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Wiedereinstieg in den Lehrerberuf nach der Flucht mit dem Refugee Teachers Program in Brandenburg
(2019)
Die durch die Fluchtmigration ausgelösten aktuellen gesellschaftspolitischen Herausforderungen erfordern auch in der Lehrer*innenbildung institutionelle Weiterentwicklungsprozesse. Der vorliegende Beitrag befasst sich mit der Bedeutung der Fluchtmigration für die Lehrer*innenbildung. Am Beispiel des Refugee Teachers Program an der Universität Potsdam wird ein universitäres Bildungsangebot zur Nachqualifizierung für geflüchtete Lehrkräfte vorgestellt. Dabei fokussieren wir die konzeptionellen Grundlagen, die Struktur und die Inhalte des Programms und diskutieren es im Kontext aktueller Fragestellungen der Lehrer*innenbildung.
The purpose of this paper is to analyse data on first-year students’ needs regarding academic support services and reasons for their intention to leave the institution prior to degree completion. On the basis of the findings, a digital badge outline is proposed which could contribute to improved communication of academic requirements in order to help students to better adapt to higher education demands. Digital badges might also serve as an indicator for students’ needing additional academic support services.
Undisclosed desires
(2019)
Following decades of quality management featuring in higher education settings, questions regarding its implementation, impact and outcomes remain. Indeed, leaving aside anecdotal case studies and value-laden documentaries of best practice, current research still knows very little about the implementation of quality management in teaching and learning within higher education institutions. Referring to data collected from German higher education institutions in which a quality management department or functional equivalent was present, this article theorises and provides evidence for the supposition that the implementation of quality management follows two implicit logics. Specifically, it tends either towards the logic of appropriateness or, contrastingly, towards the logic of consequentialism. This study’s results also suggest that quality managers’ socialisation is related to these logics and that it influences their views on quality management in teaching and learning.
Background Problem behaviour theory postulates that different forms of norm violations cluster and can be explained by similar antecedents. One such cluster may include cyberbullying and cyberhate perpetration. A potential explanatory mechanism includes toxic online disinhibition, characterised by anonymity, an inability to empathise and to recognise and interpret social cues. The current study to develop a better understanding of the relationship between cyberhate and cyberbullying to inform effective intervention and prevention efforts. Aims To test the link between cyberbullying and cyberhate and whether this relationship was moderated by toxic online disinhibition. Methods Self-report questionnaires on cyberbullying, cyberhate, and toxic online disinhibition were completed by 1,480 adolescents between 12 and 17 years old (M = 14.21 years; SD = 1.68). Results Increases in cyberbullying perpetration and toxic online disinhibition were positively related to cyberhate perpetration. Furthermore, cyberbullies reported more cyberhate perpetration when they reported higher levels of toxic online disinhibition and less frequent cyberhate perpetration when they reported lower levels of toxic online disinhibition. Conclusion The current study provides evidence of a possible link between cyberbullying and cyberhate perpetration, moderated by toxic online disinhibition. This suggests that, to be effective, prevention and intervention programmes should (i) consider the co-occurrence of varying forms of cyberaggression and (ii) consider potential effects of the online environment on aggressive online behaviour among young people.
Online hatred based on attributes, such as origin, race, gender, religion, or sexual orientation, has become a rising public concern across the world. Past research on aggressive behavior suggests strong associations between victimization and perpetration and that toxic online disinhibition and sex might influence this relationship. However, no study investigated both the relationship between online hate victimization and perpetration and the potential moderation effects of toxic online disinhibition on this relationship. To this end, the present study was conducted. The sample consists of 1,480 7th to 10th graders from Germany. Results revealed positive associations between online hate victimization and perpetration. Furthermore, the results support the idea that toxic online disinhibition and sex, by way of moderator effects, affect the relationship between online hate victimization and perpetration. Victims of online hate reported more online hate perpetration when they reported higher levels of online disinhibition and less frequent online hate perpetration when they reported lower levels of toxic online disinhibition. Additionally, the relationship between online hate victimization and perpetration was significantly greater among boys than among girls. Taken together, our results extend previous findings to online hate involvement among adolescents and substantiate the importance to conduct more research on online hate. In addition, our findings highlight the need for prevention and intervention programs that help adolescents deal with the emerging issue of online hate.
