„Fördern und Entwickeln“

Dieser Beitrag untersucht Konzepte der Organisationsentwicklung einerseits als diskursives Ereignis im Foucaultschen Sinne und andererseits als institutionelle Handlungslogiken. Das hier zu untersuchende Wissen funktioniert auf normalisierende Weise. Es entwirft den „lebenslang lernenden Unternehmer seiner selbst“. Das „F?rdern und Entwickeln“ l?sst sich als Normalisierungswissen zur Steigerung der Leistungsf?higkeit von „Humanressourcen“ beschreiben, das innerhalb eines Machtdispositivs zur Geltung kommt. Dieses Machtdispositiv entspricht nicht mehr dem pyramidenf?migen Modell der Maschinenbürokratie, sondern dem netzf?rmigen Machtmodell des Organisationstypus „Markt“. Die Brücke zwischen Diskursanalyse und Organisationsforschung l?sst sich mittels eines Verfahrens „loser Kopplung“ schlagen. Auf der Ebene einer organisationssoziologischen Analyse lassen sich organisationstypische Varianzen des diskursanalytisch untersuchten „Drehbuchwissens“ feststellen. Verschiedene Organisationen nutzen dieses Wissensangebot auf verschiedene Weise. über die Singularit?t und Partikularit?t des Einzelfalles hinausgehend lassen sie sich in die Typologie von „Bürokratie“, „Clan“ und „Markt“ einbetten. In dieser Typologie nimmt das P?dagogische systematisch unterschiedliche Positionen ein. Die Position des „F?rderns und Entwickelns“ l?sst sich dem Organisationstypus „Markt“ zuordnen. Auf der Ebene eines diskursanalytischen Konstruktivismus hat die Organisation den Stellenwert des Ortes, an dem die Norm sich ausstellen kann.     

Evaluation of a short version of the Illinois Loneliness and Social Satisfaction Scale in a sample of students with and without special educational needs – an empirical study with primary and secondary students in Austria

The first aim of this study was to evaluate the appropriateness of a short version of the Illinois Loneliness and Social Satisfaction Scale with children with special educational needs. The second aim was to explore loneliness in relation to self‐perceived social integration, school well‐being and the social self‐concept of students from primary and secondary schools, in both inclusive and regular classes. This study had 1,115 student participants (408 fourth graders and 707 seventh graders), of whom 126 were diagnosed as having special educational needs. Factor analyses confirmed a unidimensional latent factor structure. The scale showed satisfactory reliability and the validity coefficients indicated that the scale is suitable for surveys including students with special educational needs. Generally speaking, the level of self‐rated loneliness is low. Nevertheless, students with special educational needs in inclusive classes felt significantly lonelier than students without special educational needs in inclusive classes.     

The educational legacy of Woodrow Wilson: from college to nation

This article investigates why there is no comprehensive education in Germany in contrast to most other European countries where comprehensive education in various forms was introduced, especially after the Second World War. The article will proceed by assessing established assumptions of this German peculiarity and put forward a new comparative theory of why Germany maintained a selective, tripartite system.     

Social acceptance of students with Down syndrome and students without disability

We investigated the influence of teacher feedback on the social acceptance of peers with intellectual disabilities and peers without disabilities. A computer task was administered to 601 students in grades 3 and 4. Twenty-six per cent of the students attend an inclusive school; the others are in regular schools without students with special educational needs. Participants are introduced to ‘new’ virtual classmates, one student with Down syndrome (DS), and one control student with no obvious disability. Additionally, teacher feedback and feedback about fun playing with the new classmates is given. Social acceptance is evaluated by asking if one would like to sit next to him/her. Both feedbacks showed a strong effect. The child with DS was less socially accepted than the child without disability. No difference regarding the social acceptance of the students with DS was found between students from inclusive and regular classes. Students from regular classes rate the social acceptance of the student without disabilities significantly higher than students from inclusive classrooms.     

Co-regulation and knowledge construction in an online synchronous problem based learning setting

Learning to monitor and regulate one’s learning in an academic setting is a task that all students must engage in. Learning in “group” situations requires both self- and co-regulation. This research examines a case study of a small group of medical student interactions during an on-line problem based learning activity (PBL) where students learn to co-regulate their performance as they construct their understanding of how best to communicate bad news to patients. This paper introduces an approach for analyzing the group discourse to understand how collective knowledge building facilitates co-regulation. A mixed method analysis was used to analyze the case study data. A qualitative data analysis of verbal interactions was conducted to examine co-regulatory episodes. Collective knowledge building was examined by analyzing the group discourse for indicators of co-regulatory processes. The study follows two quantitative analyses: a frequency count analysis of types of questions asked by facilitators and students; and a sequential pattern mining for patterns of co-occurrences of learners’ discourse and co-regulation.     

