TY - JOUR A1 - Thorau, Christian T1 - Psssst! - In search of the listeners of the past JF - Neue Zeitschrift für Musik Y1 - 2012 SN - 0945-6945 IS - 5 SP - 18 EP - 22 PB - Schott CY - Mainz ER - TY - BOOK A1 - Rindler, Anja A1 - Petzold, Harald A1 - Gerber, Julia A1 - Neumann, Martin A1 - Martin, Andreas A1 - Fuge, Martin T1 - Schule unterm Regenbogen BT - HeteroHomoBiTrans-Lebensweisen im Unterricht an den Schulen im Land Brandenburg N2 - Die Schule ist Ort des Lebens und Lernens sowie der Tätigkeit von Kindern und Jugendlichen. Sie ist dem Schutz der seelischen und körperlichen Unversehrtheit, der geistigen Freiheit und der Entfaltungsmöglichkeiten aller Schülerinnen und Schüler verpflichtet. Dieser Auftrag ist tägliche Herausforderung, aber leider nicht tägliche Lebenswirklichkeit. Vor allem betrifft dies Jugendliche, die sich zum eigenen Geschlecht hingezogen fühlen oder aufgrund ihrer Identität als Inter- und Transsexuelle sowie Transgender in Konflikt mit den traditionellen Geschlechterrollen und den damit verbundenen gesellschaftlich akzeptierten Lebensweisen geraten. Mit der vorliegenden Handreichung soll dazu beigetragen werden, dass aus dem Brandenburger Verfassungsanspruch und dem Handlungsauftrag des Schulgesetzes für alle Schülerinnen und Schüler – auch lesbische, schwule, bisexuelle, intersexuelle, transsexuelle und transgender – eine Schulalltagsrealität wird. Die vorliegende Publikation richtet sich an Pädagoginnen und Pädagogen und enthält sowohl theoretische Einführungen als auch konkrete Unterrichtsvorschläge und Hinweise für weitere Informationsmöglichkeiten. KW - Schule KW - Unterricht KW - Homosexualität KW - Bisexualität KW - Transsexualität Y1 - 2008 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-22168 ER - TY - JOUR A1 - Herzog, Moritz A1 - Ehlert, Antje A1 - Fritz, Annemarie T1 - A Competency Model of Place Value Understanding in South African Primary School Pupils JF - African Journal of Research in Mathematics, Science and Technology Education N2 - Although the general development of mathematical abilities in primary school has been the focus of many researchers, the development of place value understanding has rarely been investigated to date. This is possibly due to the lack of conceptual approaches and empirical studies related to this topic. To fill this gap, a theory-driven and empirically validated model was developed that describes five sequential conceptual levels of place value understanding. The level sequence model gives us the ability to estimate general abilities and difficulties in primary school pupils in the development of a conceptual place value understanding. The level sequence model was tried and tested in Germany, and given that number words are very differently constructed in German and in the languages used in South African classrooms, this study aims to investigate whether this level sequence model can be transferred to South Africa. The findings based on the responses of 198 Grade 2-4 learners show that the English translation of the test items results in the same item level allocation as the original German test items, especially for the three basic levels. Educational implications are provided, in particular concrete suggestions on how place value might be taught according to the model and how to collect specific empirical data related to place value understanding. KW - Place value KW - Rasch test modelling KW - mathematical concepts Y1 - 2017 U6 - https://doi.org/10.1080/18117295.2017.1279453 SN - 1811-7295 SN - 2469-7656 VL - 21 SP - 37 EP - 48 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Buschmann, Jana A1 - Glasemann, Marie T1 - Video-Podcasts als effizientes Werkzeug zur Unterrichtsplanung in schulischen Praxisphasen der Musiklehrerausbildung JF - E-Learning Symposium 2014 : Mobil und vernetzt – studieren im digitalen Zeitalter ; Potsdam, 14. November 2014 N2 - Das Projekt „Medienbildung in der LehrerInnenbildung“ hat das Ziel, den Einsatz digitaler Medien in den Lehramtsstudiengängen der Universität Potsdam nachhaltig zu fördern. Am Beispiel der Musiklehrerausbildung (Lehrstuhl für Musikpädagogik und Musikdidaktik) wurde ein Konzept für die Nutzung von Video-Podcasts in schulischen Praxisphasen entwickelt, um Studierende bei der