@article{TanskiBergstedtBevingtonetal.2019, author = {Tanski, George and Bergstedt, Helena and Bevington, Alexandre and Bonnaventure, Philip and Bouchard, Frederic and Coch, Caroline and Dumais, Simon and Evgrafova, Alevtina and Frauenfeld, Oliver W. and Frederick, Jennifer and Fritz, Michael and Frolov, Denis and Harder, Silvie and Hartmeyer, Ingo and Heslop, Joanne and Hoegstroem, Elin and Johansson, Margareta and Kraev, Gleb and Kuznetsova, Elena and Lenz, Josefine and Lupachev, Alexey and Magnin, Florence and Martens, Jannik and Maslakov, Alexey and Morgenstern, Anne and Nieuwendam, Alexandre and Oliva, Marc and Radosavljevi, Boris and Ramage, Justine Lucille and Schneider, Andrea and Stanilovskaya, Julia and Strauss, Jens and Trochim, Erin and Vecellio, Daniel J. and Weber, Samuel and Lantuit, Hugues}, title = {The Permafrost Young Researchers Network (PYRN) is getting older}, series = {Polar record}, volume = {55}, journal = {Polar record}, number = {4}, publisher = {Cambridge Univ. Press}, address = {New York}, issn = {0032-2474}, doi = {10.1017/S0032247418000645}, pages = {216 -- 219}, year = {2019}, abstract = {A lasting legacy of the International Polar Year (IPY) 2007-2008 was the promotion of the Permafrost Young Researchers Network (PYRN), initially an IPY outreach and education activity by the International Permafrost Association (IPA). With the momentum of IPY, PYRN developed into a thriving network that still connects young permafrost scientists, engineers, and researchers from other disciplines. This research note summarises (1) PYRN's development since 2005 and the IPY's role, (2) the first 2015 PYRN census and survey results, and (3) PYRN's future plans to improve international and interdisciplinary exchange between young researchers. The review concludes that PYRN is an established network within the polar research community that has continually developed since 2005. PYRN's successful activities were largely fostered by IPY. With >200 of the 1200 registered members active and engaged, PYRN is capitalising on the availability of social media tools and rising to meet environmental challenges while maintaining its role as a successful network honouring the legacy of IPY.}, language = {en} } @book{SitteBudkeJoppichetal.2013, author = {Sitte, Christian and Budke, Alexandra and Joppich, Andreas and Uhlenwinkel, Anke and Wienecke, Maik and Brooks, Clare and Erzner, Frank and Bahr, Matthias}, title = {Essays zur Didaktik der Geographie}, editor = {Rolfes, Manfred and Uhlenwinkel, Anke}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-239-1}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-64762}, publisher = {Universit{\"a}t Potsdam}, pages = {91}, year = {2013}, abstract = {In diesem Band „Essays zur Didaktik der Geographie" werden in 8 Beitr{\"a}gen ausgew{\"a}hlte Methoden f{\"u}r den Geographieunterricht behandelt. Praxiserfahrenen Geographiedidaktiker(inne)n und Geographielehrer(inne)n haben die Themen Croquis/Chor{\`e}mes und Schemata, Einstiege, Planspiele, Rollenspiele, Scaffolding, Schulb{\"u}cher, Spiele und Umweltbildung in pointierter Form aufbereitet. Die Inhalte dieses Buches richten sich an Studierende, Referendarinnen und Referendare sowie Lehrer(inn)en, die sich kompakt {\"u}ber einzelne Themen oder Stichworte informieren wollen. Die acht Beitr{\"a}ge erg{\"a}nzen die 65 Beitr{\"a}ge im „Metzler Handbuch 2.0 Geographieunterricht". Sie sind durch wechselseitige Querverweise systematisch miteinander verbunden.}, language = {de} } @book{Neumann2009, author = {Neumann, Martin}, title = {Sorben (Wenden) : eine Brandenburger Minderheit und ihre Thematisierung im Unterricht ; Rahmenlehrplananalysen und {\"U}berblicksinformationen mit Unterrichtsbezug. - {\"u}berarbeitete und erweiterte Neufassung der Teile I und II (2009)}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-34410}, publisher = {Universit{\"a}t Potsdam}, year = {2009}, abstract = {Der Anspruch der Publikationen der Reihe „Sorben (Wenden) - Eine Brandenburger Minderheit und ihre Thematisierung im Unterricht", Lehrerinnen und Lehrern Anregungen und Impulse f{\"u}r eine Ber{\"u}cksichtigung der Thematik in ihrem Unterricht zu geben, bleibt aktuell. Der Bildungsauftrag der Brandenburger Schule ist in dieser Hinsicht auch unver{\"a}ndert. Was sich jedoch ver{\"a}ndert hat, sind eine Vielzahl von Rahmenlehrpl{\"a}nen. Mit der vorliegenden Publikation, der {\"u}berarbeiteten und erweiterten Zusammenfassung der 2008 erschienenen Teile I und II, entstand ein einf{\"u}hrendes Werk, das fach{\"u}bergreifende Grundlagen zum Thema Sorben/Wenden in Brandenburg und Ankn{\"u}pfungspunkte f{\"u}r die Unterrichtsf{\"a}cher an den Schulen Brandenburgs bietet. Wie immer flossen zahlreiche Quellen sorbischer/wendischer Institutionen ein, so dass auch deren Perspektiven ber{\"u}cksichtigt wurden. Zahlreiche Verweise auf weiterf{\"u}hrende Literatur bzw. das Internet sollen zudem bei einer tiefer gehenden Besch{\"a}ftigung mit der Thematik hilfreich sein.