Sehbehinderte: Kompensationsmechanismen und soziale Integration

Ohne Zusammenfassung     

Developing Personal Course Plans (PCPs) as an Example of Self-Directed Learning in Library Management and Project Management Education

This article examines the education of library (MLS) graduate students in courses of library management or in special topic courses in project management in libraries and information centers. To examine the specific skill of project management, a method was employed allowing students to set deadlines as a form of self-directed learning. The student-created syllabi milestones were piloted to search for a match between student abilities and development of project management processes upon degree completion. The use of a proposed and piloted technique was implemented here through a tool named the Personal Course Plan (PCP). It was designed to assist students in learning the value of setting personal schedules for their enrolled graduate course, much as a library project manager would use in practice in libraries. Personal Course Plans (PCPs) were effectively developed by students and allowed the ability to self-monitor their performance on completing project deliverables, meeting expectations of supervisors, and judging their own performance. As the experience was a positive one for both the instructor and students, this article provides not only an operational examination, but also proposes theoretical justification for using such a teaching method in library and information science education. Described are details LIS faculty should consider in implementing the method in teaching and gives future library employers of LIS program graduates a sense of what project management skills recent graduates are receiving.     

Möglichkeiten außerschulischer Hilfen in der Bearbeitung von Bildungsbenachteiligung: Potenziale und Grenzen ausgewählter Handlungsfelder der Jugendsozialarbeit

Even though social inequalities in education are often dealt with in out-of-school social work programs, this has been largely neglected by educational research in recent years. The present paper therefore presents the different fields of action in youth social work as means of compensatory education and discusses research findings regarding its use and effectiveness. The difficulty of measuring their effectiveness is not only due to a fragmented research field, but also reflects the fundamental contradiction between structural problems and their pedagogical treatment. The paper ends with a reflection on the importance of out-of-school programs to help adolescents with difficult course of lives.