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Effective school leaders significantly influence the performance of their schools. Unfortunately, in many countries worldwide attracting qualified candidates to become school principals is becoming increasingly difficult. This paper reports on several comparative studies that were carried out within the framework of a long-term research cooperation between a German and an US-American University. The aim of these studies was to clarify the motivation of teachers in deciding for or against taking over a position as a principal. For a better understanding of the background, the article also includes a section on the similarities and differences between the school systems of Germany and the USA and the responsibilities of principals.
The article analyses the strategies of Hungarian higher education interest organisations against the encroachments on academic freedom by Viktor Orbán's governments. We contrast the 2012–2013 and 2017–2019 protest waves and find that innovations in strategy came from new organisations in both periods, whereas established ones were rather passive or opted for the status quo. However, in the second period, new actors consciously declined to pursue wider systemic goals and aimed at building up formal organisations instead of loose, movement-like networks. The focus on keeping a unified front and interest representation on the workplace level did not change the overall outcome. Just like during the first period, the government was able to reach its goals without major concessions. Nevertheless, during the second protest wave the government was unable to divide and pacify its opponents, which stripped it of its legalistic strategy and revealed its authoritarianism.
This volume is largely about nontraditional data; this paper is about a nontraditional visualization: classification trees. Using trees with data will be new to many students, so rather than beginning with a computer algorithm that produces optimal trees, we suggest that students first construct their own trees, one node at a time, to explore how they work, and how well. This build-it-yourself process is more transparent than using algorithms such as CART; we believe it will help students not only understand the fundamentals of trees, but also better understand tree-building algorithms when they do encounter them. And because classification is an important task in machine learning, a good foundation in trees can prepare students to better understand that emerging and important field. We also describe a free online tool—Arbor—that students can use to do this, and note some implications for instruction.
In this text, the findings of cognitive psychology will be used to tackle certain misconceptions in academic philosophical learning contexts. It will be shown that some techniques that university teachers often recommend and on which students often rely on for working on texts and acquiring the contents of them and other contents – like for example highlighting, notetaking, and summarization – are not that effective for long-term retention. At least not if some aspects are not considered. The aim is to show what empirical research has found out about effective learning and how this can help to create tasks that foster long-term retention of philosophical contents which also helps with training higher-order skills such as applying, reflecting, evaluating, and modifying these contents.
The article raises the question of whether and how education systems produce social differences internally rather than reproducing pre‐existing “external” inequalities. Linking Niklas Luhmann’s theory of inclusion/exclusion with Charles Tilly’s theory of categorical inequalities, and based on empirical data from various qualitative studies, the article identifies an “observation regime” epistemically constituting the social classification of students and legitimising organisational closure mechanisms in the school system. As an alternative to the “reproduction paradigm,” a research approach guided by differentiation theory is proposed that takes into account that educational inequality operationally arises on the “inside” of the educational system and is caused by unequal inclusion processes.
In the educational context, graph literacy describes the competence to read, comprehend, and interpret formative assessment data in terms of data-based decision-making (DBDM) in order to derive and justify individual adaptations of instruction based on them. Since misconceptions may arise in predicting a future learning progress due to the characteristics of the data base as well as the approach to graph literacy, effective supports are needed, especially for inexperienced teachers. We present two interrelated studies to broaden the field of support in graph literacy. In Study I, graph literacy procedures are collected from N = 196 university student teachers using an online survey that includes six case vignettes with learning progress prediction tasks. Results show that both regular and special education student teachers intuitively neglect important data points in interpretation and they do not use a consistent strategy in prediction across the case vignettes (Fleiss’ κ = 0.071; p < 0.001). Building on the results of Study I, a 3-min video intervention for linear trend identification using Tukey Tri-Split was developed. Study II tested the efficacy of the video intervention on the accuracy of future learning progress among student teachers and in-service teachers (N = 198) using randomized group assignment compared to a brief text hint. With a large effect size of Cohens’ f = 0.39, the video instruction shows high efficacy compared to the text hint. The increasing importance of DBDM in inclusive and special education is discussed.
