMS breit und flexibel einsetzbar sein soll. In diesem Beitrag wird ein Ansatz zur effizienten Prüfung der Vertr?glichkeit von Workflow-Instanzen mit einem ge?nderten Workflow-Schema vorgestellt. Durch Einbeziehung aller Beschreibungskonstrukte (z.B. auch Schleifen und Datenflüsse) und damit zusammenh?ngender Fragestellungen wird darüber hinaus zum ersten Mal die Grundlage für ein umfassendes ?nderungsmanagement geschaffen. Au?erdem wird aufgezeigt, wie der Benutzer bei der Migration vertr?glicher Instanzen auf das neue Schema konkret unterstützt werden kann. ID="*" Diese Arbeit wurde im Rahmen des Projekts „?nderungsmanagement in adaptiven Workflow-Management-Systemen” der Deutschen Forschungsgemeinschaft (DFG) erstellt.     

Empirische Bildungsforschung und evidenzbasierte Bildungspolitik

This paper discusses opportunities as well as constraints of evidence based policy and evidence based practice in education. Expectations held by different strands of the public (policy makers, teachers, parents) are discussed as constraint of the underlying educational research. Furthermore, such expectations constrain the communication between researchers and the public (a case of science communication). Communicating empirical evidence is a precondition for any evidence based policy in education.     

Self-esteem and satisfaction with life of deaf and hard-of-hearing people--a resource-oriented approach to identity work

In the context of the current identity discussions, the interrelations between acculturations, psychological resources, and self-esteem as well as the satisfaction with life of deaf and hard-of-hearing people (N = 629) were examined by means of a questionnaire-based survey. To check these interrelations, one-factor and two-factor analyses of variance were employed. The results show that bicultural, deaf, and hearing acculturation styles have the advantage over marginal acculturation, but the results for marginal acculturation need to be discussed in depth to ensure a comprehensive understanding of them. All in all, bicultural acculturation seems to be a secure option for psychosocial well-being. The availability of psychological resources (optimism, self-efficacy) seems to be of special importance for the quality of self-esteem and satisfaction with life. On the other hand, the power of these psychological resources is closely associated with good communicative conditions in the individual biographies of the participants in this study as well as with their education level. Going beyond a methodological discussion then, the mission for educators would seem to be one of making good communicative conditions available to each deaf or hard-of-hearing child and optimizing academic achievement so as to ensure a secure, comprehensive, and differentiated opening up of the world and psychological empowerment. In this way, a good foundation can be laid for developing quality of life.     

Teacher Development of Computer Use in Education in Germany

During the last 25 years efforts in the German educational system on different levels were made to introduce computers in schools. In parallel teacher training and consultation was established. Results from the international IEA-study Computers in education for lower secondary level in 1992, but also for upper secondary level in 1989 show that teachers attitudes to learn something about computer use are positive: The training need and their self-confidence to learn something about computers is relatively high. Support for teachers is mainly given by formal training. But the offers in teacher training are limited concerning the needs of teachers for different subjects. This situation is comparable with other countries in the world as documented in the additional publication of national case studies of the IEA. As a consequence a part of the teachers get their help through self-studies and private preparation of course material. In recent years the use of computers for networking and multimedia applications developed rapidly. The integration of these technologies into the subjects is another field demanding intensive efforts in teacher training. Different programs for the development of this field were established, but still offers for teacher training are insufficient. As a new perspective for educational change in this rapidly growing field a classroom-based teaching and learning approach in a collaborative network is proposed.     

Rechtsprechung/Volltext

Rechtsprechung

Rechtsprechung/Volltext     

Motivational interference in school-leisure conflict and learning outcomes: The differential effects of two value conceptions

It was hypothesized that students' value orientations are connected to their experience of motivational interference in a conflict between a school- and a leisure-related activity as well as to school marks as indicators of learning outcomes. In a self-report study with Italian adolescents (N = 433; M = 14.5 years) using a school-leisure conflict scenario, first, the relations between the 10 values introduced by Schwartz and the Inglehart-based Achievement and Well-being value orientations were investigated. Correlations and multidimensional scaling analysis showed overlaps as well as differences between the two sets of value variables. Regression analyses revealed that the Schwartz values were significantly related to the experience of motivational interference during studying and during leisure as well as to school marks. The inclusion of Achievement and Well-being value orientations explained additional variance of the three dependent variables. The relevance of individual values in explaining students' reactions to motivational conflicts is highlighted.