Unterrichtsplanung zu unterstützen. Die fachspezifische Umsetzung des E-Learning-Ansatzes und die damit verbundenen Möglichkeiten und Heraus- forderungen werden gezeigt und betonen die Wichtigkeit der Zusammenarbeit zwischen Fachdidaktik und Mediendidaktik, um eine bedarfsorientierte Lösung zu finden, die praktisch umsetzbar ist. Y1 - 2014 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-442326 SP - 39 EP - 48 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - BOOK A1 - Fromm, Wolfgang T1 - Sachbericht Presse : Tageszeitung ; kommentiert, glossiert, karikiert... - im Blätterwald verloren? Y1 - 1995 PB - Univ. CY - Potsdam ER - TY - BOOK ED - Pöttrich, Hans-Jörg T1 - Medienpädagogisches Handeln in der Lehrerbildung : Erfahrungen und Ergebnisse zum Forschungs- und Entwicklungsprojekt zur medienpädagogischen Aus- und Weiter-/ Fortbildung von Lehrern der Primarstufe ; Transferprojekt zwischen der Universität Potsdam und der PH Heidelberg Y1 - 1995 PB - Univ. CY - Potsdam ER - TY - BOOK A1 - Pöttrich, Hans-Jörg T1 - Unterrichtsthema : Werbung in Hörfunk und Fernsehen Y1 - 1995 PB - Univ. CY - Potsdam ER - TY - JOUR A1 - Pöttrich, Hans-Jörg T1 - Zum Konzept einer medienpädagogischen Lehrerbildung Y1 - 1994 ER - TY - BOOK A1 - Pöttrich, Hans-Jörg T1 - Deutschlands Kühe sind lila : Werbewirkung und erzieherische Konzepte Y1 - 1996 PB - Univ. CY - Potsdam ER - TY - JOUR A1 - Schubert, Frank T1 - Trial and error als Ouvertüre vor dem Lernspektakel : CDi als elektronische Lernhilfe. Y1 - 1996 ER - TY - BOOK A1 - Schubert, Frank T1 - Die Kraft, die aus der Erde kommt : Beiheft zur ORB-Schulfernsehsendung, Teil 1, 2 Y1 - 1996 PB - Medienpädagogisches Zentrum des Landes Brandenburg CY - Potsdam ER - TY - JOUR A1 - Schubert, Frank T1 - Ein Blick ins Leben zwei in die Röhre Y1 - 1996 ER - TY - JOUR A1 - Schubert, Frank T1 - CDi-Information, infotainment, infomisery Y1 - 1996 ER - TY - JOUR A1 - Schubert, Frank T1 - Die charmante Armseligkeit der CDi Y1 - 1996 ER - TY - JOUR A1 - Schubert, Frank T1 - Neue Medien : alte Ängste oder interessante Herausforderungen? Y1 - 1996 ER - TY - JOUR A1 - Schubarth, Wilfried A1 - Speck, Karsten A1 - Gladasch, Ulrike A1 - Seidel, Andreas T1 - Die 2. Phase der Lehrerausbildung aus Sicht der Brandenburger Lehramtskandidatinnen - die Potsdamer LAK-Studie Y1 - 2007 SN - 978-3-8309-1821-9 ER - TY - BOOK A1 - Schubarth, Wilfried T1 - Gewalt und Mobbing an Schulen : Möglichkeiten der Prävention und Intervention Y1 - 2010 SN - 978-3-17-020529-1 PB - Kohlhammer CY - Stuttgart ER - TY - JOUR A1 - Nehring, Andreas A1 - Nowak, Kathrin H. A1 - Upmeier Zu Belzen, Annette A1 - Tiemann, Rüdiger T1 - Predicting Students' Skills in the Context of Scientific Inquiry with Cognitive, Motivational, and Sociodemographic Variables JF - International journal of science education N2 - Research on predictors of achievement in science is often targeted on more traditional content-based assessments and single student characteristics. At the same time, the development of skills in the field of scientific inquiry constitutes a focal point of interest for science education. Against this background, the purpose of this study was to investigate to which extent multiple student characteristics contribute to skills of scientific inquiry. Based on a theoretical framework describing nine epistemological acts, we constructed and administered a multiple-choice test that assesses these skills in lower and upper secondary school level (n=780). The test items contained problem-solving situations that occur during chemical investigations in school and had to be solved by choosing an appropriate inquiry procedure. We collected further data on 12 cognitive, motivational, and sociodemographic variables such as conceptual knowledge, enjoyment of chemistry, or language spoken at home. Plausible values were drawn to quantify students' inquiry skills. The results show that students' characteristics predict their inquiry skills to a large extent (55%), whereas 9 out of 12 variables contribute significantly on a multivariate level. The influence of sociodemographic traits such as gender or the social background becomes non-significant after controlling for cognitive and motivational variables. Furthermore, the performance advance