Der Beitrag thematisiert die Diskothekenanfänge der DDR vom Ende der 60er Jahre bis 1973. Er zeigt die Schwierigkeiten, Provisorien und zunehmende breite gesellschaftliche Akzeptanz dieser Unterhaltungsform. Mit der steigenden Akzeptanz sahen die kulturpolitische Entscheidungsträger wachsenden Handlungsbedarf, so dass die anfänglich relativ freie Entwicklung in die bestehenden Vorstellungen und Strukturen eingegliedert eingepasst und gelenkt wurde. Das wird im Folgenden anhand der Praxis der Eignungsgespräche, des konstruierten Zusammenhangs von Diskothek und FDJ und institutionellen Auswüchsen deutlich gemacht. Als problematisch stellen sich die örtlichen und technischen Disko-Provisorien dar, da weder die staattliche Unterhaltungstechnik noch die bestehenden Räumlichkeiten mit der Entwicklung Schritt halten konnten. Zur weiteren Veranschaulichung werden in einer kursorischen Rundreise die Anfänge der Diskothek in der DDR in fünf größeren Städten rekonstruiert.
The data on the formations and dissolutions of Czech, Hungarian, Polish and Slovenian national-level healthcare, higher education and energy policy interest groups show that there were relatively large organizational populations in these countries already at the outset of post-communist transition in 1990. In other words, there was no tabula rasa – the evolution of interest organizations did not start completely anew. There was, however, a substantial variation between policy fields and countries in the sizes of these pre-transition populations. What explains this variance? The chapter explores in detail the formation rates across the four countries and three policy fields through time. In their explanation, the authors focus on the nature of the communist regime, its overall repressiveness, the periods of political and economic liberalizations and the political mobilization and fragmentation in the period leading up to regime change. On the basis of the Hungarian sub-sample, where such data are reliably available, the chapter also compares the mortality rates of organizations founded before and after transition. The findings shed new light on the debates on civil society development and democratization in post-communist societies. The chapter also draws attention to the importance of the proper operationalization of fundamental political changes to the polity in population ecology theory in general, and in the energy–stability–area model of organizational density in particular.
Reading research shows that phonological decoding skills and intelligence work mostly independent from each other. However, there is a variety of results on the relationship between reading skills and IQ measures. Studies in this field mainly focus on students with reading disabilities (RD) or students with intellectual disabilities (ID) and less on pupils with Special Educational Needs in Learning (SEN-L). We performed a secondary data analysis to evaluate differences in reading skills and fluid intelligence between students with (N = 144) and without (N = 157) SEN-L and the relationship between SEN-L, reading skills, and fluid intelligence. Participants completed a standardized screening of reading skills (SLS 2-9) and a German culture fair intelligence test (CFT 20-R). Students with SEN-L had lower scores in both tests. Correlations between both scores were smaller within the two groups than in the total sample. Implications of the findings are discussed.
The problem-solving performance of primary school students depend on their attitudes and beliefs. As it is not easy to change attitudes, we aimed to change the relationship between problem-solving performance and attitudes with a training program. The training was based on the assumption that self-generated external representations support the problem-solving process. Furthermore, we assumed that students who are encouraged to generate representations will be successful, especially when they analyze and reflect on their products. A paper-pencil test of attitudes and beliefs was used to measure the constructs of willingness, perseverance, and self-confidence. We predicted that participation in the training program would attenuate the relationship between attitudes and problem-solving performance and that non-participation would not affect the relationship. The results indicate that students’ attitudes had a positive effect on their problem-solving performance only for students who did not participate in the training.
The effect of direct instruction and web quest on learning outcome in computer science education.
