Hirsch-type characteristics of the tail of distributions. The generalised h-index

In this paper a generalisation of the h-index and g-index is given on the basis of non-negative real-valued functionals defined on subspaces of the vector space generated by the ordered samples. Several Hirsch-type measures are defined and their basic properties are analysed. Empirical properties are illustrated using examples from the micro- and meso-level. Among these measures, the h-index proved the most, the arithmetic and geometric g-indices, the least robust measures. The μ-index and the harmonic g-index provide more balanced results and are still robust enough.     

Autism Spectrum Disorders: Neurobiology and current assessment practices

This study reviews recent research related to the neurobiology of Autism Spectrum Disorders (ASDs) an provides an empirical analysis of current assessment practices. Data were collected through a survey of 117 school psychologists. The Childhood Autism Rating Scale (CARS), Gilliam Autism Rating Scale (GARS), and Gilliam Asperger's Disorder Scale (GADS) were the most frequently used measures. Among the less popular, but more intensive instruments, the Autism Diagnostic Observation Schedule (ADOS) appears to be gaining popularity within school‐based evaluations. Generally, respondents approached the assessment of ASDs from a traditional psychoeducational perspective and reported the use of a very narrow range of ASD‐specific instruments. Concerns are raised regarding the inconsistent inclusion of developmental questionnaires, parent/guardian interviews, and medical professionals in the ASD evaluation process. Implications for practice and the training of school psychologists are discussed. © 2008 Wiley Periodicals, Inc.     

Stichwort: Soziale Benachteiligung und Bewältigung

Ohne Zusammenfassung     

Learning and Instruction: a review of main research lines during recent decades

Research on learning and instruction focuses on structural and procedural characteristics of guided human learning as well as its internal and external constraints including the embeddedness of human learning into social systems. Instruction (which is in this context just as a synonym for teaching) needs to be aligned with these characteristics of human learning in order to be successful. The following article provides an overview of main research lines on learning and instruction during the recent decades with a special focus on educational psychology and empirical pedagogy. In a first step, the article will outline basic theoretical approaches to teaching and learning. Second, it will analyze the role of learning environments and students’ learning activities within these environments and, third, the role of self-directed learning in such environments. Fourth, the paper will consider the role of media in learning and instruction with a special focus on possibilities to enhance students’ cognitive flexibility. In a fifth step, the article will specify cognitive and developmental constraints of learning and its instructional consequences. Finally, the article will suggest perspectives for further interdisciplinary research in this area.     

Grundlegende Fragen Des Verhältnisses Zwischen Allgemeiner Und Beruflicher Bildung

Zusammenfassung In diesem Beitrag wird der Versuch unternommen, das Verhältnis von allgemeiner und beruflicher Bildung einer skizzierenden konzeptionellen Analyse zu unterziehen. Im ersten Abschnitt wird die Aktualität der Integration beider Bildungsbereiche begründet und auf Missverständnisse Bezug genommen, die der Bewältigung dieser curricularen Aufgabe im Wege stehen. Im zweiten Abschnitt wird berufliche Bildung als ein Teilbereich besonderer Bildung definiert und zu den Stufen in Beziehung gesetzt, in denen sich allgemeine Bildung mit ihren inhaltlichen und methodischen Komponenten äussert. Die an allgemeinbildenden Sekundarschulen vermittelte studienbezogene Bildung erscheint in dieser Konzeption als Sonderfall beruflicher Bildung. Der Beitrag schliesst mit der Formulierung und Begründung dreier Thesen zur Notwendigkeit einer Lösung des Integrationsproblems und der Auswertung von Projekten, die unter verschiedenartigen didaktischen und organisatorischen Voraussetzungen durchgeführt werden.

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This contribution attempts a broad conceptual analysis of the relationship between general and vocational education. In the first section the topicality of an integration of the two educational areas is shown, and reference is made to misunderstandings obstructing this curricular task. In the second section, vocational education is defined as one of several special types of education and related to the various levels of general education with their specific contents and methods. The preparatory courses for university provided in general, secondary schools appear in this concept as a special case of vocational education. Finally the article develops three theses on the necessity of resolving the integration problem and of evaluating projects that have been carried out under different didactic and organisational conditions.

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Résumé L'auteur de cette étude procède dans les grandes lignes à l'analyse conceptuelle de la relation existant entre l'enseignement général et l'enseignement professionnel. Dans la première partie il montre l'actualité d'une intégration de ces deux domaines et signale les malentendus qui font obstacle à ce problème de curriculum. Dans la seconde partie l'auteur définit l'enseignement professionnel comme l'un des secteurs de l'enseignement spécial, secteur rattaché aux différents degrés de l'enseignement général avec leurs contenus spécifiques et leurs méthodes propres. L'enseignement dispensé dans les établissements secondaires de formation générale et préparant aux études supérieures apparaît dans ce concept comme un cas particulier d'enseignement professionnel. L'auteur conclut en formulant trois thèses sur la nécessité de résoudre le problème de l'intégration et d'évaluer les projets qui ont été appliqués dans des conditions didactiques distinctes et des organisations différentes.