Rise and decline of education systems: a contribution to the history of the modern state

If by ‘education systems’ we understand institutional units, constituted by common legal provisions, organizational structures, curricular goals and value foundations, the current period signals their decline. This indicates the decline of the modern nation state, which has characterized the political map of Europe for 300 years and gradually expanded to the other continents. Therefore education systems in their ‘state‐bound’ constitution must be identified as a category of ‘organized space’ within a given historical period—and not as a perpetual phenomenon. This understanding of the current ‘education system’ points the way to the concept of ‘educational spaces’ in periods preceding the modern nation state. It helps to identify the current stages of transition, indicated by the emergence of regional ‘educational spaces’, the expansion of private sectors, and the invasion of the globalizing markets into the ‘knowledge society’.     

Differential Learning as a Key Training Approach to Improve Creative and Tactical Behavior in Soccer

Purpose: The aim of this study was to identify the effects of a differential-learning program, embedded in small-sided games, on the creative and tactical behavior of youth soccer players. Forty players from under-13 (U13) and under-15 (U15) were allocated into control and experimental groups and were tested using a randomized pretest to posttest design using small-sided games situations. Method: The experimental group participated in a 5-month differential-learning program embodied in small-sided games situations, while the control group participated in a typical small-sided games training program. In-game creativity was assessed through notational analyses of the creative components, and the players’ positional data were used to compute tactical-derived variables. Results: The findings suggested that differential learning facilitated the development of creative components, mainly concerning attempts (U13, small; U15, small), versatility (U13, moderate; U15, small), and originality (U13, unclear; U15, small) of players’ actions. Likewise, the differential-learning approach provided a decrease in fails during the game in both experimental groups (moderate). Moreover, differential learning seemed to favor regularity in pitch-positioning behavior for the distance between players’ dyads (U13, small; U15, small), the distance to the team target (U13, moderate; U15, small), and the distance to the opponent target (U13, moderate; U15, small). Conclusions: The differential-learning program stressed creative and positional behavior in both age groups with a distinct magnitude of effects, with the U13 players demonstrating higher improvements over the U15 players. Overall, these findings confirmed that the technical variability promoted by differential learning nurtures regularity of positioning behavior.     

ECVET and ECTS credit equivalency in higher education – A bridge too far?

The implementation within Europe of a credit system for vocational education and training known as ECVET is a European Commission priority. The potential for permeability between the ECVET and European Credit Transfer and accumulation System (ECTS) was foreseen in the Recommendation to establish ECVET in 2009, while the Bruges Communique of 2010 called for the promotion of flexible links between vocational and higher education and increased coherence between ECVET and ECTS. To this end a significant number of EU-funded projects were undertaken to explore compatibility between ECVET and ECTS. This article reviews the findings of these projects and reflects on their success in terms of achieving this policy goal. These bridging projects identified several points of compatibility between the two credit systems and produced valuable tools and frameworks to facilitate such permeability. Achieving credit equivalency between ECVET and ECTS does not appear feasible, rather the evidence points to using a learning outcomes-based equivalency framework. However, this article calls into question the sustainability of these project results with regard to the lack of success in translating these findings into practice and the lack of co-ordinated efforts to implement these findings at a national or pan European level.     

The impact of early metalinguistic competencies and memory capacity on reading and spelling in elementary school: Results of the Munich Longitudinal Study on the Genesis of Individual Competencies (LOGIC)

This paper reports on a longitudinal study dealing with the development of literacy in young children. A total of 163 children were first tested during their last year in kindergarten using a variety of tasks that tapped phonological processing, memory capacity, early literacy, and intelligence. Children’s word decoding, reading comprehension, and spelling skills were assessed in elementary school several years later. As a main result, all of the predictor domains had a significant impact on the acquisition of literacy in elementary school, although the contribution of each domain differed as a function of the criterion measure. An attempt to identify children-at-risk using a kindergarten screening test provided encouraging results. Nonetheless, it was shown that whereas group predictions of reading and spelling performance can be quite accurate, the individual prognosis of school problems is far from perfect.     