(2018)
Answers to the questions of which instructional methods are suitable for school and should be applied in teaching individual subjects and also how instructional methods support the act of learning represent challenges to general education and education in individual subjects. This study focuses on the empirical examination of learning outcome with respect to two instructional methods: direct instruction and web quest. An SPF-2 × 2•2 design is used to control instructional method, time and class context. Learning outcome on QR code is assessed with reference to multiple-choice test items. The empirical findings show that learning with direct instruction performs better than web quest.
Technology criticism and data literacy: The case for an augmented understanding of media literacy
(2020)
Reviewing the history of media literacy education might help us to identify how creating media as an approach can contribute to fostering knowledge, understanding technical issues, and to establishing a critical attitude towards technology and data. In a society where digital devices and services are omnipresent and decisions are increasingly based on data, critical analysis must penetrate beyond the “outer shell” of machines – their interfaces – through the technology itself, and the data, and algorithms, which make these devices and services function. Because technology and data constitute the basis of all communication and collaboration, media literate individuals must in the future also have a sound understanding of technology and data literacy. This article examines the relevance of this broader definition of literacy and delivers a forward-looking defense of media literacy education in schools. It also posits the thesis that the digital transformation represents a challenge, which is confronting society, politics, and education alike.
Fragestellungen zur Konzeptualisierung und Messung professionsbezogener Kompetenzen von Lehrkräften stellen ein hochaktuelles Thema in der mathematikdidaktischen Forschung dar (z.B. Kunter et al., 2013; Kaiser et al., 2015). Trotz unterschiedlicher Ansätze in diesem Bereich besteht weitgehend Konsens darüber, dass Kompetenzen die persönlichen Voraussetzungen zur erfolgreichen Bewältigung berufsspezifischer situationaler Anforderungen beschreiben (Baumert & Kunter, 2013) und prinzipiell erlernbar und vermittelbar sind (Weinert, 2001b). Es gibt jedoch keine „Kompetenz“ per se, da die Beschreibung einer solchen stets einen relevanten berufsspezifischen Kontext voraussetzt (Hartig, 2008). Der Ausgangspunkt zur Beschreibung und Definition einer professionsbezogenen Kompetenz für Lehrkräfte sind folglich die beruflichen Anforderungen, die Lehrkräfte erfüllen müssen, um in Interaktion mit den Schülerinnen und Schülern die Lerngelegenheiten bereitzustellen, die verständnisvolle Lernprozesse ermöglichen (Lindmeier, 2011; Koeppen et al., 2008; Baumert & Kunter, 2013). Für Mathematiklehrkräfte wurde der Umgang mit vielfältigen Darstellungen als eine solche zentrale Anforderung beschrieben (Hill, Schilling & Ball, 2004; Ball, Thames & Phelps, 2008). Zahlreiche Studien weisen darauf hin, dass hierbei die Wechsel zwischen unterschiedlichen Darstellungsformen komplexe kognitive Prozesse erfordern und oftmals für viele Schülerinnen und Schüler zu einer Lernhürde werden (z.B. Ainsworth, Bibby & Wood, 1998; Duval, 2006; Ainsworth, 2006). Lehrkräfte benötigen daher spezifisches Wissen in diesem Bereich, um die Lernenden bei Darstellungswechseln unterstützen zu können (Duval, 2006; Mitchell, Charalambous & Hill, 2014; Dreher & Kuntze, 2015a, b). Lehrkräfte müssen jedoch auch in der Lage sein, Unterrichtssituationen zum Umgang mit Darstellungen zu analysieren, also Beobachtungen in Unterrichtsituationen mit diesem Wissen zu verknüpfen, um potentiell schwierige Darstellungswechsel erkennen zu können (Friesen, Dreher & Kuntze, 2015; Friesen & Kuntze, 2016). Es besteht weitgehend Konsens darüber, dass diese Analyse von Unterrichtssituationen eine wesentliche Voraussetzung dafür darstellt, dass Lehrkräfte überhaupt passende Lernangebote und Hilfestellungen zur Verfügung stellen können (z.B. Sherin, Jacobs & Philipps, 2011; Schoenfeld, 2011; Santagata & Yeh, 2016). Dennoch bleibt in aktuellen Konzeptualisierungen professionsbezogener Kompetenzen von Lehrkräften das Analysieren von Unterrichtssituationen im Hinblick auf potentiell hinderliche Darstellungswechsel weitgehend unberücksichtigt (z.B. Baumert & Kunter, 2013; Kaiser et al., 2015). Im Rahmen dieser Studie wird daher ein solches fachdidaktisches Analysieren von Unterrichtssituationen als wichtige professionsbezogene Kompetenz von Mathematiklehrkräften beschrieben. Da es bislang kaum empirische Studien gibt, in denen eine solche Kompetenz untersucht wurde, soll somit auch ein Beitrag zur Messung fachdidaktischer Analysekompetenz geleistet werden.
