@phdthesis{Holzbauer2021, author = {Holzbauer, Christa}, title = {Impulse f{\"u}r Schulreform: Zum reformp{\"a}dagogischen Schulprojekt von Eugenie Schwarzwald in Wien 1901-1938}, doi = {10.25932/publishup-53019}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-530199}, school = {Universit{\"a}t Potsdam}, pages = {385}, year = {2021}, abstract = {Im Mittelpunkt dieser Dissertation steht die Wiederentdeckung, Analyse und bildungshistorische Einordnung des reformp{\"a}dagogischen Schulprojekts von Eugenie SCHWARZWALD (1872-1940) in Wien im ersten Drittel des 20. Jahrhunderts. Die Genese der Schulentwicklung offenbart die reformp{\"a}dagogischen Verflechtungen eines {\"u}berregional bedeutsamen Schulprojekts, die maßgeblich das Profil, die inhaltliche sowie didaktisch-methodische Ausgestaltung von Schule, Schulleben und Unterricht gepr{\"a}gt haben. In der Einleitung (Kap. 1) werden das Erkenntnisinteresse, die zentralen Fragestellungen, die ausgewerteten Quellenbest{\"a}nde und die methodische Vorgehensweise der Arbeit als historisch kritische Analyse der herangezogenen Quellen aufgezeigt. Die systematische Entfaltung des Themas erfolgt entlang von drei zentralen Kapiteln. Dabei r{\"u}cken die gesellschaftliche und bildungshistorische Einordnung des Schulprojekts in die Ideenwelt und sozialstrukturelle Wirklichkeit Wiens (Kap. 2), biographische Zug{\"a}nge der Schulgr{\"u}nderin, die Gr{\"u}ndung, Genese, Ausformung sowie Beendigung des Schulprojekts, die strukturellen und p{\"a}dagogischen Charakteristika, die reformp{\"a}dagogischen Merkmale im ersten Drittel des 20. Jahrhunderts (Kap. 3) in den Mittelpunkt der Analyse. Zugleich werden exemplarische Verflechtungen zu den zeitgen{\"o}ssischen reformp{\"a}dagogischen Str{\"o}mungen ebenso sichtbar gemacht wie die damit verbundene Impulsgebung des SCHWARZWALD-Schulprojekts auf das Schulwesen Wiens und {\"O}sterreichs. Einen Schwerpunkt der Arbeit bildet die Analyse der mannigfachen Vernetzungen der SCHWARZWALDschule im Hinblick auf die K{\"u}nstlerische Avantgarde (Kap. 4). In der thesenhaften Zusammenfassung (Kap. 5) werden SCHWARZWALDs Leistungen f{\"u}r das {\"o}sterreichische Schul- und Bildungswesen, u. a. f{\"u}r die h{\"o}here M{\"a}dchenbildung, gew{\"u}rdigt. Die Arbeit fragt schließlich nach der Reichweite der mit dem Schulprojekt verbundenen reformp{\"a}dagogischen Impulse und systematisiert Gelingens- und Nichtgelingens-Bedingungen f{\"u}r den Schulreformprozess. Das macht die Arbeit - mit Blick auf Transfer{\"u}berlegungen - f{\"u}r aktuelle Fragestellungen der Schulentwicklung anschlussf{\"a}hig.}, language = {de} } @misc{Entrich2021, author = {Entrich, Steve R.}, title = {Book review to: Okano, Kaori H. : Education and social justice in Japan . - Abingdon/New York: Routledge, 2021. - 234 pp. - (Routledge Critical Studies in Asian Education series). - ISBN 978-0-415-83252-6 (hbk), ISBN 978-1-315-81409-4 (eBook)}, series = {International review of education = Internationale Zeitschrift f{\"u}r Erziehungswissenschaft = Revue internationale de l'education}, volume = {67}, journal = {International review of education = Internationale Zeitschrift f{\"u}r Erziehungswissenschaft = Revue internationale de l'education}, number = {6}, publisher = {Springer Science + Business Media B.V.}, address = {London}, isbn = {978-0-415-83252-6}, issn = {0020-8566}, doi = {10.1007/s11159-021-09926-6}, pages = {923 -- 926}, year = {2021}, language = {en} } @article{AndresLauterbachJongbloedetal.2021, author = {Andres, Lesley and Lauterbach, Wolfgang and Jongbloed, Janine and H{\"u}mme, Hartwig}, title = {Gender, education, and labour market participation across the life course}, series = {International journal of lifelong education}, volume = {40}, journal = {International journal of lifelong education}, number = {2}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {0260-1370}, doi = {10.1080/02601370.2021.1924302}, pages = {170 -- 189}, year = {2021}, abstract = {In this paper, we employ a comparative life course approach for Canada and Germany to unravel the relationships among general and vocational educational attainment and different life course activities, with a focus on labour market and income inequality by gender. Life course theory and related concepts of 'time,' 'normative patterns,' 'order and disorder,' and 'discontinuities' are used to inform the analyses. Data from the Paths on Life's Way (Paths) project in British Columbia, Canada and the German Pathways from Late Childhood to Adulthood (LifE) which span 28 and 33 years, respectively, are employed to examine life trajectories from leaving school to around age 45. Sequence analysis and cluster analyses portray both within and between country differences - and in particular gender differences - in educational attainment, employment, and other activities across the life course which has an impact on ultimate labour market participation and income levels. 