The Historical-Genetical Approach to Science Teaching at the Oberstufen-Kolleg,Bielefeld

The Oberstufen-Kolleg is a unique institution at the college level in Germany. Founded in the course of the German `Bildungsreform' during the 1960s, it develops and tries out interdisciplinary courses that aim at the understanding of science by integrating its history and philosophy with the development of society and technology. This paper describes the development of the `historical-genetical approach', its leading ideas, experiences of students and teachers with this approach and perspectives concerning a broader implementation. It also gives some examples how to combine learning of science with learning about science.     

What's in a name? The impact of reputation and rankings on the teaching income of English universities

This study examines the impact of universities’ reputation on teaching income and demonstrates how strongly reputation may affect the fees that they can charge. Higher Education is increasingly competitive and international, and institutions are preoccupied with national and international prestige. Research output is demonstrably central to reputation and, specifically, to global rankings, but less has been written about the benefits of high prestige for teaching income and the ability to charge high fees. This article uses English data to show the impact when fees are partially deregulated. Public universities with high rankings in global league tables and on domestic measures can command teaching income per student which is very much higher (in this case typically more than a third) than lower‐prestige institutions. This financial return to prestige further increases universities’ incentives to seek high positions in league tables and establish a reputational brand.     

Integrating Religion and Spirituality Into Counselor Education: Barriers and Strategies

Despite a professionally recognized need for training in religion/spirituality, literature indicates that religious and spirituality issues continue to be inconsistently addressed in counselor education. Ten experts were asked to identify potential barriers to integrating religion and spirituality into counselor education and indicate strategies for overcoming these obstacles. Barriers included a lack of information and a lack of personal interest or relevance, and strategies included continuing education, heightened awareness of self and others, and curriculum‐specific recommendations. Implications for counselor training and recommendations for future research are discussed.     

Compensating tendencies in penalty kick decisions of referees in professional football: evidence from the German Bundesliga 1963-2006

Using a large representative database (12,902 matches from the top professional football league in Germany), I show that the number (441) of two-penalty matches is larger than expected by chance, and that among these 441 matches there are considerably more matches in which each team is awarded one penalty than would be expected on the basis of independent penalty kick decisions (odds ratio = 11.2, relative risk = 6.34). Additional analyses based on the score in the match before a penalty is awarded and on the timing of penalties, suggest that awarding a first penalty to one team raises the referee's penalty evidence criterion for the same team, and lowers the corresponding criterion for the other team.     

The Effects of Glossary and Read-Aloud Accommodations on English Language Learners’ Performance on a Mathematics Assessment

Glossary and reading aloud test items are commonly allowed in many states' accommodation policies for English language learner (ELL) students for large-scale mathematics assessments. However, little research is available regarding the effects of these accommodations on ELL students' performance. Further, no research exists that examines how students use the accommodations. Using a randomized experimental design and think-aloud procedure, the present study explored the effects of the two accommodations. Results showed no significant effect of glossary, mixed effects of read aloud, and significant interaction effects between students' prior content knowledge and accommodations, which suggests the accommodation was effective for students with content knowledge. Think-aloud data indicated that students were not familiar with, and did not actively utilize the glossary. Implications for the effective use of accommodations and future research are discussed.