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This longitudinal study aimed to investigate how motivational transitions of adolescents in the domain of mathematics from Grades 9 to 10 were related to student-perceived mathematics teacher support and student -oriented teaching. Data were drawn from the 2012 Programme for International Student Assessment (PISA) and its German national extension called PISA Plus 2012-2013. We used a subsample of 2605 students (51.0 % girls) from 198 classrooms. Using latent profile analyses, we identified three motivational patterns based on expectancy-value theory that were meaningfully associated with students' mathematics test scores and work ethics. Latent transition analyses showed that these patterns were mostly stable across time. Occurring changes were characterized by a decrease in mathematics motivation across time. Student-oriented teaching as reported by students in Grade 9 impeded maladaptive motivational transitions. Students with particularly low interest and utility value benefitted from teachers who direct their instruction at students' motivational characteristics.
To plan cluster-randomized trials with sufficient statistical power to detect intervention effects on student achievement, researchers need multilevel design parameters, including measures of between-classroom and between-school differences and the amounts of variance explained by covariates at the student, classroom, and school level. Previous research has mostly been conducted in the United States, focused on two-level designs, and limited to core achievement domains (i.e., mathematics, science, reading). Using representative data of students attending grades 1-12 from three German longitudinal large-scale assessments (3,963 <= N <= 14,640), we used three- and two-level latent (covariate) models to provide design parameters and corresponding standard errors for a broad array of domain-specific (e.g., mathematics, science, verbal skills) and domain-general (e.g., basic cognitive functions) achievement outcomes. Three covariate sets were applied comprising (a) pretest scores, (b) sociodemographic characteristics, and (c) their combination. Design parameters varied considerably as a function of the hierarchical level, achievement outcome, and grade level. Our findings demonstrate the need to strive for an optimal fit between design parameters and target research context. We illustrate the application of design parameters in power analyses.
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.
Language development in children with a heritage language background is often characterized by a shift towards the majority language once children enter formal educational contexts.
In Germany, educational programs that target heritage languages are scarce.
It is therefore of interest whether children with a heritage language background can benefit from a bilingual program targeting their heritage language.
In this paper, we report data on the lexical skills of Italian heritage children in two educational contexts, bilingual Italian-German kindergartens and a bilingual Italian-German elementary school.
We examine (1) developmental trajectories of children's lexical skills in German and Italian, (2) differences between noun and verb development, (3) differences between lexical production and comprehenand Italian, kindergarteners showed balanced receptive vocabulary skills.
By contrast, elementary school-children had a larger German than Italian vocabulary. Both groups demonstrated a clear dominance of nouns over verbs.
While school children already performed at ceiling in German at the end of first grade, across the school years, their Italian vocabulary increased, nouns in particular.
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.
Background: Societies worldwide have become more diverse yet continue to be inequitable. Understanding how youth growing up in these societies are socialized and consequently develop racial knowledge has important implications not only for their well-being but also for building more just societies. Importantly, there is a lack of research on these topics in Germany and Europe in general.
Aim and Method: The overarching aim of the dissertation is to investigate 1) where and how ethnic-racial socialization (ERS) happens in inequitable societies and 2) how it relates to youth’s development of racial knowledge, which comprises racial beliefs (e.g., prejudice, attitudes), behaviors (e.g., actions preserving or disrupting inequities), and identities (e.g., inclusive, cultural). Guided by developmental, cultural, and ecological theories of socialization and development, I first explored how family, as a crucial socialization context, contributes to the preservation or disruption of racism and xenophobia in inequitable societies through its influence on children’s racial beliefs and behaviors. I conducted a literature review and developed a conceptual model bridging research on ethnic-racial socialization and intergroup relations (Study 1). After documenting the lack of research on socialization and development of racial knowledge within and beyond family contexts outside of the U.S., I conducted a qualitative study to explore ERS in Germany through the lens of racially marginalized youth (Study 2). Then, I conducted two quantitative studies to explore the separate and interacting relations of multiple (i.e., family, school) socialization contexts for the development of racial beliefs and behaviors (Study 3), and identities (Studies 3, 4) in Germany. Participants of Study 2 were 26 young adults (aged between 19 and 32) of Turkish, Kurdish, East, and Southeast Asian heritage living across different cities in Germany. Study 3 was conducted with 503 eighth graders of immigrant and non-immigrant descent (Mage = 13.67) in Berlin, Study 4 included 311 early to mid-adolescents of immigrant descent (Mage= 13.85) in North Rhine-Westphalia with diverse cultural backgrounds.