La Mesure des Effets Pédagogiques des TIC : Pièges et Illusions du Découpage du Réel et de L'administration de la Preuve

La forte incitation actuelle de la part des autorités scolaires À recourir aux médias numériques en classe pose une nouvelle fois la question des arguments mis en avant. Et comme À l'occasion d'incitations antérieures (télévision scolaire, audiovisuel, informatique éducative), partisans et détracteurs s'appuient sur différents travaux qui attestent ou non de telle ou telle amélioration ou dégradation. Cette contribution se propose de montrer que les concepts et les modèles convoqués dans certains travaux, y compris les nÔtres et notamment le programme IN-TELE (Internet-Based Teaching and Learning), établissent entre les situations d'enseignement-apprentissage considérés comme classiques et celles qui sont supposées innovantes des distinctions parfois non pertinentes, qui se traduisent par des résultats outrageusement significatifs ou non significatifs. C'est donc le schéma modèle-observation-interprétation que nous interrogeons en suggérant que les outils de pensée disponibles et les procédés d'observation mis en m uvre aujourd'hui dans les différentes disciplines académiques qui s'intéressent aux usages pédagogiques des TIC contraignent, voire altèrent, notre compréhension des phénomènes éducatifs induits par les 'nouveaux' médias. Measuring the pedagogic effects of CIT: traps and illusions of cutting out actuality, and the

administration of proof. The strong current encouragement of school authorities to have recourse to digital media in the classroom poses once again the question of the arguments that have been advanced. And, as at the tine of earlier encouragement, (for school television, audiovisual, educational informatics), partisans and detractors rely on different works which support, or not, such-and-such a praise or detraction. This contribution attempts to show that the concepts and the models brought together in certain works, including our own and notably the IN-TEL (Internet-Based Teaching and Learning) programme, which establish between the teaching-training situations considered as classic and those which are supposed to be innovative, distinctions which sometimes are not pertinent, which are translated into results which are outrageously significant – or non-significant. It is, then, the schema of model-observation-interpretation that we question in suggesting that the mental tools available and the observational procedures used today in the different academic disciplines which are interested in the pedagogic use of CIT constrain us to see, may even, alter our understanding of the educational phenomenon introduced by the 'new' media. Analyse der pädagogischen Auswirkungen von ICT (Information and Communcation Technologies) : Fallen und Illusionen aus der Wirklichkeit, sowie die Beweisführung. Die gegenwärtig stark geförderte Umstellung des Unterrichtsmaterials auf digitale Medien durch die Schulbehörden, stellt erneut die bereits vorgebrachten Argumente in Frage. Und wie schon bei vorangegangenen Einführungen (von Schulfernsehen, Audiovision, pädagogische Informatik) beziehen sich Befürworter und Gegner auf verschiedene Studien, die den Nutzen oder Unnutzen attestieren. Dieser Beitrag versucht aufzuzeigen, dass herangezogene Konzepte und Modelle in verschiedenen Arbeiten - einschliesslich der unseren und insbesondere des Programms IN-TELE (Internet-Based Teaching and Learning) - sich zwischen klassischen Bildungssituationen und denen als innovativ angenommenen wiederfinden - auch wenn diese Unterscheidung nicht immer treffend ist. Wir stellen also das Schema Modell-Observation-Interpretation in Frage, indem wir suggerieren, dass die heute applizierten Denkmodelle und Observationsverfahren - der verschiedenen akademischen Disziplinen, die sich für den pädagogischen Gebrauch von ICT interessieren - für unser Verständnis des pädagogischen Einflusses durch Multimedia hinderlich sind, ja wenn nicht sogar deren Gebrauch nachteilig beeinflussen.     

混合聚类方法用于科学结构研究——以“心理学、社会学和教育学”领域为例

在前期的相关研究中,一种基于"引文-文本"相似度的混合聚类方法被用来对2002-2006年期间Webof Science数据库中8305种期刊进行了聚类分析,得到22聚类和7聚类两种体系。与之前的宏观分析不同,7聚类体系中的一个特定的聚类,即"心理学、社会学和教育学"聚类,将被集中研究。该聚类的内部学科结构以及其在22聚类体系中如何分解为三个子聚类将被细致地讨论和分析。对聚类之间的互引网络以及聚类中不同类型的"重要期刊"进行了展示,此外,还进一步将该聚类中760种期刊的混合聚类结果与Thomson-Reuters公司的ESI学科分类进行了对比,基于比较分析的结果,对该领域内部的科学结构进行了量化解读。