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Barrierefreiheit im Sinne (räumlicher) Anpassung an heterogene Schülerschaften wurde bislang kaum an Schulen bzw. konkret im Technikunterricht erforscht. In dieser Arbeit wurden 5 Potsdamer Grundschulen unter dem Siegel „Schule des gemeinsamen Lernens“ unter dem Aspekt der Barrierefreiheit in technischen Fachräumen untersucht. Die Arbeit erfasst den Ist-Zustand über Einrichtung und Ausstattung technischer Fachräume an oben genannten Potsdamer Schulen und zeigt gleichzeitig verschiedene Fachraumkonzepte auf. Hierzu wurden technische Fachräume zum einen auf barrierefreie Elemente untersucht und zum anderen von WAT-Fachlehrkräften in Hinblick auf ihre Barrierefreiheit bewertet.
Der vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten der Programme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit.
Der vorliegende Beitrag informiert über 14 deutschsprachige Programme zur Prävention und Intervention bei Hatespeech unter Kindern und Jugendlichen (Jahrgangsstufen 5–12). Inhalte und Durchführungsmodalitäten der Programme sowie Ergebnisse einer kriteriengeleiteten Qualitätseinschätzung anhand von fünf Kriterien werden im Hinblick auf deren Anwendung in der schulischen Praxis beschrieben und erörtert. Der Überblick über Schwerpunkte, Stärken und Entwicklungspotentiale schulbezogener Hatespeech-Programme ermöglicht Leser*innen eine informierte Entscheidung über den Einsatz der Programme in der Schule sowie in der offenen Kinder- und Jugendarbeit.
Prior research suggests that teachers with higher levels of empathy are more willing to intervene in bullying among students. However, these findings are based on hypothetical bullying situations and teachers' self-reports. In this study with 2,071 German students and their 556 teachers, we analysed reactions to hypothetical relational bullying situations as well as retrospectively reported bullying situations both from the teachers' as well as the students' perspectives. Results showed that teachers with higher levels of empathy reported stronger intentions to intervene in hypothetical relational bullying situations but were not more likely to intervene in retrospectively reported bullying situations. From the students' perspective, teachers' empathy was neither connected to the teachers' intention to intervene nor to the likelihood of intervention in the retrospectively reported situations. These different results could be taken as an opportunity to investigate whether existing findings could be influenced by methodological aspects such as teachers' self-reports. Implications for future research are discussed.
Literacy acquisition is one of the primary goals of school education, and usually it takes place in the national language of the respective country. At the same time, schools accommodate pupils with different home languages who might or might not be fluent in the national language and who start from other linguistic backgrounds in their acquisition of literacy. While it is safe to say that schools with a monolingual policy are not prepared to deal with the factual multilingualism in their classrooms in a systematic way, bilingual pupils have to deal with it nonetheless.
The interdisciplinary and comparative research project “Literacy Acquisition in Schools in the Context of Migration and Multilingualism” (LAS) investigated the practical processes of literacy acquisition in two countries, Germany and Turkey, where the monolingual orientation of schools is as much a reality as are the multilingual backgrounds of many of their pupils. The basic assumption was that pupils cope with the ways they are engaged by the school – both socially and academically – based on their cultural and linguistic repertoires acquired biographically, providing them with more or less productive options regarding the acquisition of literary skills. By comparing the literary development of bilingual children with that of their monolingual classmates throughout one school year in the first and the seventh grade in Germany and Turkey, respectively, we found out that the restricting potential of multilingualism is located rather on the part of the schools than on the part of the pupils. While the individual bilingual pupil almost naturally uses his/her home language as a resource for literacy acquisition in the school language, schools still tend to regard the multilingual backgrounds of their pupils as irrelevant or even as an impediment to adequate schooling. We argue that by ignoring or even suppressing the specific linguistic potentials of bilingualism, bilingual pupils are put at a structural disadvantage.