of students from upper secondary school level can be explained by controlling for cognitive covariates. We discuss our findings with regard to curricular aspects and raise the question whether the inquiry skills can be considered as an autonomous trait in science education research. KW - Scientific inquiry KW - Prediction of achievement in science KW - Assessment KW - Secondary school level KW - Plausible values Y1 - 2015 U6 - https://doi.org/10.1080/09500693.2015.1035358 SN - 0950-0693 SN - 1464-5289 VL - 37 IS - 9 SP - 1343 EP - 1363 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Viljaranta, Jaana A1 - Ranta, Mette A1 - Salmela-Aro, Katariina T1 - Adolescents’ preparedness and motivation across the transition to post-comprehensive education JF - Contemporary educational psychology N2 - This longitudinal study aims to test the concept of transition preparedness in the context of educational transitions. The study investigates how adolescents’ transition preparedness, conceptualized as their self-efficacy beliefs and their inoculation against setbacks, before an educational transition affect the adolescents’ school value and effort related to educational goals after the transition through the effects on achievement goal orientations. Student data from three waves of a longitudinal study are used, first collected in 2004 (before the students’ transition from comprehensive school to upper secondary education) and then collected twice after the transition. The students included in the analyses are those who participated at all three measurement points (N = 588; 49.5% girls; age MT1 = 15.01, SD = 0.13). Longitudinal structural equation modeling revealed that adolescents’ self-efficacy beliefs (Time 1) positively predicted school value and effort (Time 3) through their effect on mastery goal orientation (Time 2). Furthermore, self-efficacy moderated the relation between performance-approach goal orientation (Time 1) on school value (Time 2). Results are discussed in terms of their relevance for enhancing adolescents’ adaptive motivational development across educational transitions. KW - Educational transitions KW - Transition preparedness KW - Self-efficacy beliefs KW - Inoculation against setbacks KW - Achievement goal orientations KW - School value Y1 - 2017 U6 - https://doi.org/10.1016/j.cedpsych.2017.01.008 SN - 0361-476X SN - 1090-2384 VL - 49 SP - 151 EP - 159 PB - Elsevier CY - San Diego ER - TY - JOUR A1 - Schwarzenthal, Miriam A1 - Juang, Linda P. A1 - Schachner, Maja Katharina A1 - van de Vijver, Fons J. R. A1 - Handrick, Anna T1 - From tolerance to understanding BT - exploring the development of intercultural competence in multiethnic contexts from early to late adolescence JF - Journal of community & applied social psychology N2 - We investigated intercultural competence among immigrant and non-immigrant background adolescents in multiethnic schools in relation to intercultural contact, age, and ethnic identity exploration. The sample included 631 adolescents in Germany (49.4% of immigrant background, 48.2% female), aged 11 to 18 years (Mage = 13.69 years, SDage = 1.83). Intercultural competence was measured using a self-report questionnaire and situational judgment tests capturing the adolescents' interpretation of and reaction to intercultural conflicts. Intercultural contacts and ethnic identity exploration were measured using self-report questionnaires. Results showed that among immigrant and non-immigrant background adolescents, intercultural contact and ethnic identity exploration were positively related to different aspects of intercultural competence. As predicted, self-reported intercultural competence was unrelated to age in both groups, whereas this competence, as measured by the situational judgment tests, increased with age. Thus, learning about others (e.g., by engaging in intercultural contact) and learning about yourself (e.g., by exploring your own ethnic background) are both important for developing pivotal intercultural skills. KW - contact KW - cultural intelligence KW - ethnic identity KW - intercultural competence KW - multiethnic contexts Y1 - 2017 U6 - https://doi.org/10.1002/casp.2317 SN - 1052-9284 SN - 1099-1298 VL - 27 SP - 388 EP - 399 PB - Wiley CY - Hoboken ER -