Abschied vom Irgendwie

Reflection on the politics of sport is a scientific area of development. Everybody knows that sport has to do with politics in some way, but nobody seems to be interested to know how this relationship is precisely conditioned and it is left in that“somehow”. But whoever wants to bring politics responsibly into sport has to understand which special object is to be dealt with: which options of political acting approve of this pattern of sense and which exclude it? A well-founded understanding of sport politics extracts its aims from the particular sense of sport acting, its means out of the particular sense of political acting. So the term is reserved for a kind of political acting which gives power to the cultural sport idea for self-confidence, self-unfolding and self-maintaining in the societal space. It becomes a standard for the critical examination of legitimacy or illegitimacy of political acting in the field of sport. Details of this fundamental understanding specified in eight theses present a building block for the draft of a general theory und history of sports politics.     

The inflammatory response to a wheelchair half-marathon in people with a spinal cord injury - the role of autonomic function

This study investigates the relationship between autonomic function and the inflammatory response to a wheelchair half-marathon in people with a spinal cord injury (SCI). Seventeen wheelchair athletes with a cervical SCI (CSCI, N = 7) and without CSCI (NON-CSCI, N = 10) participated in a wheelchair half-marathon. Blood was taken prior, post and 1 h post-race to determine the concentrations of adrenaline, noradrenaline, extracellular heat shock protein 72 (eHsp72) and interleukin-6 (IL-6). A sit-up tilt test was performed to assess autonomic function at rest. CSCI showed a lower supine ratio of the low and high frequency power of the variability in RR intervals (LF/HF RRI, p = 0.038), total and low frequency power of the systolic blood pressure variability (TP SBP, p < 0.001; LF SBP, p = 0.005) compared to NON-CSCI. Following the race, catecholamine concentrations increased only in NON-CSCI (p < 0.036). The increase in IL-6 post-race was larger in NON-CSCI (p = 0.040). Post-race catecholamine levels explained 60% of the variance in the IL-6 response (r = 0.77, p = 0.040), which was further increased when the resting autonomic function indices were added to the regression model (R² > 81%, p < 0.012). In summary, the dampened acute inflammatory response to a wheelchair half-marathon in CSCI was strongly associated with the autonomic dysfunction present in this group.     

Testing the Consensus Model: relationships among physics teachers’ professional knowledge,interconnectedness of content structure and student achievement

ABSTRACT

The structure and definition of professional knowledge is a continuing focus of science education research. In 2012, a pedagogical content knowledge (PCK) summit was held and it suggested a model of professional knowledge and skill including PCK, which was later often called the Consensus Model (Gess-Newsome, 2015. A model of teacher professional knowledge and skill including PCK: Results of the thinking from the PCK summit. In A. Berry, P. J. Friedrichsen, & J. Loughran (Eds.), Teaching and learning in science series. Re-examining pedagogical content knowledge in science education (1st ed., pp. 28–42). New York, NY: Routledge). The Consensus Model proposes a potential powerful framework for the relations among teachers’ different professional knowledge bases, but to date it has neither been investigated empirically nor systematically. In this study, we investigated the relationships suggested by the Consensus Model among different aspects of teachers’ knowledge and skill. A sample of 35 physics teachers and their classes participated in the investigation; both teachers and their students in these classes took paper-and-pencil tests. Furthermore, a lesson taught by each of the teachers was videotaped and analysed. The video analysis focused on the interconnectedness of the content structure of the lesson as representation of the in-class actions of the teachers. The interconnectedness is understood as a direct result of the application of professional knowledge of the teachers to their teaching. The teachers’ knowledge showed no significant influence on the interconnectedness of the lesson content structure. However, the results confirmed the influence of interconnectedness and certain aspects of professional knowledge on students’ outcomes. Therefore, interconnectedness of content structure could be verified as one indicator of teachers’ instructional quality.     