Um Kompetenzen von Lehrkräften unterrichtsnah zu erfassen, gelten vignettenbasierte Erhebungen als besonders geeignet (Kaiser et al., 2015; Blömeke, Gustafs-son & Shavelson, 2015). Entsprechend wurde im Rahmen dieser Studie ein vignettenbasiertes Testinstrument mit sechs Unterrichtssituationen aus dem Bereich Bruchrechnung (Klasse 6) entwickelt, in welchen der Umgang mit Darstellungswechseln eine zentrale Rolle spielt. Bislang gibt es wenige Untersuchungen dazu, welche Rolle unterschiedliche Vignettenformate für die Auseinandersetzung mit Unterrichtsvignetten (z.B. für die wahrgenommene Authentizität) und die Analyse zum Umgang mit vielfältigen Darstellungen spielt, dasselbe gilt für unterschiedliche Frageformate. Da die spezifischen Eigenschaften unterschiedlicher Vignet-tenformate und Frageformate bei der Kompetenzmessung jedoch durchaus eine Auswirkung auf die Schwierigkeit der Items haben können (Hartig, 2008), sind Untersuchungen hierzu im Rahmen dieser Studie von besonderem Interesse. Um dem beschriebenen Forschungsinteresse nachzugehen, wurde jede der sechs Un-terrichtssituationen im Testinstrument in drei Formaten (Text, Comic, Video) umgesetzt und offene sowie geschlossene Frageformate zur Analyse des Umgangs mit Darstellungen in den Unterrichtssituationen vorgelegt. Das beschriebene Testinstrument bearbeiteten N = 298 Lehramtsstudierende, Lehramtsanwärterinnen und Lehramtsanwärter sowie praktizierende Lehrkräfte. Die erhaltenen Daten wurden mit Raschmodellen analysiert, um die Qualität der vorgenommenen Kompetenzmessung zu prüfen (Bond & Fox, 2015).
Die Ergebnisse belegen eine gute Auseinandersetzung der Teilnehmerinnen und Teilnehmer mit den Vignetten in allen drei Formaten (Text, Comic, Video), wodurch eine wichtige Voraussetzung für die Analyse der vorgelegten Unterrichtssituation gegeben war. Es zeigte sich, dass fachdidaktische Analysekompetenz zum Umgang mit Darstellungen unabhängig von den eingesetzten Vignetten-formaten (Text, Comic, Video) als eindimensionales Konstrukt modelliert werden kann. Während die drei unterschiedlichen Vignettenformate keinen systemati-schen Einfluss auf die Analyse der Teilnehmerinnen und Teilnehmer zum Umgang mit Darstellungen zeigten, wurde nachgewiesen, dass die Items aus den geschlossenen Formaten systematisch leichter zu beantworten waren. Die Analyseergebnisse der Teilnehmerinnen und Teilnehmer lassen auf eine eher niedrige Ausprägung fachdidaktischer Analysekompetenz zum Umgang mit vielfältigen Darstellungen schließen, da potentiell problematische Darstellungswechsel in den Unterrichts-vignetten häufig nicht erkannt wurden. Insgesamt konnte festgestellt werden, dass die drei Vignettenformate Text, Comic und Video vergleichbar zur Erhebung fachdidaktischer Analysekompetenz zum Umgang mit vielfältigen Darstellungen geeignet sind.