This research report is the slightly revised but full version of the final study project report from 2011 that was until now not available as a quotable publication. While several years have passed since the primary research was finalized, the addressed issues have lost none of their relevance. The report is accompanied by numerous publications in the frame of the LAS project, as well as by a web page (https://www.uni-potsdam.de/de/daf/projekte/las), which also contains the presentations from the final LAS-Conference, including valuable discussions of the report from renowed experts in the field.
We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39% female, 83% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.
We examined whether German adolescents who participated in an adapted 8-week school-based intervention, the Identity Project, reported greater changes in heritage and global identities and perceptions of classroom cultural climate. We used a longitudinal, wait-list control design pooling eight classrooms across the school years of 2018-2019 and 2019-2020. The sample included 195 seventh graders (M-age = 12.35 years, SD =.79, 39% female, 83% of migration background). Findings showed moderate support for more heritage identity exploration and greater perceptions of unequal treatment and critical consciousness climate in the intervention group. There were also important differences across conditions regarding how identity and climate related to adolescent outcomes. We conclude that the Identity Project can be adapted and applied in other cultural contexts such as Germany. It provides a necessary space for adolescents to engage in discussions about diversity, cultural heritage, social inequities, and their relevance to one's identities.
We applied the Social Cognitive Theory to investigate whether parent–child relationships, bullying victimization, and teacher–student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents’ willingness to intervene in a bullying incident. There were 2071 (51.3% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent–child relationships, bullying victimization, and teacher–student relationships were directly related to adolescents’ self-efficacy in social conflicts. Further, teacher–student relationships and bullying victimization were directly associated with adolescents’ willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students’ willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations.
We applied the Social Cognitive Theory to investigate whether parent–child relationships, bullying victimization, and teacher–student relationships are directly as well as indirectly via self-efficacy in social conflicts associated with adolescents’ willingness to intervene in a bullying incident. There were 2071 (51.3% male) adolescents between the ages of 12 and 17 from 24 schools in Germany who participated in this study. A mediation test using structural equation modeling revealed that parent–child relationships, bullying victimization, and teacher–student relationships were directly related to adolescents’ self-efficacy in social conflicts. Further, teacher–student relationships and bullying victimization were directly associated with adolescents’ willingness to intervene in bullying. Finally, relationships with parents, peers and teachers were indirectly related to higher levels of students’ willingness to intervene in bullying situations due to self-efficacy in social conflicts. Thus, our analysis confirms the general assumptions of Social Cognitive Theory and the usefulness of applying its approach to social conflicts such as bullying situations.
Schools as acculturative and developmental contexts for youth of immigrant and refugee background
(2018)
Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.
Schools as acculturative and developmental contexts for youth of immigrant and refugee background
(2018)
Schools are important for the academic and socio-emotional development, as well as acculturation of immigrant-and refugee-background youth. We highlight individual differences which shape their unique experiences, while considering three levels of the school context in terms of how they may affect adaptation outcomes: (1) interindividual interactions in the classroom (such as peer relations, student-teacher relations, teacher beliefs, and teaching practices), (2) characteristics of the classroom or school (such as ethnic composition and diversity climate), and (3) relevant school-and nation-level policies (such as diversity policies and school tracking). Given the complexity of the topic, there is a need for more research taking an integrated and interdisciplinary perspective to address migration related issues in the school context. Teacher beliefs and the normative climate in schools seem particularly promising points for intervention, which may be easier to change than structural aspects of the school context. More inclusive schools are also an important step toward more peaceful interethnic relations in diverse societies.
Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research.