}, language = {de} } @article{McNamara2020, author = {McNamara, James}, title = {The Portrayal of Germani in German Latin Textbooks, 1989-2009}, series = {Syllecta Classica}, volume = {30}, journal = {Syllecta Classica}, issn = {2160-5157}, doi = {10.1353/syl.2020.0003}, pages = {73 -- 108}, year = {2020}, abstract = {A survey of the portrayal of the Germani in Latin textbooks from 1989 to 2009, tracing the resurgence of interest in the Germani in the Federal Republic of Germany after German reunification and leading up to bimillennial commemoration of the battle in the Teutoburg Forest. The central sources are textbooks for the teaching of Latin, while context is provided by academic scholarship and representations of the Germani in other cultural contexts, including film and theatre, museums and tourist attractions. The study traces a process of demythologisation and the rise of a myth of mythlessness in the handling of ancient Germanic history. Germany's role in the European Union is considered as a developing influence on the portrayal of ancient Germania, including Germania Romana, the Roman provinces of Germania, and Germania libera, the lands outside the empire.}, language = {en} } @article{LeibRuppel2020, author = {Leib, Julia and Ruppel, Samantha}, title = {The learning effects of United Nations simulations in political science classrooms}, series = {European Political Science}, volume = {19}, journal = {European Political Science}, number = {3}, issn = {1682-0983}, doi = {10.1057/s41304-020-00260-3}, pages = {336 -- 351}, year = {2020}, abstract = {How do active learning environments—by means of simulations—enhance political science students' learning outcomes regarding different levels of knowledge? This paper examines different UN simulations in political science courses to demonstrate their pedagogical value and provide empirical evidence for their effectiveness regarding three levels of knowledge (factual, procedural and soft skills). Despite comprehensive theoretical claims about the positive effects of active learning environments on learning outcomes, substantial empirical evidence is limited. Here, we focus on simulations to systematically test previous claims and demonstrate their pedagogical value. Model United Nations (MUNs) have been a popular teaching device in political science. To gain comprehensive data about the active learning effects of MUNs, we collect data and evaluate three simulations covering the whole range of simulation characteristics: a short in-class simulation of the UN Security Council, a regional MUN with different committees being simulated, and two delegations to the National Model United Nations, for which the students prepare for 1 year. Comparative results prove that simulations need to address certain characteristics in order to produce extensive learning outcomes. Only comprehensive simulations are able to achieve all envisioned learning outcomes regarding factual and procedural knowledge about the UN and soft skills.}, language = {en} } @article{LeibRuppel2019, author = {Leib, Julia and Ruppel, Samantha}, title = {Studentische Lerneffekte in Simulationen der Vereinten Nationen}, series = {Zeitschrift f{\"u}r Friedens- und Konfliktforschung}, volume = {8}, journal = {Zeitschrift f{\"u}r Friedens- und Konfliktforschung}, number = {1}, publisher = {Springer}, address = {Wiesbaden}, issn = {2524-6976}, doi = {10.1007/s42597-019-00007-y}, pages = {99 -- 111}, year = {2019}, abstract = {Verbessern Planspiele als aktive Lernmethode die Lernergebnisse von Student*innen der Friedens- und Konfliktforschung (FuK)? Dieser Beitrag untersucht verschiedene UN-Simulationen, um deren Effektivit{\"a}t in Bezug auf drei Wissensbereichen (Fakten- und Verfahrenswissen, Soft Skills) nachzuweisen. Im Gegensatz zu theoretischen Aussagen {\"u}ber die positiven Auswirkungen aktiver Lernumgebungen auf die Lernergebnisse von Student*innen sind empirische Belege begrenzt. Mit diesem Beitrag sollen fr{\"u}here Behauptungen {\"u}ber die Lerneffekte von UN-Simulationen systematisch {\"u}berpr{\"u}ft und der Mehrwert f{\"u}r die FuK demonstriert werden. Um umfassende Daten zu erhalten, evaluieren wir drei Planspiele, die eine Reihe von Simulationseigenschaften abdecken: Eine kurze Simulation des UN-Sicherheitsrats, eine regionale UN-Simulation sowie die Teilnahme von zwei Delegationen am National Model United Nations. Die Ergebnisse zeigen, dass Planspiele als Lehrmethode positive Auswirkungen auf die Lernergebnisse der Student*innen haben: Sie f{\"u}hren zu einem besseren Wissen {\"u}ber die UN, f{\"o}rdern Soft Skills sowie Reflexionsf{\"a}higkeit.