'Normative' life courses that follow a traditional order correspond with higher levels of full-time work and higher incomes; in Germany more so than Canada, these clusters are male dominated. Clusters characterised by 'disordered' and 'discontinuous' life courses in both countries are female dominated and associated with lower income levels.}, language = {en} } @article{JurczokKalinowskiZarubaetal.2021, author = {Jurczok, Anne and Kalinowski, Eva and Zaruba, Nicole and Vock, Miriam}, title = {Kooperative Unterrichtsentwicklung an Grundschulen durch die Lesson Study-Methode}, series = {Leistung macht Schule: F{\"o}rderung leistungsstarker und potenziell besonders leistungsf{\"a}higer Sch{\"u}lerinnen und Sch{\"u}ler}, journal = {Leistung macht Schule: F{\"o}rderung leistungsstarker und potenziell besonders leistungsf{\"a}higer Sch{\"u}lerinnen und Sch{\"u}ler}, publisher = {Beltz}, address = {Weinheim}, isbn = {978-3-407-25883-0}, year = {2021}, language = {de} } @article{WestphalZawackiRichter2021, author = {Westphal, Andrea and Zawacki-Richter, Olaf}, title = {Von der allgemeinen Erziehungswissenschaft zur empirischen Bildungsforschung?}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, volume = {24}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, number = {3}, publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-021-01008-5}, pages = {641 -- 669}, year = {2021}, abstract = {The present study examines articles published in Zeitschrift fur Erziehungswissenschaft (ZfE-Journal of Educational Sciences) between 1998 and 2017, to discover whether the thematic focus of the articles it published during this period changed over time. To do this, we scrutinized articles in four consecutive five-year periods: 1998-2002, 2003-2007, 2008-2012, 2013-2017. Using the titles and abstracts of 821 articles published between 1998 and 2017, we conducted a quantitative text analysis and identified the most frequent and most characteristic bigrams that emerged during these periods. In addition, we looked at whether specific word stems (e.g., "erziehungswissenschaft", "bildungsforsch", "didakt") began to occur more frequently over the two decades under study. Finally, we used the text mining tool Leximancer (TM) to construct concept maps that point to the semantic structure of the topics and key concepts in the analyzed articles. The results indicate that, over the course of this twenty-year period, the ZfE predominantly published empirical articles with a focus on the social aspects of education, but that its focus on research into general pedagogy decreased in frequency.}, language = {de} } @article{KuehlMuenzer2021, author = {K{\"u}hl, Tim and M{\"u}nzer, Stefan}, title = {Learning about a serious disease}, series = {Journal of computer assisted learning : JCAL}, volume = {37}, journal = {Journal of computer assisted learning : JCAL}, number = {5}, publisher = {Wiley-Blackwell}, address = {Oxford [u.a.]}, issn = {0266-4909}, doi = {10.1111/jcal.12571}, pages = {1312 -- 1323}, year = {2021}, abstract = {According to the personalization principle, addressing learners by means of a personalized compared to a nonpersonalized message can foster learning. Interestingly, though, a recent study found that the personalization principle can invert for aversive contents. The present study investigated whether the negative effect of a personalized message for an aversive content can be compensated when learners are in a happy mood. It was hypothesized that the negative effect of a personalized compared to a nonpersonalized message would only be observable for participants in a sad mood, while for participants in a happy mood a personalized message should be beneficial. A 2 x 2 between-subject design with mood (happy vs. sad) and personalization (personalized vs. nonpersonalized message) was used (N = 125 University students). Mood was experimentally varied prior to learning. Learning outcomes were measured by a retention and a transfer test. Results were essentially in line with the assumption: For participants in the sad mood condition, a negative effect of a personalized message was observable for retention and transfer. For participants in the happy mood condition, a positive effect of personalized message was observable for retention, but no effect for transfer. Note that the manipulation check measure for the mood induction procedure did not detect differences between conditions; this may be due to a shortcoming of the used measure (as indicated by an additional evaluation study). The study emphasizes the importance to consider the inherent emotional content of a topic, such as its aversive nature, since the emotional content of a topic can be a boundary condition for design principles in multimedia learning. The study also highlights the complex interplay of externally induced and inherently arising emotions.