Written narrations by 8- to 10-year-old Turkish pupils in Flemish primary education: A follow-up of seven text features

This semi-longitudinal study examined the development of narrative writing quality of young Turkish second language learners in mainstream Dutch-only education, and the impact of student-level and classroom-level predictors of narrative writing quality, using hierarchical linear modelling. Writing samples of 106 third graders and 111 fourth graders of seven Flemish primary schools were collected at the beginning and at the end of the school year. Measures included one holistic primary trait judgement, and six objective indices of text quality. Student-level predictors included age, SES and home language, while the classroom-level predictor focused on the home language pattern of the classroom. There was a significant mean growth for each index in each grade, but effect sizes differed from quite large for content and word level indices over moderate for sentence level indices to small for the text level index. Home language (Turkish) had a significant negative effect on all but one variables, particularly in Grade 4, while the negative effect of low SES was much more limited. A supplementary negative effect was found for homogeneity of classroom population. Implications of the study highlight the importance of student and classroom characteristics in writing achievement as well as the need to consider the poor performance of Turkish children.     

Estimating the quality of performance assessments: The case of an ‘interactive examination’ for teacher competencies

Professional schools prepare students to become competent professionals. Consequently, there is a need for assessments that can determine the acquisition of the relevant professional competencies. Although using performance assessment to replace traditional paper-and-pencil tests might provide one way to move forward, the use of performance assessments for summative purposes has been shown to be problematic (e.g. marker consistency and construct representation). With the aid of a comprehensive framework of quality criteria for competence assessments, this article considers if one particular existing competence assessment methodology is suitable for summative as well as formative use. It is argued that the comprehensive quality estimation of the examination procedure aids in identifying strengths and weaknesses in the assessment methodology, and that this information can be used to facilitate the inclusion of performance assessment in higher education, both for summative and formative use.     

Providing better education services to the poor: Accountability and context in the case of Guatemalan decentralization

We explore how two community-based reform models align with the World Bank’s World Development Report 2004 accountability framework. Using a qualitative case study of rural Guatemalan primary schools, we examine local governance through interviews with a range of stakeholders.     

A multilevel meta-analysis of studies reporting correlations between the h index and 37 different h index variants

This paper presents the first meta-analysis of studies that computed correlations between the h index and variants of the h index (such as the g index; in total 37 different variants) that have been proposed and discussed in the literature. A high correlation between the h index and its variants would indicate that the h index variants hardly provide added information to the h index. This meta-analysis included 135 correlation coefficients from 32 studies. The studies were based on a total sample size of N = 9005; on average, each study had a sample size of n = 257. The results of a three-level cross-classified mixed-effects meta-analysis show a high correlation between the h index and its variants: Depending on the model, the mean correlation coefficient varies between .8 and .9. This means that there is redundancy between most of the h index variants and the h index. There is a statistically significant study-to-study variation of the correlation coefficients in the information they yield. The lowest correlation coefficients with the h index are found for the h index variants MII and m index. Hence, these h index variants make a non-redundant contribution to the h index.     

Reading,writing, and math self-concept in elementary school children: influence of dimensional comparison processes

The internal/external (I/E) frame of reference model (Marsh, Am Educ Res J 23:129–149, 1986) conceptualizes students' self-concepts as being formed by dimensional as well as social comparison processes. In the present study, the I/E model was tested and extended in a sample of elementary school children. Core academic skills of reading, writing, and math were related to corresponding and non-corresponding self-concept facets to determine the onset of dimensional contrast effects. School achievement and domain-specific academic self-concepts of 1,114 students from grades 1 to 3 were assessed. Negative paths were found for math achievement on reading self-concept and for reading achievement on math self-concept in the third grade. Math achievement was not associated negatively with writing self-concept. Positive influences were found within the verbal domain for writing achievement on reading self-concept from grade 1 onward. The results suggest a broad interpretation of the I/E model in which contrast as well as assimilation effects are possible. Factors influencing the dimensional comparison processes are discussed.