}, language = {de} } @misc{KuehneHeinzeWeck2020, author = {K{\"u}hne, Franziska and Heinze, Peter Eric and Weck, Florian}, title = {Standardized patients in psychotherapy training and clinical supervision}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {628}, issn = {1866-8364}, doi = {10.25932/publishup-46929}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-469295}, pages = {9}, year = {2020}, abstract = {Background Psychotherapy is highly effective and widely acknowledged for treating various mental disorders. Nevertheless, in terms of methods for teaching effective psychotherapeutic approaches and competencies, there has been a lack of investigation. Training and supervision are the main strategies for teaching therapist competencies, and standardized role-plays with simulated patients (i.e., trained individuals playing someone with a mental disorder) seem useful for evaluating training approaches. In medical education, this procedure is now internationally established. However, so far, little use has been made of standardized role-playing to evaluate training and supervision in the area of clinical psychology and psychotherapy. Methods In this study, standardized role-plays are used to evaluate methods for training and supervision. Central cognitive behavioral approaches for treating depression are taught in the training. The first experiment compares an active training approach (i.e., model learning) with a passive one (i.e., reading manual-based instructions). The second experiment compares a direct supervision technique (i.e., supervision based on video analysis) with an indirect one (i.e., supervision based on verbal reporting). In each experiment, 68 bachelor's and master's students of psychology will be randomly assigned to the experimental and control groups. Each student takes part in three role-plays (baseline, post and 3-month follow-up), which are all videotaped. Two independent raters assess therapist competencies in each role-play on the basis of a standardized competence scale. Discussion The research project aims to contribute to the development of specific training and supervision methods in order to improve psychotherapy training and patient care.}, language = {en} } @article{KuehneHeinzeWeck2020, author = {K{\"u}hne, Franziska and Heinze, Peter Eric and Weck, Florian}, title = {Standardized patients in psychotherapy training and clinical supervision}, series = {Trials}, volume = {21}, journal = {Trials}, publisher = {BioMed Central}, address = {London}, issn = {1745-6215}, doi = {10.1186/s13063-020-4172-z}, pages = {7}, year = {2020}, abstract = {Background Psychotherapy is highly effective and widely acknowledged for treating various mental disorders. Nevertheless, in terms of methods for teaching effective psychotherapeutic approaches and competencies, there has been a lack of investigation. Training and supervision are the main strategies for teaching therapist competencies, and standardized role-plays with simulated patients (i.e., trained individuals playing someone with a mental disorder) seem useful for evaluating training approaches. In medical education, this procedure is now internationally established. However, so far, little use has been made of standardized role-playing to evaluate training and supervision in the area of clinical psychology and psychotherapy. Methods In this study, standardized role-plays are used to evaluate methods for training and supervision. Central cognitive behavioral approaches for treating depression are taught in the training. The first experiment compares an active training approach (i.e., model learning) with a passive one (i.e., reading manual-based instructions). The second experiment compares a direct supervision technique (i.e., supervision based on video analysis) with an indirect one (i.e., supervision based on verbal reporting). In each experiment, 68 bachelor's and master's students of psychology will be randomly assigned to the experimental and control groups. Each student takes part in three role-plays (baseline, post and 3-month follow-up), which are all videotaped. Two independent raters assess therapist competencies in each role-play on the basis of a standardized competence scale. Discussion The research project aims to contribute to the development of specific training and supervision methods in order to improve psychotherapy training and patient care.}, language = {en} } @article{KottmeierAgnonAlHalbounietal.2016, author = {Kottmeier, Christoph and Agnon, Amotz and Al-Halbouni, Djamil and Alpert, Pinhas and Corsmeier, Ulrich and Dahm, Torsten and Eshel, Adam and Geyer, Stefan and Haas, Michael and Holohan, Eoghan and Kalthoff, Norbert and Kishcha, Pavel and Krawczyk, Charlotte and Lati, Joseph and Laronne, Jonathan B. and Lott, Friederike and Mallast, Ulf and Merz, Ralf and Metzger, Jutta and Mohsen, Ayman and Morin, Efrat and Nied, Manuela and Roediger, Tino and Salameh, Elias and Sawarieh, Ali and Shannak, Benbella and Siebert, Christian and Weber, Michael}, title = {New perspectives on interdisciplinary earth science at the Dead Sea: The DESERVE project}, series = {The science of the total environment : an