Results and Conclusion: The findings revealed that privileged or marginalized positions of families in relation to their ethnic-racial and religious background in society entail differential experiences and thus are an important determining factor for the content/process of socialization and development of youth’s racial knowledge. Until recently, ERS research mostly focused on investigating how racially marginalized families have been the sources of support for their children in resisting racism and how racially privileged families contribute to transmission of information upholding racism (Study 1). ERS for racially marginalized youth in Germany centered heritage culture, discrimination, and resistance strategies to racism, yet resistance strategies transmitted to youth mostly help to survive racism (e.g., working hard) by upholding it instead of liberating themselves from racism by disrupting it (e.g., self-advocacy, Study 2). Furthermore, when families and schools foster heritage and intercultural learning, both contexts may separately promote stronger identification with heritage culture and German identities, and more prosocial intentions towards disadvantaged groups (i.e., refugees) among youth (Studies 3, 4). However, equal treatment in the school context led to mixed results: equal treatment was either unrelated to inclusive identity, or positively related to German and negatively related to heritage culture identities (Studies 3, 4). Additionally, youth receiving messages highlighting strained and preferential intergroup relations at home while attending schools promoting assimilation may develop a stronger heritage culture identity (Study 4). In conclusion, ERS happened across various social contexts (i.e., family, community centers, school, neighborhood, peer). ERS promoting heritage and intercultural learning, at least in one social context (family or school), might foster youth’s racial knowledge manifesting in stronger belonging to multiple cultures and in prosocial intentions toward disadvantaged groups. However, there is a need for ERS targeting increasing awareness of discrimination across social contexts of youth and teaching youth resistance strategies for liberation from racism.
Die anspruchsvolle Klausur behandelt zunächst Körperverletzungs- und Tötungsdelikte, wobei der Schwerpunkt auf schwierigen Zurechnungsproblemen aus dem Allgemeinen Teil liegt. Anschließend werden im Kontext von Vermögens- und Anschlussdelikten komplexe und wenig bekannte Beteiligungsfragen thematisiert, die zu eigenständiger Argumentation herausfordern.
Existing curricula for entrepreneurship education do not necessarily represent the best way of teaching. How could entrepreneurship curricula be improved? To answer this question, we aim to identify and rank desirable teaching objectives, teaching contents, teaching methods, and assessment methods for higher entrepreneurship education. To this end, we employ an international real-time Delphi study with an expert panel consisting of entrepreneurship education instructors and researchers. The study reveals 17 favorable objectives, 17 items of content, 25 teaching methods, and 15 assessment methods, which are ranked according to their desirability and the group consensus. We contribute to entrepreneurship curriculum research by adding a normative perspective.
Aufklärung und Emanzipation stellten das deutschsprachige Judentum vor die Aufgabe, ein modernes jüdisches Selbstverständnis zu entwickeln, das den neuen gesellschaftlichen Anforderungen entsprach. Dabei war das Gebiet der Erziehung einer jener Bereiche, in denen die jüdische Modernisierung zuerst zum Tragen kam. Durch die Neukonzeption des jüdischen Lernens, die stark von transkulturellen Diskursen geprägt war, entstanden neue pädagogische Konzepte und neue Lehrbücher. Als Erziehungsmittel trugen diese einen wichtigen Teil zum Sozialisierungsprozess des sich transformierenden Judentums bei und sind somit zentrale Quellen für die in jener Zeit stattfindende Aushandlung eines neuen jüdischen Selbstverständnisses. Der Sammelband beleuchtet in Überblicksdarstellungen und Einzelstudien die vielfältigen Wechselbeziehungen zwischen pädagogischen, religiösen und gesellschaftlichen Entwicklungen dieser Zeit und konturiert damit die im Hintergrund der jüdischen Modernisierung stehenden Prozesse des Kulturtransfers genauer.
«Musik erfinden und gestalten» hat grosses musikpädagogisches Potenzial: mit Klängen experimentieren, ein Gespür für dramaturgische Verläufe entwickeln, nonverbal kommunizieren – Musik erfinden und gestalten eröffnet ein breites Feld musikalischer Aktivitäten und Erfahrungsmöglichkeiten. Doch im regulären Musikunterricht in der Volksschule der Schweiz sind produktionsdidaktische Ansätze noch eher die Ausnahme und Musiklehrkräften fehlt es an Anleitungsstrategien.