Although school climate and self-efficacy have received some attention in the literature, as correlates of students’ willingness to intervene in bullying, to date, very little is known about the potential mediating role of self-efficacy in the relationship between classroom climate and students’ willingness to intervene in bullying. To this end, the present study analyzes whether the relationship between classroom cohesion (as one facet of classroom climate) and students’ willingness to intervene in bullying situations is mediated by self-efficacy in social conflicts. This study is based on a representative stratified random sample of two thousand and seventy-one students (51.3% male), between the ages of twelve and seventeen, from twenty-four schools in Germany. Results showed that between 43% and 48% of students reported that they would not intervene in bullying. A mediation test using the structural equation modeling framework revealed that classroom cohesion and self-efficacy in social conflicts were directly associated with students’ willingness to intervene in bullying situations. Furthermore, classroom cohesion was indirectly associated with higher levels of students’ willingness to intervene in bullying situations, due to self-efficacy in social conflicts. We thus conclude that: (1) It is crucial to increase students’ willingness to intervene in bullying; (2) efforts to increase students’ willingness to intervene in bullying should promote students’ confidence in dealing with social conflicts and interpersonal relationships; and (3) self-efficacy plays an important role in understanding the relationship between classroom cohesion and students’ willingness to intervene in bullying. Recommendations are provided to help increase adolescents’ willingness to intervene in bullying and for future research.
Schools are a major context for academic and socio-emotional development, but
also an important acculturative context. This is notably the case in adolescence,
which is a critical period for the development of a social and ethnic identity, as
well as moral reasoning and intergroup attitudes. How schools approach cultural
diversity issues is therefore likely to affect these developmental and acculturative
processes and adaptation outcomes. In the present article, the manifestation
and effects of the most prominent approaches to cultural diversity, namely
those guided by a perspective of equality and inclusion, and those guided by
a perspective of cultural pluralism, are reviewed and compared in the context
of multi-ethnic schools. The aim is to explore when and how the potential of
cultural diversity can best flourish, enhancing the academic and socio-emotional
development of culturally diverse students.
Schools are a major context for academic and socio-emotional development, but also an important acculturative context. This is notably the case in adolescence, which is a critical period for the development of a social and ethnic identity, as well as moral reasoning and intergroup attitudes. How schools approach cultural diversity issues is therefore likely to affect these developmental and acculturative processes and adaptation outcomes. In the present article, the manifestation and effects of the most prominent approaches to cultural diversity, namely those guided by a perspective of equality and inclusion, and those guided by a perspective of cultural pluralism, are reviewed and compared in the context of multi-ethnic schools. The aim is to explore when and how the potential of cultural diversity can best flourish, enhancing the academic and socio-emotional development of culturally diverse students.
Objective: The aims of this systematic review and meta-analysis are (i) to determine the impact of school-based interventions on objectively measured physical activity among adolescents and (ii) to examine accelerometer methods and decision rule reporting in previous interventions. Methods: A systematic search was performed to identify randomized controlled trials targeting adolescents (age: >= 10 years), conducted in the school setting, and reporting objectively measured physical activity. Random effects meta-analyses were conducted to determine the pooled effects of previous interventions on total and moderate-to-vigorous physical activity. Potential moderators of intervention effects were also explored. Results: Thirteen articles met the inclusion criteria, and twelve were included in the meta-analysis. The pooled effects were small and non-significant for both total physical activity (standardized mean difference = 0.02 [95% confidence interval = -0.13 to 0.18]) and moderate-to-vigorous physical activity (standardized mean difference = 0.24 [95% confidence interval = -0.08 to 0.56]). Sample age and accelerometer compliance were significant moderators for total physical activity, with a younger sample and higher compliance associated with larger effects. Conclusion: Previous school-based physical activity interventions targeting adolescents have been largely unsuccessful, particularly for older adolescents. There is a need for more high-quality research using objective monitoring in this population. Future interventions should comply with best-practice recommendations regarding physical activity monitoring protocols.
