Buchbesprechungen

Ohne Zusammenfassung     

Faculty – Personalstrukturen an US-amerikanischen Universit?ten Ein Vergleich zwischen dem ?sterreichischen und dem US-amerikanischen System

US-amerikanische Universit?ten sind in Zeiten, in denen sich auch das Wissenschaftssystem in europ?ischen L?ndern in einem starken Wandel befindet, aus unterschiedlichen Gründen einen Vergleich wert, gelten sie doch gemeinhin als besonders leistungsf?hige Institutionen im Rahmen einer globalen Wissensgesellschaft. Jedes Bildungswesen ist ein komplexes System, und in Anbetracht seiner Systemhaftigkeit liegt es auf der Hand, dass einzelne Systemelemente aus anderen L?ndern nicht ohne weiteres übertragen oder in ein anders geartetes Ambiente eingefügt werden k?nnen. Im Folgenden werden die Personalstrukturen des US-amerikanischen und des ?sterreichischen Hochschulsystems miteinander verglichen, sie werden in ihren Vorzügen und Schw?chen analysiert und in das jeweilige institutionelle Gefüge eingebettet.     

Reading for entertainment or information reception? Gender differences in reading preferences and their impact on text-type-specific reading competences in adult readers

This study aims at exploring gender differences in text-type-specific reading competences via readers’ gender-specific reading preferences. Women were expected to read more often for the sake of entertainment (entertainment preference), whereas men were expected to read more often to gain information (information preference). We further assumed that individuals who read for entertainment would have higher reading competence in fictional literary texts compared with non-fictional informational texts, and vice versa for individuals who read to gain information. The analysis was based on a sample of 830 adults between 19 and 71 years (M = 31.04; SD = 12.53) from a pilot study of the German National Educational Panel Study (NEPS). A structural equation model confirmed that women and men show different reading preferences during leisure time. The preference to read for entertainment was predictive for reading competence in literary texts; however, the preference to read for information had positive effects on reading competence in both informational and literary texts.

     

Becoming family literacy advocates in early childhood programs

New emphasis on emergent literacy and whole language approaches allows early childhood professionals more flexibility in responding to and supporting a family's definition of literacy. This article offers three keys to becoming sensitive family-literacy advocates in early childhood programs. Recognizing that family literacy is highly individualized and providing nonjudgmental and confidential support are crucial. The strengths and abilities of children and families, regardless of their current literacy level or educational priorities, are emphasized.