Refine
Has Fulltext
- no (3)
Year of publication
- 2022 (3) (remove)
Document Type
- Article (3)
Language
- English (3)
Is part of the Bibliography
- yes (3)
Keywords
Institute
Teachers, as role models, are crucial in promoting inclusion in society through their actions. Being perceived as fair by their students is linked to students' feelings of belonging in school. In addition, their decisions of resource allocations also affect students' academic success. Both aspects underpin the importance of teachers' views on justice. This article aims to investigate what teachers consider to be just and how teacher characteristics and situational factors affect justice ratings of hypothetical student-teacher-interactions. In an experimental design, we randomly varied the description of the interacting student in text vignettes regarding his/her special educational need (SEN) (situational factor). We also collected data on teachers' attitudes toward inclusion and experiences with persons with disabilities (individual factors). A sample of in-service teachers in Germany (N = 2,254) rated randomized versions of two text vignettes. To also consider the effect of professional status, a sample of pre-service teachers (N = 275) did the same. Linear mixed effect models point to a negative effect of the SEN on justice ratings, meaning situations in which the interacting student is described with a SEN were rated less just compared to the control condition. As the interacting student in the situations was treated worse than the rest, this was indicative for the application of the need principle. Teachers with more positive attitudes toward inclusion rated the vignettes as significantly less just. Professional status also had a negative effect on justice ratings, with in-service teachers rating the interactions significantly lower than the pre-service teachers. Our results suggest that the teachers applied the principle of need in their ratings. Implications for inclusive teaching practices and future research are discussed further.
Germany is continuously expanding its inclusive education system. Research provides evidence that students with special educational needs (SEN) in inclusive school settings show lower academic achievement and come from lower socioeconomic backgrounds than their peers without SEN. Identifying to what extent the disadvantages originating from both characteristics are confounded in predicting academic achievement, has been neglected in the German educational context. Using data of 1711 primary and secondary school students from a longitudinal study in the state of Brandenburg, this study evaluates to what degree SEN (in the areas of learning and emotional-social difficulties) and socioeconomic background (SES) are confounded in predicting academic initial achievement in reading and mathematics as well as their development over time. Using multilevel modelling techniques that nest three measurement points into students and students into classes, results identify SES and SEN as relevant predictors of achievement status and growth in both subjects. Only few and small mediation effects of SES were found, indicating that both SES and SEN remain independent risk factors for achievement. Understanding the origins of student disadvantage can help teachers to make better informed choices for designing support measures and aid policymakers' reasoning for resource allocations.
Extracting information about past tectonic or climatic environmental changes from sedimentary records is a key objective of provenance research. Interpreting the imprint of such changes remains challenging as signals might be altered in the sediment-routing system.
We investigate the sedimentary provenance of the Oligocene/Miocene Upper Austrian Northern Alpine Foreland Basin and its response to the tectonically driven exhumation of the Tauern Window metamorphic dome (28 +/- 1 Ma) in the Eastern European Alps by using the unprecedented combination of Nd isotopic composition of bulk-rock clay-sized samples and partly previously published multi-proxy (Nd isotopic composition, trace-element geochemistry, U-Pb dating) sand-sized apatite single-grain analysis.
The basin offers an excellent opportunity to investigate environmental signal propagation into the sedimentary record because comprehensive stratigraphic and seismic datasets can be combined with present research results. The bulk-rock clay-sized fraction epsilon Nd values of well-cutting samples from one well on the northern basin slope remained stable at similar to-9.7 from 27 to 19 Ma but increased after 19 Ma to similar to-9.1. In contrast, apatite single-grain distributions, which were extracted from 22 drill-core samples, changed significantly around 23.3 Ma from apatites dominantly from low-grade (<upper amphibolite-facies) metamorphic sources with Permo-Mesozoic and late Variscan U-Pb ages and epsilon Nd values of -4.4 to dominantly high-grade metamorphic apatites with late Variscan U-Pb ages and epsilon Nd values of -2.2.
The change in apatite single-grain distributions at 23.3 Ma is interpreted to result from the exposure of a new Upper Austroalpine source nappe with less negative epsilon Nd values triggered by the ongoing Tauern Window exhumation. Combining these data with the clay-sized bulk-rock epsilon Nd values reveals that the provenance changed 4-5 Myrs later at 19 Ma in the clay-sized fraction.
Reasons for the delayed provenance-change recording are rooted in the characteristics of the applied methods.
Whereas single-grain distributions of orogen-wide sediment-routing systems can be dominated by geographically small areas with high erosion and mineral fertility rates, bulk-rock methods integrate over the entire drainage basin, thus diminishing extreme values. Hence, by combining these two methods, spatial information are uncovered, enabling a previously unattained understanding of the underlying environmental change.