1. Franz Weinert/Heinz Mandl (Hrsg.): Psychologie der Erwachsenenbildung. Enzyklopädie der Erwachsenenbildung. Serie I. Pädagogische Psychologie. Band 4

Ohne Zusammenfassung     

Cognitive Profile of Neurofibromatosis Type 1: Rethinking Nonverbal Learning Disabilities

The cognitive profiles of children with Neurofibromatosis Type 1 (NF‐1) have many similarities to those observed in learning disabilities in the general school population, as well as some distinct features. Approximately 30–65 percent of children with NF‐1 have learning disabilities; most commonly, they have language and reading disabilities, along with motor, visuomotor, and visuospatial deficits. Similar to learning disabilities in the general population, approximately 50 percent of children with NF‐1 have Attention Deficit Hyperactivity Disorder (ADHD). In this article, the genetic and physical characteristics, the diagnostic criteria of NF‐1, and the cognitive profile of children with NF‐1 (including relationships between neurological abnormalities and cognition) are reviewed. Additionally, the types of educational interventions that would be indicated for children with NF‐1 are discussed.     

The Evaluation of Community Arts Projects and the Problems with Social Impact Methodology

This article focuses on the evaluation of participatory community arts programmes and analyses the shift in educational emphasis from aesthetic to social outcomes. It considers a range of theoretical models and practices in the field which includes my own experience. The history of evaluative methodology highlights procedural concerns which are applied to current strategies of evaluating social impact. This is critiqued with regards to consent and participant intention, lack of discrimination between ‘natural’ and ‘synthetic’ instrumentality, and issues surrounding measurement and the validation of impact through social auditing. This foregrounds broader debates concerning the politics of evaluation. An ideal democratic method is suggested that encourages participant involvement, empowerment and self‐management. This is compared to normative bureaucratic and autocratic approaches steeped in top‐down agendas which may exacerbate social problems.     

Who Am I Online? Examining Voluntary Use as Symbolic-Collective Action

This article reports on a test of an integrated voluntary information technology use model that draws on social identity theory to extend the functional utility model of the user. User feedback on a health care insurance firm's electronic service in South Africa was analyzed qualitatively using pattern matching to test the model's propositions. While functional utility was found to be a significant determinant of voluntary information technology use, both functional utility and symbolic needs were significant for some user segments. Information technology research can benefit from further cross-fertilization with social identity theory to explain use patterns in different voluntary contexts. Providers seeking to move beyond functional utility should consider the symbolic needs of strategically important user segments to strengthen long-term relationships.     

Globalisation and citizenship education: diversity in South Korean civics textbooks

This study examines how textbooks in the Republic of Korea incorporate liberal, Western notions of diversity and multiculturalism. Through a systematic analysis of 60 civics textbooks over time, this study shows that ideas of multiculturalism and diversity have dramatically increased in the South Korean intended curriculum. While in the past, textbooks depicted South Korean society as racially and ethnically homogenous with little or no mention of disadvantaged groups or ethnic minorities, starting in the 1990s, textbooks increasingly discuss the rights of diverse groups and the need to empower these groups to address problems of social inequality. Yet, traditional citizenship narratives of national homogeneity still remain, especially in textbooks that discuss prospects for the reunification of the Korean peninsula.     

Identity in science learning: exploring the attention given to agency and structure in studies of identity

This paper explores the ways in which the concept of identity has been conceptualised and studied within science education. The Personality and Social Structure Perspective is used to examine the attention paid by researchers to three levels of identity analysis: personality, interaction and social structure. Tracing the development of science identity studies and the resulting body of literature reveals that most authors have focused their attention on aspects of identity related to individual agency to the exclusion of issues of social structure. This paper argues that this attention is related to the position of communities of practice as the dominant theoretical framework for identity studies and argues that researchers need to consider broader frameworks that encourage the integration of ideas at all three levels of analysis. Broadened methodological approaches, including mixed methods, are also advocated as a way to increase consideration of the level of social structure.