international journal for scientific research into the environment and its relationship with man}, volume = {544}, journal = {The science of the total environment : an international journal for scientific research into the environment and its relationship with man}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0048-9697}, doi = {10.1016/j.scitotenv.2015.12.003}, pages = {1045 -- 1058}, year = {2016}, abstract = {The Dead Sea region has faced substantial environmental challenges in recent decades, including water resource scarcity, similar to 1 m annual decreases in the water level, sinkhole development, ascending-brine freshwater pollution, and seismic disturbance risks. Natural processes are significantly affected by human interference as well as by climate change and tectonic developments over the long term. To get a deep understanding of processes and their interactions, innovative scientific approaches that integrate disciplinary research and education are required. The research project DESERVE (Helmholtz Virtual Institute Dead Sea Research Venue) addresses these challenges in an interdisciplinary approach that includes geophysics, hydrology, and meteorology. The project is implemented by a consortium of scientific institutions in neighboring countries of the Dead Sea (Israel, Jordan, Palestine Territories) and participating German Helmholtz Centres (KIT, GFZ, UFZ). A new monitoring network of meteorological, hydrological, and seismic/geodynamic stations has been established, and extensive field research and numerical simulations have been undertaken. For the first time, innovative measurement and modeling techniques have been applied to the extreme conditions of the Dead Sea and its surroundings. The preliminary results show the potential of these methods. First time ever performed eddy covariance measurements give insight into the governing factors of Dead Sea evaporation. High-resolution bathymetric investigations reveal a strong correlation between submarine springs and neo-tectonic patterns. Based on detailed studies of stratigraphy and borehole information, the extension of the subsurface drainage basin of the Dead Sea is now reliably estimated. Originality has been achieved in monitoring flash floods in an arid basin at its outlet and simultaneously in tributaries, supplemented by spatio-temporal rainfall data. Low-altitude, high resolution photogrammetry, allied to satellite image analysis and to geophysical surveys (e.g. shear-wave reflections) has enabled a more detailed characterization of sinkhole morphology and temporal development and the possible subsurface controls thereon. All the above listed efforts and scientific results take place with the interdisciplinary education of young scientists. They are invited to attend joint thematic workshops and winter schools as well as to participate in field experiments. (C) 2015 The Authors. Published by Elsevier B.V.}, language = {en} } @article{KawasakiAkamatsuWarschburger2022, author = {Kawasaki, Yui and Akamatsu, Rie and Warschburger, Petra}, title = {The relationship between traditional and common Japanese childhood education and adulthood towards avoiding food waste behaviors}, series = {Waste Management}, volume = {145}, journal = {Waste Management}, publisher = {Elsevier}, address = {Oxford}, issn = {0956-053X}, doi = {10.1016/j.wasman.2022.04.020}, pages = {1 -- 9}, year = {2022}, abstract = {Japanese parents and educators teach children to refrain from leaving food in their plates. Their teachings have direct (advising children to refrain from leaving food uneaten) and indirect (meal-related rituals before and after mealtimes) influence in enhancing gratitude for food in daily life.This cross-sectional study aimed to examine 1) the interaction of direct and indirect approaches to avoiding food waste behaviors and 2) the mediation of gratitude for food by preventing such behaviors. Overall, 400 Japanese adults (female: n = 200) responded to a self-administrated anonymous questionnaire survey measuring: the present food waste avoiding behaviors; current gratitude for food; direct and indirect childhood approaches for avoiding food waste behaviors. Participants' mean (standard deviation) age and body mass index were 40.0 (11.6) and 21.9 (3.9), respectively. A significant main effect of the indirect approach and the interaction of direct and indirect approaches were obtained by adjusting the participants' background. Moreover, through mediation analyses with percentile-corrected bootstrap confidence intervals, it was observed that gratitude for food mediated the association between direct and indirect childhood approaches and avoiding food waste behaviors. Despite no information on the current meal-related rituals of the respondents, this study suggests the potential of these approaches in enhancing gratitude for food as a new approach to reduce food waste worldwide.