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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.