Connecting characterizations of equivalence of expressions: design research in Grade 5 by bridging graphical and symbolic representations

Educational Studies in Mathematics - One typical challenge in algebra education is that many students justify the equivalence of expressions only by referring to transformation rules that they...     

The impact of retrieval processes, age, general achievement level, and test scoring scheme for children’s metacognitive monitoring and controlling

This multi-phase study examined the influence of retrieval processes on children??s metacognitive processes in relation to and in interaction with achievement level and age. First, N?=?150 9/10- and 11/12-year old high and low achievers watched an educational film and predicted their test performance. Children then solved a cloze test regarding the film content including answerable and unanswerable items and gave confidence judgments to every answer. Finally, children withdrew answers that they believed to be incorrect. All children showed adequate metacognitive processes before and during test taking with 11/12- year-olds outperforming 9/10-year-olds when considering characteristics of on-going retrieval processes. As to the influence of achievement level, high compared to low achievers proved to be more accurate in their metacognitive monitoring and controlling. Results suggest that both cognitive resources (operationalized through achievement level) and mnemonic experience (assessed through age) fuel metacognitive development. Nevertheless, when facing higher demands regarding retrieval processes, experience seems to play the more important role.     

The relationships between elementary students' knowledge-in-use performance and their science achievement

This longitudinal study examines the relationship between students' knowledge-in-use performance and their performance on third-party designed summative tests within a coherent and equitable learning environment. Focusing on third-grade students across three consecutive project-based learning (PBL) units aligned with the Next Generation Science Standards (NGSS), the study includes 1067 participants from 23 schools in a Great Lakes state. Two-level hierarchical linear modeling estimates the effects of post-unit assessments on end-of-year summative tests. Results indicate that post-unit assessment performances predict NGSS-aligned summative test performance. Students experiencing more PBL units demonstrate greater gains on the summative test, with predictions not favoring students from diverse backgrounds. This study underscores the importance of coherence, equity, and the PBL approach in promoting knowledge-in-use and science achievement. A systematically coherent PBL environment across multiple units facilitates the development of students' knowledge-in-use, highlighting the significance of designing science and engineering practices (SEPs) and crosscutting concepts coherently and progressively, with intentional revisitation of disciplinary core ideas (DCIs). The study also investigates how the PBL approach fosters equitable learning environments for diverse demographic groups, offering equitable opportunities through equity-oriented design. Contributions include a coherent assessment system that tracks and supports learning aligned with NGSS, emphasizing the predictive power of post-unit assessments, continuous monitoring and tracking. The implications of context similarity and optimal performance expectations within units are discussed. Findings inform educators, administrators, and policymakers about the benefits of NGSS-aligned PBL systems and the need for coherent and equitable learning and assessment systems supporting knowledge-in-use development and equitable opportunities for all learners.     

Supporting collaboration with technology: does shared cognition lead to co-regulation in medicine?

The theoretical distinctions between metacognition, self-regulation and self-regulated learning are often blurred which makes the definition of co-regulation in group learning situations even more difficult. We have started to explore co-regulation in the context of decision making in simulated emergencies where medical teams work together to manage patient cases. Our earlier work has described the relationship between collaborative decision-making in this context as well as discourse patterns that emerge in a simulated medical emergency (Lu & Lajoie, 2008). This paper examines the interactions that occur during this simulation that reflect the relationship between co-regulation and medical decision-making. There are two collaborative learning conditions, a traditional situation where the instructor facilitates collaboration by using a whiteboard to document the group’s construction of a medical argument (the traditional whiteboard condition, TW). The second condition uses technology to facilitate the collaboration, where individuals use laptops and an interactive whiteboard (IW) where they can interact with the problem list as it is being created. Our assumption was that the IW would facilitate communication beyond the teacher–student, to include student–student both within and between the various subgroups. The IW group could document their medical arguments by using a structured template for constructing, annotating and sharing arguments. We found that participants in the IW condition differed from the TW condition in that they engaged in more adaptive decision-making behavior early on in the intervention. Similar overall levels of metacognitive activity were found in both conditions but the pattern and timing of metacognitive categories varied. Specifically, the IW group engaged in more planning and orienting than the TW group at the outset of the problem. Early engagement and co-regulation occurred in the IW group which led to shared understandings and subsequently to effective patient management in latter sessions (11.5% vs. 3.6% in TW). Technology supported greater metacognitive activity overall (44% vs 29% in the non supported group). Furthermore, technology facilitated greater planning (23% vs. 10%) and orienting (10% vs 1%) early in the medical problem solving activity. We refer to specific indicators in the discourse that help operationalize the concept of co-regulation.