Department Erziehungswissenschaft
Refine
Year of publication
- 2024 (8)
- 2023 (21)
- 2022 (64)
- 2021 (71)
- 2020 (28)
- 2019 (57)
- 2018 (43)
- 2017 (65)
- 2016 (16)
- 2015 (20)
- 2014 (11)
- 2013 (27)
- 2012 (49)
- 2011 (26)
- 2010 (31)
- 2009 (48)
- 2008 (38)
- 2007 (45)
- 2006 (52)
- 2005 (30)
- 2004 (73)
- 2003 (53)
- 2002 (33)
- 2001 (41)
- 2000 (38)
- 1999 (75)
- 1998 (63)
- 1997 (40)
- 1996 (89)
- 1995 (47)
- 1994 (55)
- 1993 (20)
- 1992 (37)
- 1991 (7)
- 1990 (4)
- 1989 (4)
- 1988 (5)
- 1987 (5)
- 1986 (4)
- 1985 (1)
- 1984 (4)
- 1983 (5)
- 1982 (1)
- 1981 (3)
- 1980 (5)
- 1979 (4)
- 1976 (5)
- 1975 (2)
- 1974 (1)
- 1973 (2)
- 1972 (1)
- 1971 (2)
- 1970 (1)
Document Type
- Article (959)
- Monograph/Edited Volume (211)
- Postprint (136)
- Doctoral Thesis (110)
- Part of a Book (29)
- Review (22)
- Other (14)
- Master's Thesis (12)
- Report (3)
- Habilitation Thesis (1)
- Part of Periodical (1)
Keywords
- Lehrerbildung (25)
- Evaluation (12)
- Erwachsenenbildung (10)
- Schulforschung (10)
- Qualitätssicherung (9)
- Teacher education (9)
- Jugendforschung (8)
- Kulturvergleich (8)
- Teacher training (8)
- cyberbullying (8)
Institute
- Department Erziehungswissenschaft (1498)
- Zentrum für Qualitätsentwicklung in Lehre und Studium (ZfQ) (25)
- Zentrum für Lehrerbildung und Bildungsforschung (ZeLB) (20)
- Extern (10)
- Department Psychologie (3)
- Department Grundschulpädagogik (2)
- Department Linguistik (1)
- Department für Inklusionspädagogik (1)
- Fachgruppe Politik- & Verwaltungswissenschaft (1)
- Humanwissenschaftliche Fakultät (1)
Spacing repeated study phases across multiple sessions instead of studying and restudying the learning material in one session only is an effective strategy to promote lasting learning. However, most studies demonstrating the spacing effect were conducted in the laboratory, using simple verbal material. Learning in educational contexts differs regarding the complexity and coherence of the learning material and concerning the role of motivational and affective learner characteristics. Studies conducted in educational contexts suggest that the spacing effect is not as robust here. For example, acquiring mathematical skills or nonrepeated, consecutive information does not reliably benefit from spacing. After an overview of studies addressing the spacing effect in the laboratory and in educational contexts, we discuss various open questions that need to be addressed by future research before recommending spacing as a learning strategy to promote meaningful and lasting learning at schools and universities.
Teacher collaboration is an important feature of job satisfaction and self-efficacy for teachers.
Moreover, the collaboration of teachers is important for adopting professional changes as professional development (PD) activities that include opportunities for collaboration have been shown to support teachers in improving classroom practice.
This may even lead to higher student performance.
Situated in the context of the Advanced Placement (AP) reform in the United States, we investigated the perceived importance of opportunities to collaborate with colleagues as a rationale to participate in PD (N = 3,725 teachers).
The opportunity to collaborate with colleagues was a primary rationale why teachers selected PD activities.
While this rationale is only slightly related to school and teacher characteristics, it was related to PD characteristics.
Specifically, opportunities to collaborate with colleagues were important to teachers in selecting informal face-to-face (FtF) PD activities.
We conclude that collaborative structures benefit all forms of teacher professional development.
Robust research continues to broaden and deepen the field's understanding of immigrants' ethnic-racial identity and mental health.
We highlight opportunities to pioneer the literature by questioning "who" is meant by immigrant (clearly defining generational status, going beyond covariate and difference -based approaches, focusing on immigrants from under-studied ethnic-racial backgrounds), "what" is meant by iden-tity (ethnic/heritage/native, conjoined with multiple identities such as national, regional, politicized), "where" experiences are taking place (globalization, differences in how immigrants are defined and viewed across contexts), and the "why" or importance of continuing this work (identity as resilience against mental health risks).
Targeting under-researched in-tersections among the "who-what-where-why" can build knowledge and insight for researchers and practitioners who work with immigrant families, and perhaps for immigrants themselves.
Cities and other human settlements are major contributors to climate change and are highly vulnerable to its impacts. They are also uniquely positioned to reduce greenhouse gas emissions and lead adaptation efforts. These compound challenges and opportunities require a comprehensive perspective on the public policy of human settlements. Drawing on core literature that has driven debate around cities and climate over recent decades, we put forward a set of boundary objects that can be applied to connect the knowledge of epistemic communities and support an integrated urbanism. We then use these boundary objects to develop the Goals-Intervention-Stakeholder-Enablers (GISE) framework for a public policy of human settlements that is both place-specific and provides insights and tools useful for climate action in cities and other human settlements worldwide. Using examples from Berlin, we apply this framework to show that climate mitigation and adaptation, public health, and well-being goals are closely linked and mutually supportive when a comprehensive approach to urban public policy is applied.
