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The antecedents of violent and xenophobian orientations among young people have been extensively studied after the German reunification, producing various complementary or contradictory theoretical approaches. The present study presents statistical analyses of survey data collected from 1,177 adolescents in six German towns. These serve as the base for a bidimensional structural analysis of extreme right-wing orientation. The overlap between extreme right-wing social orientation and variables, such as gender, educational level or affinity to various youth cultures is analyzed and discussed. It is shown that there is a great danger of misinterpretation if one tries to generalize isolated results concerning xenophobian and violence-related orientations among German youths. 相似文献
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Wolfgang Bergthaler Roland Galler und Robert Strohmaier 《Informatik - Forschung und Entwicklung》2005,19(3):173-175
Ohne Zusammenfassung 相似文献
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Wolfgang Lauterbach 《Zeitschrift für Erziehungswissenschaft》2001,4(4):661-662
Ohne Zusammenfassung 相似文献
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Dr. Wolfgang Wagner Dr. Norman Rose Dr. Anna-Lena Dicke Dr. Marko Neumann Prof. Dr. Ulrich Trautwein 《Zeitschrift für Erziehungswissenschaft》2014,17(2):345-369
Over the last few years, German federal states have increasingly emphasized and strengthened the subjects regarded as core domains of the Gymnasium (the academic school track), including German, mathematics, foreign languages and, to some extent, science subjects (biology, chemistry, physics) by reducing the number of course and examination options through specific educational reforms. The present study investigates consequences of the reform of upper secondary schooling in the federal state of Saxony on the learning time allocated to subjects and on achievement in the domains of mathematics, English and natural sciences. As expected, the mandatory course selection of science subjects introduced through the reform led to substantially higher achievement levels in physics and chemistry. Moreover, disparities in achievement in the subjects of chemistry and biology were reduced. The reform effects on average achievement levels were strongly associated with course level choices (basic course, advanced course, drop out). Achievement rates relating to course level were, however, largely independent of the amount of allocated learning time. No changes were observed with regard to achievement levels and disparities in mathematics and English. 相似文献