Acculturation and developmental theories and frameworks have merged steadily to portray the development and adaptation of immigrant children more comprehensively. In this article, we trace this evolution to show how research has increasingly provided greater specificity in identifying the domains, dimensions, and contexts of acculturation processes, as integrated with greater concern for developmental principles. Although models have become more complex and comprehensive, we still need well-formulated theoretical explanations for the many processes that link development with acculturation and subsequent adjustment. We argue that novel developmental and acculturation concepts could advance specific lines of research situated in these complex models. By continuing to integrate developmental science and acculturation research more explicitly, we can arrive at a clearer and more complete understanding of how immigrant children and youth adapt across the lifespan.
The aim of the present study was to investigate the potential moderating role of online disinhibition in the associations between adolescents' callous-unemotional traits (callousness, uncaring, unemotional) and anonymous and non-anonymous cyberbullying. To this end, 1047 (49.2% female) 7th and 8th graders completed questionnaires on their face-to-face bullying, cyberbullying, callous-unemotional traits, and online disinhibition. The findings revealed that increases in uncaring were more associated with self-reported non-anonymous and anonymous cyberbullying at higher levels of online disinhibition. The findings are discussed in the context of the characteristics associated with callous-unemotional traits, and how these characteristics increase adolescents' risk of cyberbullying perpetration. Recommendations are made for tailoring intervention programs to consider adolescents' personality traits.
Achievement emotions are important prerequisites for academic outcomes and well-being, yet little is known about their relation to teaching quality. This study examines the relation between student-perceived teaching quality in mathematics classrooms in grade 9 and enjoyment, anxiety, and boredom in grade 10, at both the student and classroom levels. The original data set included 6020 students who participated in the German national extension of the Programme for International Student Assessment (PISA). Multilevel regression analyses showed that teacher support and classroom management were negatively related to student-level anxiety and boredom. Teacher support was positively related to enjoyment and negatively related to anxiety at the classroom level. Cognitive activation was positively related to enjoyment and negatively related to boredom at the classroom level. Classroom management was negatively related to classroom-level boredom. These results provide insight into differential classroom processes regarding the role of teaching quality in various aspects of student achievement emotions.
Viele Bundesländer stellen aktuell verstärkt Quer- und Seiteneinsteiger/innen in den Schuldienst ein. Aufgrund der geringeren berufsspezifischen Qualifizierung der Quer- und Seiteneinsteiger/innen kann vermutet werden, dass deren Integration in das Kollegium für Schulen häufig mit besonderem Aufwand verbunden ist. Aus diesem Grund soll in diesem Beitrag der Frage nachgegangen werden, an welchen Schularten und welchen Schulen Quereinsteiger/innen eingesetzt werden. Auf Basis der Schulstatistik des Landes Berlin für das Schuljahr 2016/17 wird untersucht, ob sich der Anteil von Referendar/inn/en und Quereinsteiger/inne/n am Lehrerkollegium der Schule in Abhängigkeit von der Komposition der Schülerschaft unterscheidet. Ausgewertet wurden die Daten von 2645 Personen, von denen 901 als Quereinsteigende unterrichten. Die Ergebnisse zeigen, dass ein Großteil der Quereinsteiger/innen an Grundschulen eingesetzt werden und hier insbesondere an solchen, die sich durch eine sozial benachteiligte Schülerschaft auszeichnen. Die Ergebnisse verdeutlichen die Notwendigkeit einer verstärkten Steuerung in der Zuweisung von Quereinsteiger/innen an Schulen.