Mechanismen der Elitebildung im deutschen Bildungssystem

The German education system is currently experiencing two contrasting trends: On the one hand, social opening, e.g. through the introduction of a partially-integrated secondary school system, compensatory all-day-schooling. On the other hand, an increasing vertical hierarchy in certain educational phases, e.g. through the explicitly encouraged introduction of private kindergartens and primary schools and the establishment of prime (academic track) Gymnasien and elite universities. In line with these structural changes, next to equality, the principle of excellence is gaining an increasing significance as a justification argument. This contribution will present the situation from an education-policy perspective, discuss theoretical discourses, and the national and international state of research on the topic of elitism and education. It will close with future research challenges.     

Two comparative studies of computer simulations and experiments as learning tools in school and out-of-school education

Instructional Science - Interactive computer simulations and hands-on experiments are important teaching methods in modern science education. Especially for the communication of complex current...     

Factors promoting and hindering data-based decision making in schools

Although data-based decision making can lead to improved student achievement, data are often not used effectively in schools. This paper therefore focuses on conditions for effective data use. We studied the extent to which school organizational characteristics, data characteristics, user characteristics, and collaboration influenced data use for (1) accountability, (2) school development, and (3) instruction. The results of our hierarchical linear modeling (HLM) analysis from this large-scale quantitative study (N = 1073) show that, on average, teachers appear to score relatively high on data use for accountability and school development. Regarding instruction, however, several data sources are used only on a yearly basis. Among the factors investigated, school organizational characteristics and collaboration have the greatest influence on teachers’ data use in schools.     

Millennial generation preservice teachers inspiring the design of teacher education

The article presents an interpretive phenomenological approach (IPA) to preservice teachers’ experiences of their current secondary teacher education programme (STEP) in Finland. The focus of the study is the millennial generation cohort in which new teachers comprise a key group to be studied because they will contribute to the future of education. Thirteen preservice teachers participated in the study. Their experiences are interpreted through the lenses of generation theory and contemporary teacher education research. The findings include three phenomenological themes that are core elements of STEP: time balance, reciprocal participation and meaningfulness. These themes are discussed and suggestions made for ways to transform teacher education to make it more relevant.     

Make a drawing. Effects of strategic knowledge,drawing accuracy,and type of drawing on students’ mathematical modelling performance

Drawing strategies are widely used as a powerful tool for promoting students’ learning and problem solving. In this article, we report the results of an inferential mediation analysis that was applied to investigate the roles that strategic knowledge about drawing and the accuracy of different types of drawings play in mathematical modelling performance. Sixty-one students were asked to create a drawing of the situation described in a task (situational drawing) and a drawing of the mathematical model described in the task (mathematical drawing) before solving modelling problems. A path analysis showed that strategic knowledge about drawing was positively related to students’ modelling performance. This relation was mediated by the type and accuracy of the drawings that were generated. The accuracy of situational drawing was related only indirectly to performance. The accuracy of mathematical drawings, however, was strongly related to students’ performance. We complemented the quantitative approach with a qualitative in-depth analysis of students’ drawings in order to explain the relations found in our study. Implications for teaching practices and future research are discussed.     

The Development of Implicit Memory From Infancy to Childhood: On Average Performance Levels and Interindividual Differences

The present multimethod longitudinal study aimed at investigating development and stability of implicit memory during infancy and early childhood. A total of 134 children were followed longitudinally from 3 months to 3 years of life assessing different age‐appropriate measures of implicit memory. Results from structural equation modeling give further evidence that implicit memory is stable from 9 months of life on, with earlier performance predicting later performance. Second, it was found that implicit memory is present from early on, and no age‐related improvements are found from 3 months on. Results are discussed with respect to the basic brain structures implicit memory builds on, as well as methodological issues.     

Aspired Convergence,Cherished Diversity: Dealing with the contradictions of Bologna

This article addresses the inherent tension in the Bologna process between the aim of convergence and the will to maintain the diversity of national higher education (HE) systems, as well as the decentralised and autonomous nature of national policy formulation on Bologna reforms. Starting from an analytical discussion of the concepts of convergence versus diversity in the Bologna documents, it assesses empirically the degree of convergence achieved so far between the HE systems of Germany, the Netherlands, France, and England. The result is that convergence in several dimensions was only modest between 1998 and 2004. The article concludes by reflecting upon this finding and discusses the implications. The policy proposals put forward are (1) to acknowledge and stress the merits of the Bologna process other than convergence, (2) to engage in a second round of reforms more clearly targeted at convergence, and (3) to address mobility and recognition issues independent from convergence of degree structures.     

Bachelor‐master programmes in the netherlands and Germany

Abstract

This article compares the results of the implementation of the new bachelor‐master system in the Netherlands and Germany. The Bologna Process presents the common European context for this reform process. However, the respective national contexts differ, and so do the actual implementation processes and the emerging outcomes. For each of the two countries, a limited number of aspects of the reforms that emerged as most relevant are highlighted. In the final section, some commonalities and differences are discussed. The former mainly concern the characteristics of the binary system in both countries and the introduction of accreditation in relation to the bachelor‐master system. With respect to the latter, the implementation strategy and the funding conditions are most strikingly different, related to the fact that in Germany the new system is implemented in parallel with the existing system, whereas in the Netherlands the new system will replace the existing one.     

ABD or EdD? A Model of Library Training for Distance Doctoral Students

ABSTRACT

Libraries have been struggling for years to move beyond 1-shot library training. In spite of efforts in the last decade to promote information literacy for undergraduate and graduate students alike, libraries more often than not are still not reaching the goals articulated in the Association of College & Research Libraries's information literacy standards. The problems are compounded when institutions serve students who also happen to be taking part or all of their classes online or at field-based sites. The model for providing a library training program for students in the Doctor of Education (EdD) program in a distance program focuses on providing students with training that builds sequentially and developmentally at the points of need for students in the 1st year of classes and provides additional support for students once they have completed their course work. This multistepped approach is designed to help doctoral students throughout the doctoral process.     

Maximizing Learning From Engaging Across Difference: The Role of Anxiety and Meaning Making

This study explores college students’ reactions to engaging in experiences with diverse others that students found uncomfortable, interactions that disrupted students’ current beliefs or values. Our examination of these experiences was grounded in theory and research on intergroup contact and anxiety and developmental models of self-authorship leading to intercultural maturity. We found three types of reactions to these experiences: Some students were “stuck,” unsure of how to respond; some were prone to continue exploring; and some reframed their perspectives to reflect capacities associated with advanced intercultural maturity. We offer recommendations for managing intergroup anxiety and scaffolding learning to support reframing one's perspectives to maximize learning from engaging in difference.