Die digitale Entwicklung durchdringt unser Bildungssystem, doch Schulen sind auf die Veränderungen kaum vorbereitet: Überforderte Lehrer/innen, infrastrukturell schwach ausgestattete Unterrichtsräume und unzureichend gewartete Computernetzwerke sind keine Seltenheit. Veraltete Hard- und Software erschweren digitale Bildung in Schulen eher, als dass sie diese ermöglichen: Ein zukunftssicherer Ansatz ist es, die Rechner weitgehend aus den Schulen zu entfernen und Bildungsinhalte in eine Cloud zu überführen.
Zeitgemäßer Unterricht benötigt moderne Technologie und eine zukunftsorientierte Infrastruktur. Eine Schul-Cloud (https://hpi.de/schul-cloud) kann dabei helfen, die digitale Transformation in Schulen zu meistern und den fächerübergreifenden Unterricht mit digitalen Inhalten zu bereichern. Den Schüler/innen und Lehrkräften kann sie viele Möglichkeiten eröffnen: einen einfachen Zugang zu neuesten, professionell gewarteten Anwendungen, die Vernetzung verschiedener Lernorte, Erleichterung von Unterrichtsvorbereitung und Differenzierung. Die Schul-Cloud bietet Flexibilität, fördert die schul- und fächerübergreifende Anwendbarkeit und schafft eine wichtige Voraussetzung für die gesellschaftliche Teilhabe und Mitgestaltung der digitalen Welt. Neben den technischen Komponenten werden im vorliegenden Bericht ausgewählte Dienste der Schul-Cloud exemplarisch beschrieben und weiterführende Schritte aufgezeigt.
Das in Zusammenarbeit mit zahlreichen Expertinnen und Experten am Hasso-Plattner-Institut (HPI) entwickelte und durch das Bundesministerium für Bildung und Forschung (BMBF) geförderte Konzept einer Schul-Cloud stellt eine wichtige Grundlage für die Einführung Cloud-basierter Strukturen und -Dienste im Bildungsbereich dar. Gemeinsam mit dem nationalen Excellence-Schulnetzwerk MINT-EC als Kooperationspartner startet ab sofort die Pilotphase. Aufgrund des modularen, skalierbaren Ansatzes der Schul-Cloud kommt dem infrastrukturellen Prototypen langfristig das Potential zu, auch über die begrenzte Anzahl an Pilotschulen hinaus bundesweit effizient eingesetzt zu werden.
Der Beitrag der Dissertation „Theoriebasierte Betreuung vom Schulpraktikum im Lehramtsstudium Englisch“ zum wissenschaftlichen Diskurs liegt in der Verbindung von Theoriebereichen der Professionalisierungsforschung und angewandten Linguistik mit Untersuchungen zur hochschuldidaktischen Begleitung und Betreuung im ersten Unterrichtspraktikum des Lehramtsstudiums, dem fachdidaktischen Tagespraktikum, an der Universität Potsdam. Ein interaktionsanalytisches Vorgehen wurde eingesetzt zur Weiterentwicklung des hochschuldidaktischen Settings einer disziplinenverbindenden, fachwissenschaftlichen Begleitung von Praktika im komplexen Kontext Schule. Die Implementierung entsprechender Formate ins reguläre Studium wurde in einer über drei Jahre angelegten iterativen Studie turnusmäßig evaluiert.