Für das vorliegende Buch untersuchte der Autor in Form einer Design-based-Research-Studie, wie Primarlehrkräfte ihre Anleitungsstrategien bei der Durchführung von musikalischen Gestaltungsprozessen in ihren Schulklassen schrittweise entwickeln. Dabei begleitete der Forscher die Lehrkräfte in der schulischen Praxis und intervenierte gezielt mit Reflexionsimpulsen, um den Professionalisierungsprozess zu unterstützen.
Daraus wurden drei Reflexionstools generiert: Das Reflexionstool try-outs beinhaltet konkrete Handlungsanregungen und Reflexionsfragen für das Anleiten musikalischer Gestaltungsprozesse. Das Onlinetool improspider ist ein Selbstreflexionsinstrument zur Einschätzung personaler Orientierungen. Das Kompetenzmodell Kompetenzflyer bietet eine Reflexionsfolie für die Ansteuerung eigenständiger Kompetenzerwerbsschritte.
Die Reflexionstools sind außerdem online in Form eines Lernobjekts verfügbar.
MARLA
(2024)
Serious games
(2024)
Portal Transfer 2024
(2024)
Liebe Leserinnen und Leser, die eigene „Blase“ verlassen, Perspektiven wechseln, Silo-Mentalität überwinden – was der Wissenschaft in ihrem Innern gelingt, ja gelingen muss, um erfolgreich zu sein, stellt sie in ihrer Außenwirkung noch immer vor Herausforderungen. Dabei gehört es doch inzwischen zum Selbstverständnis moderner Universitäten, öffentlich zu erklären, woran in ihren Räumen geforscht wird, sich in gesellschaftliche Diskurse einzubringen und ihre Erkenntnisse zügig in die Praxis zu überführen.
Die Universität Potsdam hat diese Transferaufgaben neben Lehre und Forschung als dritte Säule installiert und ihrem Gebäude damit noch mehr Stabilität verliehen. Seit Jahren gehört sie im nationalen Vergleich zu den erfolgreichsten Hochschulen, wenn es darum geht, Start-ups zu fördern und aus der Forschung heraus Unternehmen zu gründen: In diesem Magazin berichten wir von der Potassco Solutions GmbH des Informatikers Torsten Schaub, der mit seinem KI-System Clingo komplexe Optimierungsprobleme in Betrieben löst. Oder von der SEQSTANT GmbH, die mit innovativer Diagnostik Erreger von Atemwegserkrankungen in Echtzeit bestimmen kann. Wir zeigen aber auch, wie Forschungsteams mit der Industrie kooperieren, zum Beispiel mit der K-UTEC im thüringischen Sondershausen, um mit wissenschaftlichem Knowhow dazu beizutragen, dass dort in Produktionsabfällen kein wertvolles Lithium verloren geht.
Richtet sich der Technologietransfer vor allem an die Wirtschaft, so hilft der Wissenstransfer der gesamten Gesellschaft. Besonders stark ist die Universität Potsdam hier in der Bildung, denn mit ihren Lehramtsabsolventen schickt sie auch gleich den aktuellen Stand der Unterrichtsforschung in die Schulpraxis. Immer häufiger zieht dabei die Digitalisierung in die Klassenzimmer ein. Wie das gut gelingen kann, ist in diesem Magazin zu lesen. Zudem erklären wir, was die Sportwissenschaft zur Therapie von Depressionen beitragen kann oder wie die Umweltforschung das Risikomanagement in von Hochwasser bedrohten Regionen verbessern will. Ob in öffentlichen Verwaltungen oder politischen Institutionen – überall ist wissenschaftliche Expertise gefragt. Wir zeigen das am Beispiel von Frauke Brosius-Gersdorf, die als Juristin die Bundesregierung zur Regulierung des Schwangerschaftsabbruchs berät.
Der kürzeste Weg des Wissens aus der Universität in die Praxis führt zweifelsohne über die Alumni, die als Fach- und Führungskräfte im Land und darüber hinaus wirksam werden. Dass dieser Weg schon während des Studiums beginnen kann, beweisen die vielen studentischen Initiativen, die hier zu Wort kommen. Sie alle scheuen nicht das Rampenlicht: ob bei Science Slams auf den Bühnen im Land Brandenburg, bei den TEDx-Talks im Hans Otto Theater, beim Kunst-Rundgang in der Potsdamer Waschhaus-Arena oder mit englischsprachigem Schauspiel an der Uni. Öffentlich in Erscheinung treten, neue Formen finden, um Wissen in die Breite der Bevölkerung zu tragen – auch das gehört zum Transfer. Genau wie dieses Magazin.