Videobasierte Kursforschung

Zusammenfassung Kurse der Erwachsenenbildung als zentrale Form organisierter Erwachsenenbildung werden von der Erwachsenenbildungsforschung prim?r anhand von verbalen Interaktionen untersucht. Mit der inzwischen verbesserten Videotechnik besteht die M?glichkeit, die bisherige Beschr?nkung auf logozentrische Analysen aufzuheben. Aufschlüsse über Dateneigenschaften und Auswertungsm?glichkeiten bieten die videobasierte ethnographischen Soziologie, die ethnographische Schulforschung, die Unterichts(qualit?ts)forschung sowie die gespr?chsanalytische Erforschung multimodaler Interaktion. Trotz des Fehlens einer ausgearbeiteten Methodologie k?nnen prinzipielle, die Dimensionen Sequenzialit?t und Simultaneit?t und die verbale wie die visuelle Ebene berücksichtigende Analyseformen von Videos bestimmt werden. Die m?glichen Ertr?ge für die Erforschung des organisierten Lernens Erwachsener beziehen sich auf die Aspekte der um nonverbalen Aspekte vervollst?ndigten Interaktion, des Verhaltens der Gesamtgruppe sowie der Trennung zwischen Haupt- und Nebenbühne, des Umgangs mit Artefakten sowie der r?umlichen Vorgaben und ihrer Aneignung.      

Ausbildungs- und Berufserfolg im Lehramtsstudium im Vergleich zum Diplom-Studium – Zur prognostischen Validität kognitiver und psycho-motivationaler Auswahlkriterien

The basis of this study is a prognostic model derived from the theory of work and organizational psychology, from research about the selection of college students and from teaching and learning research. The model includes cognitive and psycho-motivational criteria for selecting students as well as objective and subjective indicators for study and job success. In a four-year longitudinal study with three measuring points, the prognostic validity of the selection criteria is tested (n?=?760). The basic hypotheses are that differences in the prognostic validity of the model for teacher training and subject-specific diploma students (both in the area of mathematics) exist, and that it is easier to predict study success than job success. Secondary school exit exam, classes in advanced mathematics, interest in mathematics, subject-specific study motivation and self-efficacy are the predictive indicators taken into account. Evaluative indicators for study success are study duration, intentions of dropping out, stress experiences, the results of university exit exam and students’ second state exam. Evaluative indicators for occupational success are the job status five years after graduation, job satisfaction and stress experiences. Bivariate correlations and regression analyses support the leading hypotheses.     

Patterns of student interaction in Clark-Trow subgroups

Previous research on the Clark-Trow model has failed to provide evidence on whether students classified into the same Clark-Trow subgroup interact with one another or are even aware of their common orientation. Yet, this is a basic tenet of claims that these subgroups operate as campus subcultures. This study investigated whether students who self-select into the same Clark-Trow subgroup interact significantly more often with each other than they do with members of the other three subgroups. The results tend to disconfirm expectations based on the Clark-Trow model and suggest these subgroups do not operate as student subcultures.     

Towards a topological re-assemblage of education policy? Observing the implementation of performance data infrastructures and ‘centers of calculation’ in Germany

The ongoing trend towards educational globalisation has brought about various dynamics of education policy ‘rescaling’, resulting in a growing number of governmental arrangements, which are operating across traditional scales, levels or sectors of policy. This contribution takes up the conceptual frameworks of topological spatialisation and assemblage theory to better understand the pivotal role of new information technologies, data infrastructures and also the increasing power of ‘centers of calculation’ within education policy reforms that have been implemented in Germany after the launch of the Programme for International Student Assessment.     

Academic resilience: underlying norms and validity of definitions

Educational Assessment, Evaluation and Accountability - Academic resilience refers to students’ capacity to perform highly despite a disadvantaged background. Although most studies using...     

School-based prevention: effects on obesity and physical performance after 4 years

Juvenile obesity is increasing worldwide. Preventive strategies are warranted. The school-based Children's Health Interventional Trial (the CHILT Project) combines health education and physical activity for children. The effect on obesity and physical performance was studied after four years in 12 primary schools compared with five control schools. Anthropometric data were recorded. Physical performance was measured by a coordination test for children (balancing backwards, one-legged obstacle jumping, lateral jumping, sideways movements) and a 6-min run (endurance). No difference in the prevalence and incidence of overweight and obesity was found between the intervention and control schools before and after the intervention. Remission of overweight was higher in the intervention schools (23.2 vs. 19.2%), but not significant. An increase in coordination related to lateral jumping and balancing backwards was apparent in the intervention schools (30.6, s = 10.8 vs. 26.1, s = 10.8, P = 0.005; 21.8, s = 11.8 vs. 19.4, s = 11.7, P = 0.007), and the increase in endurance performance tended to be higher in intervention schools (100.8, s = 122.7 vs. 92.8, s = 126.0, P = 0.055), adjusted for age, sex, baseline test result, and body mass index at final examination. Therefore, preventive intervention in primary school offers the possibility to improve physical performance in children. The prevalence and incidence of obesity were not affected.