Bereits seit Mitte der 1990er Jahre greift die schulische Sprachförderung im Land Berlin vor allem auf das Merkmal der „nichtdeutschen Herkunftssprache“ (ndH) zurück. Mit der Einführung dieses Merkmals entschied sich der Landesgesetzgeber dafür, die – aus seiner Sicht weiterhin dringend notwendige – Sprachförderung von Kindern und Jugendlichen mit Migrationshintergrund in der Schule nicht mehr an eine ausländische Staatsbürgerschaft, sondern, ungeachtet der Staatsbürgerschaft der Schüler, an das Vorherrschen einer nichtdeutschen Kommunikationssprache in der Familie anzuknüpfen. An diesem Ansatz hat sich auch durch die Novellierung des Berliner Schulgesetzes im Jahre 2004 nichts Grundsätzliches geändert. Neben der Bedeutung des Merkmals ‚ndH‘ für die individuelle Sprachförderung in Schulen kommt diesem Merkmal – zusammen mit dem erst unlängst aufgewerteten weiteren Sprachfördermerkmal „Lernmittelbefreiung“ (LmB) – jedoch nunmehr auch eine zentrale Rolle bei der Zumessung von Sprachfördermitteln und Personalressourcen zu. In der Vergangenheit ist das Merkmal ‚ndH‘ allerdings wegen seiner angeblich diskriminierenden und vermeintlich segregierenden Wirkung mehrfach in die Kritik geraten, die sich, ausgelöst durch einen Vorfall an einer Kreuzberger Grundschule im Jahre 2012, noch einmal verstärkt hat. So wird neben der Tatsache, dass das Merkmal ‚ndH‘ überhaupt erhoben und der Sprachförderung zugrunde gelegt wird, auch die Praxis der Berliner Senatsverwaltung für Bildung, Jugend und Wissenschaft, auf den sog. Schulporträts im Internet ‚ndH‘-Quoten zu veröffentlichen, angegriffen und die Abschaffung dieser Praxis gefordert. Ziel der vorliegenden Arbeit ist die Beantwortung der Frage nach der Berechtigung dieser Kritik. Ausgehend von einer Darstellung zur Einführung und Entwicklung des Merkmals ‚ndH‘ unter Berücksichtigung der zuvor geltenden Rechtslage und einer Darstellung der aktuellen rechtlichen Grundlagen der schulischen Sprachförderung im Land Berlin wird dieses Merkmal einer näheren Betrachtung unterzogen. Nach einer Bestimmung des Merkmals ‚ndH‘, einer Erläuterung der einschlägigen Regelungen zur ‚ndH‘-Sprachförderung und einem Vergleich mit dem zusätzlich bestehenden Fördermerkmal ‚LmB‘ im Kontext der aktuellen Bestimmungen wird zunächst ein Überblick über wesentliche Aspekte der schulischen Sprachförderung auf der Grundlage des Merkmals ‚ndH‘ in der Praxis gegeben, in den wiederum das Vergleichsmerkmal ‚LmB‘ einbezogen wird. Daran knüpft die Untersuchung der These an, das Merkmal ‚ndH‘ bzw. zumindest seine Veröffentlichung im Rahmen der Schulporträts der Senatsschulverwaltung habe diskriminierende Wirkung und führe zu einer Segregation der Schülerschaft. Im Anschluss daran wird als zusätzliche Überlegung der Frage nach der tatsächlichen Notwendigkeit einer sich an dem Merkmal ‚ndH‘ und damit einer familiären Kommunikationssprache orientierenden Sprachförderung nachgegangen, die, wenn sie denn bejaht werden könnte, etwaige Diskriminierungs- und Segregationswirkungen rechtfertigte.
Background: The use of psychoactive substances to neuroenhance cognitive performance is prevalent. Neuroenhancement (NE) in everyday life and doping in sport might rest on similar attitudinal representations, and both behaviors can be theoretically modeled by comparable means-to-end relations (substance-performance). A behavioral (not substance-based) definition of NE is proposed, with assumed functionality as its core component. It is empirically tested whether different NE variants (lifestyle drug, prescription drug, and illicit substance) can be regressed to school stressors.
Findings: Participants were 519 students (25.8 +/- 8.4 years old, 73.1% female). Logistic regressions indicate that a modified doping attitude scale can predict all three NE variants. Multiple NE substance abuse was frequent. Overwhelming demands in school were associated with lifestyle and prescription drug NE.
Conclusions: Researchers should be sensitive for probable structural similarities between enhancement in everyday life and sport and systematically explore where findings from one domain can be adapted for the other. Policy makers should be aware that students might misperceive NE as an acceptable means of coping with stress in school, and help to form societal sensitivity for the topic of NE among our younger ones in general.