Die Schulinspektion evaluiert Schulen mit dem Ziel der Qualitätssicherung von Unterrichts- und Schulqualität.
Dies gilt insbesondere für Schulen, an denen „erheblicher Entwicklungsbedarf“ festgestellt wurde.
Diese Schulen bekommen zusätzliche Unterstützung, erfahren aber auch zusätzlichen Druck durch diese Einordnung.
Die weitere Entwicklung dieser Schulen ist bisher kaum erforscht. Diese Studie untersucht mit Daten der Schulinspektion, der amtlichen Statistik und Leistungsdaten von 333 Berliner Grundschulen Veränderungen in Indikatoren der Unterrichts- und Schulqualität, der Schulleistung, und der Zusammensetzung der Schülerschaft (SES und Anteil mit nicht-deutscher Herkunftssprache) nach der Diagnose „erheblicher Entwicklungsbedarf“.
Die empirischen Analysen zeigten, dass sich bei diesen Schulen die Unterrichts- und Schulqualität nur geringfügig veränderte, sich der Leistungsabstand zu allen anderen Grundschulen nicht statistisch signifikant verringerte, und sich die Zusammensetzung der Schülerschaft hinsichtlich des sozioökonomischen Status (SES) nicht veränderte. Jedoch erhöhte sich der Anteil von Kindern mit nicht-deutscher Herkunftssprache statistisch signifikant.
The literature on social inequality in study abroad almost exclusively focuses on university students.
This paper systematically examines the role of socioeconomic status (SES) for study abroad intent (SAI) and uptake across all levels of pre-college education in Japan, thereby also providing a first in-depth empirical study on pre-college study abroad (PSA) in this country.
Drawing on theories of social inequality (especially the effectively main-tained inequality (EMI) thesis) in combination with elements from cumulative advantage and life course research, we understand the intention and final decision to study abroad as an outcome of SES-specific differ-ences in educational biographies, with higher SES families seeking transnational education for their children to achieve status advantages.
Using large-scale cross-sectional data for Japan (N = 15,450) for children aged three to eighteen years, binary and generalized ordered logit regressions show that children from high SES families are generally more likely to (1) express SAI (especially for college) and take up PSA; and (2) choose more exclusive forms of PSA, i.e. earlier and more lengthy stays. Findings further indicate that (3) the SES-gap in the likelihood to show SAI or take up PSA is highest at the pre-and high school levels.
Applying the KHB method we found that (4) the percentage of SES effects on SAI mediated through earlier PSA experience is marginal or even reversed at times. We conclude that early PSA experience is positively related to further SAI, with high SES students likely accumulating transnational human capital to a greater extent, possibly acquiring status advantages.
In sum, our results support the EMI and cumulative advantage perspectives, indicating undetected first-and second-level horizontal inequalities in Japanese education and call for similar research in other national contexts.
This study investigates alternatively certified (AC) teachers' motives for teaching, their well-being, and their intention to stay in the profession.
We conducted multivariate covariance analyses using a largescale dataset of 446 traditionally certified (TC) teachers and 143 AC teachers at secondary schools in Germany. Findings show that AC teachers reported more frequently than TC teachers that they chose teaching due to social influences and because of more time for their family. Furthermore, AC teachers report significantly higher enthusiasm for teaching.
No differences were found regarding emotional exhaustion or the intention to stay in the profession.
As school learning should enable people to self-determine their own lives, its long-lasting relevance for participation in further education is an essential outcome. Contemporary adult education research shows that beliefs and memories from one's school years have an impact on the motivation to pursue further education in working life.
However, almost no longitudinal research exists that investigates the long-term forces behind adults' motivation to educate themselves. Hence, the present study examined whether students' learning-related behaviour, cognitions and emotions that developed in their school years are related to the subjective value they place on further education, their expectations of success in solving further learning tasks, and thus the likelihood of participating in further education. Corresponding structural equation analyses on data from the German panel study LifE (n = 1,110) revealed that the learning behaviour, ability self-concept and test anxiety at the age of 12, along with their individual change between the ages of 12 and 16, are associated in different ways with the attainment value and subjective costs placed on further education and expectations of success at the age of 35.
In contrast, no influence of youth characteristics on the likelihood of participating in further education could be found. The findings indicate that especially the development of learning-related cognitions and emotions in secondary school is sustainably related to the individual's success expectancy and achievement value of further education. Long-term dependencies should be further investigated with regard to academic domains and socio-economic pathways.
Video-based reflection in teacher education: comparing virtual reality and real classroom videos
(2022)
While previous studies have examined the use of real-world classroom videos to support the development of student teachers' reflective skills, there has been little research to date on the use of virtual reality (VR) videos in teacher education to provide opportunities for authentic reflec-tion.
This mixed-methods study investigated changes in reflection-related self-efficacy and dif-ferences in written reflection processes using a quasi-experimental design with two types of reflection stimuli.
One group of 46 student teachers used a VR-based video to reflect on in-struction while another group of 23 student teachers used a real classroom video.
We found an increase in reflection-related self-efficacy over time among participants in the VR group only. We also found that VR videos triggered similar reflection processes to real classroom videos.
This study shows, for the first time, that video-based reflection on VR classroom videos produced comparable results to reflection on real classroom videos. This indicates that VR can be used successfully in teacher education and that it offers a useful learning tool for teacher education programs.