Hochschuldidaktische Forschung zur Lehrqualit?t und Lernwirksamkeit

The following article gives an overview on the research on teaching effectiveness and teaching quality. It starts with a glance back to the early programmatic demands formulated in the 1970s concerning teaching in higher education and sketches the development towards the current research strands. A special focus will be given to theoretical and methodological aspects of researching quality of teaching in higher education. We then will draw upon examples of state-of-the-art research in the respective construct. These examples can be clustered into (a) evaluation of teaching quality and measurement of key competency acquisition, (b) research on the efficacy of inquiry-based vs. lecture-based teaching and (c) action research into teaching and learning in higher education     

Differentiating Maternal Sensitivity to Infant Distress and Non-Distress

Drawing from a domain specificity perspective, we assert that maternal sensitivity to infant distress cues is distinct from maternal sensitivity to non-distress cues. We review evidence from prior research demonstrating that the two constructs have more unshared than shared variance and that sensitivity to infant distress is a unique predictor of infants' early emotional well-being when both types of sensitivity are examined as simultaneous predictors. In addition, we present new evidence to test the hypothesis that maternal sensitivity to infant distress and non-distress have different origins. We draw on data from a subset of mothers and infants who participated in Phase I of the NICHD Study of Early Child Care (Study 1) and from 101 mother-infant dyads who participated in a longitudinal study of the origins of maternal sensitivity (Study 2). In both studies, maternal sensitivity to distress and non-distress were rated when infants were 6 months old. In both studies, socio-demographic risk (i.e., young, unmarried, low income mothers) was a stronger predictor of sensitivity to non-distress than of sensitivity to distress. In Study 2, mothers' emotional and cognitive responses to videotapes of crying infants during the prenatal period predicted maternal sensitivity during tasks designed to elicit infant fear and frustration but were unrelated to maternal sensitivity in a non-arousing free play context. Maternal sensitivity during infancy can be further divided into specific sub-types that have unique origins and unique effects on subsequent child well-being. Methodological, theoretical, and applied implications of such an approach are discussed.     

Effectiveness of a Liaison Program in Meeting Information Needs of College of Pharmacy Faculty

This article describes the creation and implementation of focus groups to evaluate the effectiveness of a health sciences library's liaison program of the College of Pharmacy faculty and to better understand the faculty's information needs in order to design new and improved library services. The liaison services support the teaching and research needs of faculty and students through literature research, classroom teaching, and an extensive library collection of pharmacy literature. Focus group results demonstrated a high level of satisfaction with library liaison services and collections. Opportunities exist for expanded interaction with graduate students and greater marketing of library services to increase faculty awareness of specific library programs.     

The Implicit Curriculum in Social Work Education: The Culture of Human Interchange

This article focuses on the culture of human interchange, which is included as a component of the implicit curriculum in the current EPAS. It presents the use of the implicit curriculum concept in teacher and medical education as a context for its application to social work education. The authors argue that professional behaviors taught in the explicit curriculum of the classroom need to be consciously reinforced in the many venues and through the ongoing interpersonal relations throughout the educational environment. The article identifies the challenges that movement in this direction would create but which the implicit curriculum standard mandates us to address.     

Children’s lost voices: ethical issues in relation to undertaking collaborative,practice‐based projects involving schools and the wider community

The growing emphasis on teachers as ‘reflective’ and ‘expert practitioners’ has led to a noticeable increase in action research involving a wide range of educational practitioners as well as professionals from the academic community. In the light of the complex demands frequently faced by action researchers, this article examines the ethical considerations involved in conducting a collaborative action research project which is concerned with children’s experiences of transition from Key Stage 2 to Key Stage 3. By exploring a range of theoretical and practical perspectives the discussion focuses on the problematic issue of ‘informed consent’. The article argues that, as a result of having to comply with the regulations imposed by institutional ethics committees, educational researchers, particularly when working with children, are often restricted in exercising the moral autonomy and professional discretion required to negotiate the complex, potentially conflicting imperatives confronting them.     

