Language experience changes language and cognitive ability

The sustained use of two languages by bilinguals has been shown to induce broad changes in language and cognitive abilities across the lifespan. The largest changes are seen as advantages in executive control, a set of processes responsible for controlled attention, inhibition, and shifting. Moreover, there is evidence that these executive control advantages mitigate cognitive decline in older age and contribute to cognitive reserve. In this paper, we examine some of the evidence for these findings and explain their relation to bilingual language use. These effects are considered in terms of their implications for our understanding of cognitive and brain plasticity. Some implications for social policy are discussed.     

Weiterbildungsbeteiligung – Ursachen unterschiedlicher Teilnahmequoten in verschiedenen Datenquellen

The scientific and political interest concerning the topic of further education increases more and more. That is the reason why nowadays many surveys collect information on the determinants of the participation in further education. However, the results of those surveys differ strongly. This raises the question about the actual magnitude of the participation in further education. This article reveals differences and similarities of four individual and household surveys which are compared in regard to their questions concerning further education: the Adult Education Survey, the BIBB/BAuA-Workers’ Survey, the German Microcensus and the German Socio-Economic Panel. Additionally, own calculations are performed in order to examine whether the results converge if a similar basis for the comparison is used in all four mentioned data sources. The interrogation process for informal further education as well as the overall relevance of further education in the survey and hence its scope und detailing of the questions play an important role in the comparison and for the attempt to minimize the differences.     

Vergleichsarbeiten und schulische Personalentwicklung – Ausmaß und Voraussetzungen der Datennutzung

The introduction of comparative tests in a low-stakes system was carried out in the expectation that the data feedback to schools would act as a stimulus for the development of the schools and the standard of classroom teaching. By contrast with the use of data to develop teaching, the use of data for personnel development has not yet been studied in Germany. On the basis of an on-line survey of head teachers and a paper-and-pencil survey of teaching staff, the study examines for the first time the extent to which comparative test data is used by head teachers for personnel development and as a means to plan in-service training in subject conferences, and what factors influence whether the data is used in this way. Of the head teacher characteristics which were studied (attitude in relation to the perceived usefulness of the data, qualifications, organisation and age of the head teacher), usefulness is the only characteristic which has a positive effect on the use of the data. The use of comparative test data to plan in-service training in subject conferences is positively influenced by data-wise leadership by the head teacher and by collaborative evaluation.     

Der Wert der Mathematik im Klassenzimmer – Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler

The lack of secondary school students’ motivation in mathematics lessons poses a great challenge. According to the Expectancy-Value Model (Eccles et al., Achievement and achievement motives: psychological and sociological approaches, New York, Freeman, S. 75–146, 1983), teacher and classmates influence students’ value beliefs. Using data of 1868 ninth grade students and their 72 math teachers, this study was designed to assess the association of several indicators of relevance-oriented teaching strategies and of perceived classmates’ math valuing with students’ value beliefs in mathematics. Two-level linear regression analyses provided evidence that the student-rated practical focus of math lessons predicted students’ intrinsic, attainment, utility, and cost value mainly at the individual level; student-rated classmates’ math valuing was associated with students’ value perceptions more strongly at the class level. Over the course of six months, these effects increased at the individual but not at the class level. Teacher-reported effort to establish connections between math and other domains was positively associated with students’ attainment and cost value. Teacher-rated use of daily life examples led to a decrease in students’ cost value over the course of six months.     

Alle alles lehren – Schulleistungen in Englisch,Mathematik und den Naturwissenschaften vor und nach der Neuordnung der gymnasialen Oberstufe in Sachsen

Over the last few years, German federal states have increasingly emphasized and strengthened the subjects regarded as core domains of the Gymnasium (the academic school track), including German, mathematics, foreign languages and, to some extent, science subjects (biology, chemistry, physics) by reducing the number of course and examination options through specific educational reforms. The present study investigates consequences of the reform of upper secondary schooling in the federal state of Saxony on the learning time allocated to subjects and on achievement in the domains of mathematics, English and natural sciences. As expected, the mandatory course selection of science subjects introduced through the reform led to substantially higher achievement levels in physics and chemistry. Moreover, disparities in achievement in the subjects of chemistry and biology were reduced. The reform effects on average achievement levels were strongly associated with course level choices (basic course, advanced course, drop out). Achievement rates relating to course level were, however, largely independent of the amount of allocated learning time. No changes were observed with regard to achievement levels and disparities in mathematics and English.     

Beliefs von Studierenden sonder- und grundschulpädagogischer Studiengänge

The implementation of inclusion in schools currently requires new reflections of competence profiles of the teachers involved. Especially in elementary school, which can so far be considered as the most developed institution of inclusive schooling in Germany, questions of differences in the profiles of elementary and special education teachers have been raised. As professional skills also have motivational and volitional aspects, a beliefs model (domain overlapping) was developed based on the construction of the TEDS-M research project, which aims to study specific special educational beliefs. Using a quantitative questionnaire designed in the context of a corresponding preliminary investigation a three-factor-solution for mapping a special supportive belief profile among student teachers and teachers in the field of elementary and special education was tested. Initially this profile model was confirmed by the results of a subsequent analysis based on a nationwide sample of elementary school and special education students (N = 951). In addition to these findings different manifestations of the beliefs model could be identified among student teachers for elementary schools and student teachers for special education.     

Stein,Jared & Graham,Charles R (2014) Essentials for blended learning Routledge (New York & London) isbn 978‐0‐415‐63616‐2 210 pp £19.99 http://www.routledge.com/books/details/9780415636162/

This reader‐friendly jargon‐free volume is a down‐to‐earth and visual guide for practitioners seeking new ways to improve educational opportunities in times when quality needs to be enriched by simple but effective online experiences. It is a must for those involved in integrating technology into the classroom. If this book deals with a subject likely to be relevant to you, I recommend you buy a copy. Jesus Garcia Laborda     

The Self-Governing Journal

This article offers a distinctively rhetorical perspective on civil society that critically evaluates the relevant communication networks and informal associations in terms of their ability to mediate citizen understandings of public issues and facilitate effective public advocacy and rhetorical action. Particularly important is the role of rhetorical invention. By providing the space in which citizens collaborate, deliberate on issues of public importance, and plan courses of action, civil society acts as a type of incubator for rhetorical invention. The Highlander Folk School serves as an exemplar of how associations of civil society facilitate political awareness and democratic action. The conclusion considers potential advantages of studying civil society from a rhetorical perspective, using the Highlander case and its contributions to the civil rights movement as a starting point from which to address the interrelationships among civil society, democratic action, and rhetorical invention.