}, language = {en} } @article{JuangSchachner2020, author = {Juang, Linda P. and Schachner, Maja Katharina}, title = {Cultural diversity, migration and education}, series = {International journal of psychology}, volume = {55}, journal = {International journal of psychology}, number = {5}, publisher = {Wiley-VCH}, address = {Chichester}, issn = {0020-7594}, doi = {10.1002/ijop.12702}, pages = {695 -- 701}, year = {2020}, abstract = {Migration is not a new phenomenon. However, recent data indicate that unprecedented numbers of people have experienced forced migration around the world with 51\% under the age of 18 years. How can educational policies and practices respond sensitively to increasing cultural and migration-based diversity? The purpose of this special section that includes eight studies is to consider these issues more deeply. As a frame for the special section, we address the main question: What are promotive or protective factors for positive development of children and youth attending culturally diverse school contexts? In the collection of papers, these promotive and protective factors range from peers and families, to teachers, to organisational context and climate. With continued disruptions in children's lives due to a pandemic, climate change, war, conflict and poverty, migration will remain a pressing concern and will continue to transform the student populations in our classrooms and schools for the foreseeable future. The need to address how we can best provide students from diverse backgrounds equitable and supportive education, continues.}, language = {en} } @phdthesis{Graeber2021, author = {Graeber, Daniel}, title = {Four essays on the socio-economic causes and consequences of individual health as well as public health crises}, doi = {10.25932/publishup-51517}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-515175}, school = {Universit{\"a}t Potsdam}, pages = {XIV, 249}, year = {2021}, abstract = {Inequalities in health are a prevalent feature of societies. And as societies, we condemn inequalities that are rooted in immutable circumstances such as gender, race, and parental background. Consequently, policy makers are interested in measuring and understanding the causes of health inequalities rooted in circumstances. However, identifying causal estimates of these relationships is very ambitious for reasons such as the presence of confounders or measurement error in the data. This thesis contributes to this ambitious endeavour by addressing these challenges in four chapters. In the first Chapter, I use 25 years of rich health information to describe three features of intergenerational health mobility in Germany. First, we describe the joint permanent health distribution of the parents and their children. A ten percentile increase in parental permanent health is associated with a 2.3 percentile increase in their child's health. Second, a percentile point increase in permanent health ranks is associated with a 0.8\% to 1.4\% increase in permanent income for, both, children, and parents, respectively. Non-linearities in the association between permanent health and income create incentives to escape the bottom of the permanent health distribution. Third, upward mobility in permanent health varies with parental socio-economic status. In the second Chapter, we estimate the effect of maternal schooling on children's mental health in adulthood. Using the Socio-Economic Panel and the mental health measure based on the SF-12 questionnaire, we exploit a compulsory schooling law reform to identify the causal effect of maternal schooling on children's mental health. While the theoretical considerations are not clear, we do not find that the mother's schooling has an effect on the mental health of the children. However, we find a positive effect on children's physical health operating mainly through physical functioning. In addition, albeit with the absence of a reduced-form effect on mental health, we find evidence that the number of friends moderates the relationship between maternal schooling and their children's mental health. In the third Chapter, against a background of increasing violence against non-natives, we estimate the effect of hate crime on refugees' mental health in Germany. For this purpose, we combine two datasets: administrative records on xenophobic crime against refugee shelters by the Federal Criminal Office and the IAB-BAMF-SOEP Survey of Refugees. We apply a regression discontinuity design in time to estimate the effect of interest. Our results indicate that hate crime has a substantial negative effect on several mental health indicators, including the Mental Component Summary score and the Patient Health Questionnaire-4 score. The effects are stronger for refugees with closer geographic proximity to the focal hate crime and refugees with low country-specific human capital. While the estimated effect is only transitory, we argue that negative mental health