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It is assumed that additionally to the family background and child characteris-tics, the children’s learning environments are crucial for the acquisition of early competencies. This study aimed to compare the eff ects of home and institutional learning environment on young children’s vocabulary and to test necessary con-ditions for a potential compensatory eff ect of the institutional learning environ-ment. Using longitudinal data from N = 557 preschool children (German National Educational Panel Study), we analysed to what extent family background and children’s characteristics predicted home and institutional learning environments and to what extent these learning environments predicted vocabulary in pre-school and primary school. In order to test if both learning environments pre-dict vocabulary separately, we used almost identical indicators to operationalize them. The effects were estimated within a structural equation model. The study revealed that both, home and institutional learning environment, had small and separate eff ects on children’s vocabulary. The home learning environment was more closely related to the family background, while the institutional learning en-vironment was more closely related to the children’s characteristics. This evokes new possibilities to discuss compensatory effect.
Neben familiären Merkmalen hat sich die Kindergartenqualität als bedeutsam für den Wortschatz von Kindergartenkindern gezeigt. Die drei Dimensionen der Kindergartenqualität, die Struktur‑, Orientierungs- und Prozessqualität, wurden bisher jedoch nicht simultan und domänenspezifisch in Bezug auf den Wortschatz untersucht. In der vorliegenden Studie wird der Frage nachgegangen, wie die Dimensionen der Kindergartenqualität unter Berücksichtigung familiärer Merkmale mit dem Wortschatz von Kindern auf Individual- und Kindergartenebene zusammenhängen. Die Datengrundlage bildete eine Teilstichprobe des nationalen Bildungspanels („National Educational Panel Study“, NEPS) mit N = 1165 Kindern in 139 Kindergärten. Die durchgeführten Mehrebenenanalysen ergaben, dass zur Prädiktion des Wortschatzes auf Individualebene die familiären Merkmale bedeutsam waren, während Unterschiede zwischen Kindergärten mittels der Kindergartenqualität erklärt werden konnten. Dabei waren alle drei Qualitätsdimensionen relevant. Die Ergebnisse werden vor dem Hintergrund verschiedener Qualitätskonzeptionen diskutiert.
Modeling the impacts of grazing land management on land-use change for the Jordan River region
(2008)
In this article, we describe a simulation method for investigating the impacts of different grazing land management strategies on the productivity of (semi-)natural vegetation and the resulting feedback on land-use change. In a first application, we analyze the effects of sustainable and intensive grazing land management in the Jordan River region. For this purpose, we adapt and use the regional version of the spatially explicit modeling framework LandSHIFT. Our simulation experiments indicate that the modeled feedback mechanism has a strong effect on the spatial extent of grazing land. Consequently, the results of our study underline that the inclusion of such feedback mechanisms in land- use models can help to represent and analyze the complex interactions between humans and the environment in a more differentiated and realistic way, but they also identify the demand for more detailed empirical data on grazing land degradation in order to further improve the explanatory power of the model.
Eastern Mediterranean ecosystems are prone to desertification when under grazing pressure. Therefore, management of grazing intensity plays a crucial role to avoid or to diminish land degradation and to sustain both livelihoods and ecosystem functioning. The dynamic land-use model LandSHIFT was applied to a case study on the country level for Jordan. The impacts of different stocking densities on the environment were assessed through a set of simulation experiments for various combinations of climate input and assumptions about the development of livestock numbers. Indicators used for the analysis include a set of landscape metrics to account for habitat fragmentation and the "Human Appropriation of Net Primary Production" (HANPP), i.e., the difference between the amount of net primary production (NPP) that would be available in a natural ecosystem and the amount of NPP that remains under human management. Additionally, the potential of the economic valuation of ecosystem services, including landscape and grazing services, as an analysis concept was explored. We found that lower management intensities had a positive effect on HANPP but at the same time resulted in a strong increase of grazing area. This effect was even more pronounced under climate change due to a predominantly negative effect on the biomass productivity of grazing land. Also Landscape metrics tend to indicate decreasing habitat fragmentation as a consequence of lower grazing pressure. The valuation of ecosystem services revealed that low grazing intensity can lead to a comparatively higher economic value on the country level average. The results from our study underline the importance of considering grazing management as an important factor to manage dry-land ecosystems in a sustainable manner.
The objective of this study was to determine the relationship between having a special educational needs background (SEN) and the likelihood of having friends in inclusive classes. We assumed that a combination of individual, dyadic and contextual variables can sufficiently explain the relation between a SEN diagnosis and the likelihood of friendship. Data analysis was based on a cross-sectional sample of students (N = 1241) in second and third grade primary-school classes. To address the different levels adequately, the present study improves upon previous research in two ways: First, the sociometric data were analyzed with the p2 model, a specialized multilevel network model. Second, the study focused solely on friendships and emphasized the concept’s unique features with respect to inclusive education. Data analysis indicated that students with SEN had a decreased probability of becoming friends with their classmates compared to students without SEN. Even when individual, dyadic, and contextual variables were included into the model, the association between a SEN diagnosis and the likelihood of friendship persisted. The implications of the results are discussed with respect to their implications for inclusive teaching practice.