}, language = {en} } @article{KellerPreckelBrunner2021, author = {Keller, Lena and Preckel, Franzis and Brunner, Martin}, title = {Nonlinear relations between achievement and academic self-concepts in elementary and secondary school}, series = {Journal of educational psychology / American Psychological Association}, volume = {113}, journal = {Journal of educational psychology / American Psychological Association}, number = {3}, publisher = {American Psychological Association}, address = {Washington}, issn = {0022-0663}, doi = {10.1037/edu0000533}, pages = {585 -- 604}, year = {2021}, abstract = {It is well-documented that academic achievement is associated with students' self-perceptions of their academic abilities, that is, their academic self-concepts. However, low-achieving students may apply self-protective strategies to maintain a favorable academic self-concept when evaluating their academic abilities. Consequently, the relation between achievement and academic self-concept might not be linear across the entire achievement continuum. Capitalizing on representative data from three large-scale assessments (i.e., TIMSS, PIRLS, PISA; N = 470,804), we conducted an integrative data analysis to address nonlinear trends in the relations between achievement and the corresponding self-concepts in mathematics and the verbal domain across 13 countries and 2 age groups (i.e., elementary and secondary school students). Polynomial and interrupted regression analyses showed nonlinear relations in secondary school students, demonstrating that the relations between achievement and the corresponding self-concepts were weaker for lower achieving students than for higher achieving students. Nonlinear effects were also present in younger students, but the pattern of results was rather heterogeneous. We discuss implications for theory as well as for the assessment and interpretation of self-concept.}, language = {en} } @article{KuechollLazarides2021, author = {K{\"u}choll, Denise and Lazarides, Rebecca}, title = {Video- und protokollbasierte Reflexionen eigener praktischer Unterrichtserfahrungen im Lehramtsstudium}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, volume = {24}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, number = {4}, publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-021-01021-8}, pages = {985 -- 1006}, year = {2021}, abstract = {The reflection of practical experiences of teaching enables preservice teachers to combine aspects of theoretical and practical knowledge. Therefore, the current study investigates the meaning of the medium-that means video compared to text-based reflections-and the type of situations-that are positive or difficult situations of teaching-and relations to preservice teachers' reflective processes. Also, levels of reflections are investigated. In our study, we examine reflections of 55 preservice teachers using a quasi-experimental design. Qualitative content analysis shows that preservice teachers reflect deep levels of teaching while using videos of peers in situations that they evaluated as positive experiences in school. However, when rating situations that were evaluated as challenging preservice teachers reflected deep levels when using videos of peers as well as text-based reflections. Implications of the study for teacher training in reflection are discussed.}, language = {de} } @article{LazaridesSchiefele2021, author = {Lazarides, Rebecca and Schiefele, Ulrich}, title = {The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {76}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Oxford}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2021.101489}, pages = {16}, year = {2021}, abstract = {Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for highquality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2\% female) and their students (1718 students; 48.5\% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers' motivational characteristics and relevant dimensions of teaching quality.}, language = {en} } @article{RichterLazaridesRichter2021, author = {Richter, Eric and Lazarides, Rebecca and Richter, Dirk}, title = {Four reasons for becoming a teacher educator}, series = {Teaching and teacher education : an international journal of research and studies}, volume = {102}, journal = {Teaching and teacher education : an international journal of research and studies}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0742-051X}, doi = {10.1016/j.tate.2021.103322}, pages = {9}, year = {2021}, abstract = {We developed a new survey instrument to investigate teacher educators? motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, we identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents a ?push? factor associated with emotional exhaustion in teachers, career aspirations represent a ?pull? factor associated with job satisfaction in teacher educators. The instrument can be used as a self-assessment tool for the recruitment of teacher educators. ? 2021 The Authors.}, language = {en} }