shocks during the critical period after arrival have important long-term consequences. In the last Chapter of this thesis, we investigate how the economic consequences of the pandemic and the government-mandated measures to contain its spread affect the self-employed - particularly women- in Germany. For our analysis, we use representative, real-time survey data in which respondents were asked about their situation during the COVID-19 pandemic. Our findings indicate that among the self-employed, who generally face a higher likelihood of income losses due to COVID-19 than employees, women are 35\% more likely to experience income losses than their male counterparts. We do not find a comparable gender gap among employees. Our results further suggest that the gender gap among the self-employed is largely explained by the fact that women disproportionately work in industries that are more severely affected by the COVID-19 pandemic. Our analysis of potential mechanisms reveals that women are significantly more likely to be impacted by government-imposed restrictions, e.g., the regulation of opening hours. We conclude that future policy measures intending to mitigate the consequences of such shocks should account for this considerable variation in economic hardship.}, language = {en} } @article{GerhardsSawertKohler2019, author = {Gerhards, J{\"u}rgen and Sawert, Tim and Kohler, Ulrich}, title = {Des Kaisers alte Kleider: Fiktion und Wirklichkeit des Nutzens von Lateinkenntnissen}, series = {K{\"o}lner Zeitschrift f{\"u}r Soziologie und Sozialpsychologie}, volume = {71}, journal = {K{\"o}lner Zeitschrift f{\"u}r Soziologie und Sozialpsychologie}, number = {2}, publisher = {Springer}, address = {Wiesbaden}, issn = {0023-2653}, doi = {10.1007/s11577-019-00624-8}, pages = {309 -- 326}, year = {2019}, abstract = {Obwohl Latein eine nicht mehr gesprochene Sprache ist und ihr deswegen kein kommunikativer Nutzen zukommt, ist die Anzahl der Latein als Schulfach w{\"a}hlenden Sch{\"u}ler im Zeitverlauf angestiegen. Mehrere Studien haben zudem gezeigt, dass Lateinkenntnisse weder das logische Denken, noch den Erwerb anderer Sprachen, noch das Gesp{\"u}r f{\"u}r die grammatikalische Struktur der Muttersprache verbessern. Auch wenn sich empirisch keine Vorteile des Erwerbs alter Sprachen nachweisen lassen, k{\"o}nnen Menschen subjektiv an solche Vorteile glauben und ihr Verhalten an ihrer Konstruktion von Wirklichkeit ausrichten. Auf der Basis einer unter Eltern von Gymnasialsch{\"u}lern durchgef{\"u}hrten Befragung zeigen wir, dass Latein umfassende Transfereffekte zugeschrieben und Personen mit Lateinkenntnissen positiver bewertet werden als Personen mit Kenntnissen moderner Sprachen. Weiterhin zeigt sich, dass die „Illusio" der Vorteile von Latein zwar in allen Bildungsgruppen wirksam ist, doch besonders von den Hochgebildeten vertreten wird. Sie arbeiten damit an der Konstruktion einer Realit{\"a}t, von der sie selbst die gr{\"o}ßten Nutznießer sind, indem sie Latein als symbolisches Kapital verwenden.}, language = {de} } @article{FliesserDeWittHubertsWippert2017, author = {Fliesser, Michael and De Witt Huberts, Jessie and Wippert, Pia-Maria}, title = {The choice that matters: the relative influence of socioeconomic status indicators on chronic back pain}, series = {BMC health services research}, volume = {17}, journal = {BMC health services research}, publisher = {BioMed Central}, address = {London}, issn = {1472-6963}, doi = {10.1186/s12913-017-2735-9}, year = {2017}, abstract = {Background In health research, indicators of socioeconomic status (SES) are often used interchangeably and often lack theoretical foundation. This makes it difficult to compare results from different studies and to explore the relationship between SES and health outcomes. To aid researchers in choosing appropriate indicators of SES, this article proposes and tests a theory-based selection of SES indicators using chronic back pain as a health outcome. Methods Strength of relationship predictions were made using Brunner \& Marmot's model of 'social determinants of health'. Subsequently, a longitudinal study was conducted with 66 patients receiving in-patient treatment for chronic back pain. Sociodemographic variables, four SES indicators (education, job position, income, multidimensional index) and back pain intensity and disability were obtained at baseline. Both pain dimensions were assessed again 6 months later. Using linear regression, the predictive strength of each SES indicator on pain intensity and disability was estimated and compared to the theory based prediction. Results Chronic back pain intensity was best predicted by the multidimensional index (beta = 0.31, p < 0.05), followed by job position (beta = 0.29, p < 0.05) and education (beta = -0.29, p < 0.05); whereas, income exerted no significant influence. Back pain disability was predicted strongest by education (beta = -0.30, p < 0.05) and job position (beta = 0.29, p < 0.05). Here, multidimensional index and income had no significant influence. Conclusions The choice of SES indicators influences predictive power on both back pain dimensions, suggesting SES predictors cannot be used interchangeably. Therefore, researchers should carefully consider prior to each study which SES indicator to use. The introduced framework can be valuable in supporting this decision because it allows for a stable prediction of SES indicator influence and their hierarchy on a specific health outcomes.