Becoming a Secondary Teacher in Germany: A trainee perspective on recent developments in initial teacher training in Germany

Increasing job mobility amongst secondary teachers within Europe, as well as the relentless pursuit of quality, prompted me into studying the training of graduates in Germany. It is the aim of this study to draw conclusions in relation to Initial Teacher Training programmes in England through the critical analysis of the German system in the federal state of Baden-Württemberg. It focuses on the following aspects: the statutory framework, preparation for teaching, assessment of trainee competence and support available to trainee teacher (mentor, tutor). This study raises issues, which do not exclusively relate to the German situation, but are equally relevant within an English context. The points considered are: the role of the mentor, assessment of trainee competence and the ratio of theory and practice as elements of the course content. La mobilité croissante des enseignants du secondaire au sein de l'Europe ainsi que la recherche incessante de qualité, m'ont poussée à étudier la formation professionnelle en Allemagne. Le but de cette étude est de tirer des conclusions sur la formation professionnelle des enseignants du secondaire en Angleterre à travers une analyse critique du système dans l'état fédéral de Baden-Württemberg. Cette étude se concentrera sur les points suivants: la structure officielle, la préparation à l'enseignement, l'évaluation des compétences pédagogiques et le support disponible aux professeurs en formation. Cette étude met à jour des problèmes qui existent aussi bien en Allemagne qu'en Angleterre. Les aspects considérés sont: le support du mentor, l'évaluation de l'aptitude des stagiaires et le temps attribué à la théorie et à la pratique pendant la formation. La creciente movilidad de profesores de secundaria en Europa asícomo la incansable búsqueda de calidad me sugirió un estudio sobre la formación pedagógica en Alemania. Es la intención de este estudio el evaluar la formación pedagógica en Inglaterra a través de un análisis crítico del sistema alemán en el estado federal de Baden Württenberg. El estudio se centra en las siguientes áreas claves: el sistema de estatutos, la preparación para la enseñanza, la evaluación de la competencia del profesor aprendiz y el apoyo del mentor/tutor. El estudio discute temas que no se refieren exclusivamente a la situación alemana pero que son igualmente relevantes dentro de un contexto inglés. Los puntos considerados son: la función del mentor, la evaluación de la competencia del aprendiz, y la relación entre la teoría y la práctica como elementos del contenido del curso. Die zunehmende Mobilität der LehrerInnen auf dem europäischen Arbeitsmarkt sowie ein ständiges Streben nach Qualitätsverbesserung haben mich zu einer Studie über das Lehrpraktikum an weiterführenden Schulen in Deutschland veranlaßt. Das Ziel dieser Studie besteht darin, durch kritische Analyse des Systems in Baden-Württemberg, Schlußfolgerungen über das Ausbildungsprogramm in England zu ziehen. Die folgenden Schwerpunkte sind dabei berücksichtigt worden: Gesetzliche Rahmenbedingungen, Vorbereitung auf die Lehrtätigkeit, Beurteilung der LehrpraktikantInnen, Unterstützung durch MentorInnen und Lehrbeauftragte. Diese Studie rückt folgende Diskussionspunkte in den Vordergrund, die sich nicht ausschließlich auf die Situation in Deutschland beziehen, sondern in gleichem Maße auf England zutreffen: die Mentorenrolle, die Beurteilung der Lehrfähigkeit und das Verhältnis von Theorie und Praxis im Ausbildungsprogramm.     

Environmental education in Ecuador: conceptions and currents in Quito's private elementary schools

While key conceptions and the status of environmental education (EE) have been reported at various international, regional, national and local levels, those in play in the schools of Quito (Ecuador) are still relatively unknown. Of particular interest to this study are private schools: they are considerable in number in Ecuador and elsewhere, yet remain largely underrepresented in national and local studies. Therefore, a survey with a focus on conceptions of EE was administered to teachers (74) and pupils (748) of the third-, fourth- and fifth-years (7–10?years old) of elementary education, in 22 private schools in Quito. Using Sauvé's categorization of conceptual currents in EE, findings suggest a strong conservationist theme among teachers whereas pupils approach EE from both conservationist and naturalist perspectives. In terms of the status of EE, implementation is still limited to classrooms and in teacher professional education and development. Consideration of diverse conceptual currents is strongly recommended in teacher professional development, and the strengthening of EE-related partnerships between schools, homes and communities.