}, language = {en} } @misc{FliesserDeWittHubertsWippert2018, author = {Fliesser, Michael and De Witt Huberts, Jessie and Wippert, Pia-Maria}, title = {The choice that matters: the relative influence of socioeconomic status indicators on chronic back pain}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {377}, issn = {1866-8364}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-407422}, year = {2018}, abstract = {Background In health research, indicators of socioeconomic status (SES) are often used interchangeably and often lack theoretical foundation. This makes it difficult to compare results from different studies and to explore the relationship between SES and health outcomes. To aid researchers in choosing appropriate indicators of SES, this article proposes and tests a theory-based selection of SES indicators using chronic back pain as a health outcome. Methods Strength of relationship predictions were made using Brunner \& Marmot's model of 'social determinants of health'. Subsequently, a longitudinal study was conducted with 66 patients receiving in-patient treatment for chronic back pain. Sociodemographic variables, four SES indicators (education, job position, income, multidimensional index) and back pain intensity and disability were obtained at baseline. Both pain dimensions were assessed again 6 months later. Using linear regression, the predictive strength of each SES indicator on pain intensity and disability was estimated and compared to the theory based prediction. Results Chronic back pain intensity was best predicted by the multidimensional index (beta = 0.31, p < 0.05), followed by job position (beta = 0.29, p < 0.05) and education (beta = -0.29, p < 0.05); whereas, income exerted no significant influence. Back pain disability was predicted strongest by education (beta = -0.30, p < 0.05) and job position (beta = 0.29, p < 0.05). Here, multidimensional index and income had no significant influence. Conclusions The choice of SES indicators influences predictive power on both back pain dimensions, suggesting SES predictors cannot be used interchangeably. Therefore, researchers should carefully consider prior to each study which SES indicator to use. The introduced framework can be valuable in supporting this decision because it allows for a stable prediction of SES indicator influence and their hierarchy on a specific health outcomes.}, language = {en} } @article{DumontReady2023, author = {Dumont, Hanna and Ready, Douglas D. D.}, title = {On the promise of personalized learning for educational equity}, series = {npj science of learning}, volume = {8}, journal = {npj science of learning}, number = {1}, publisher = {Nature Publishing Group}, address = {London}, issn = {2056-7936}, doi = {10.1038/s41539-023-00174-x}, pages = {6}, year = {2023}, abstract = {Students enter school with a vast range of individual differences, resulting from the complex interplay between genetic dispositions and unequal environmental conditions. Schools thus face the challenge of organizing instruction and providing equal opportunities for students with diverse needs. Schools have traditionally managed student heterogeneity by sorting students both within and between schools according to their academic ability. However, empirical evidence suggests that such tracking approaches increase inequalities. In more recent years, driven largely by technological advances, there have been calls to embrace students' individual differences in the classroom and to personalize students' learning experiences. A central justification for personalized learning is its potential to improve educational equity. In this paper, we discuss whether and under which conditions personalized learning can indeed increase equity in K-12 education by bringing together empirical and theoretical insights from different fields, including the learning sciences, philosophy, psychology, and sociology. We distinguish between different conceptions of equity and argue that personalized learning is unlikely to result in "equality of outcomes" and, by definition, does not provide "equality of inputs". However, if implemented in a high-quality way, personalized learning is in line with "adequacy" notions of equity, which aim to equip all students with the basic competencies to participate in society as active members and to live meaningful lives.}, language = {en} }