After a brief description of the four components of risk literacy and the tools for analyzing risky situations, decision strategies are introduced, These rules, which satisfy tenets of Bounded Rationality, are called fast and frugal trees. Fast and frugal trees serve as efficient heuristics for decision under risk. We describe the construction of fast and frugal trees and compare their robustness for prediction under risk with that of Bayesian networks. In particular, we analyze situations of risky decisions in the medical domain. We show that the performance of fast and frugal trees does not fall too far behind that of the more complex Bayesian networks.
Since students’ knowledge of scientific language can be one of the main difficulties when learning science, teachers must have adequate knowledge of scientific language as well as the teaching and learning of it. Currently, little is known about teachers’ practices and, thus, teachers’ knowledge of scientific language, in general, and the teaching and learning of it (Pedagogical Scientific Language Knowledge, PSLK) in particular. For this reason, with this systematic review, we seek to identify elements of pre- and in-service primary and secondary science teachers’ PSLK. The search was conducted on the database Education Resources Information Center (ERIC) and resulted in 35 articles with empirical evidence after the selection process. The results have been deductively and inductively categorized following the framework of the Refined Consensus Model of Pedagogical Content Knowledge, elaborating elements of different knowledge categories that shape PSLK, as well as PSLK itself (e.g., knowledge of (i) scientific language role models, (ii) making scientific terms and language explicit, (iii) providing a discursive classroom, and (iv) providing multiple representations and resources). We can conclude that more research on PSLK is needed as analyzed articles are mainly based on case studies. Additionally, this paper shows a need for a stronger focus on scientific language in teacher education programs. Implications for further research and teacher education are discussed.
We investigated whether retrieval-based learning can facilitate the acquisition of cognitive skills, focusing on the control-of-variables strategy. This core scientific experimentation skill is regularly taught in science education classes because understanding it is essential for understanding experimental investigations in science. In the present study, participants initially read a text explaining the control-of-variables strategy. We compared the effects of subsequent retrieval practice and restudy of the text in performing a transfer test requiring the application of the control-of-variables strategy by judging the validity of a number of experimental designs. In addition, recall of the initially studied text was assessed as well. Repeated retrieval practice in combination with restudy opportunities resulted in better performance in both the transfer test and the recall test as compared to mere restudy or a single study opportunity. These findings demonstrate that retrieval practice is a useful tool for promoting deep conceptual learning.
Retrieval-based learning has been investigated in various populations. The present study examined retrieval-based learning in a sample of students at a special-needs school with educational tracks for learning and mental development. In addition, a comparison group of students at a regular school was examined. Learning conditions were manipulated within participants. In a first session, participants either received restudy cycles only, or they received alternating test and restudy cycles. A second session then comprised the opposite form of practice. In both sessions, a final test assessed memory after a short distractor phase. This procedure was the same in two experiments but with different kinds of item material. For both kinds (images and image-word pairs), a testing effect occurred, that is higher recall of tested items. These results show that lower cognitive ability or lack of experience with regularly being tested in school do not prevent students from benefiting from retrieval-based learning.
This paper tries to answer the question whether the promising Content and Language Integrated Learning (CLIL) teaching method also has positive effects on the pragmatic competences of CLIL students compared to their peers in mainstream English as a Foreign Language (EFL) classrooms. To avoid deviances caused by other factors external to the teaching method, only students who have a similar language background were selected for the study by means of a questionnaire. Data on the articulations of requests, thanks, complaints, apologies, invitations, refusals and advice was collected during videotaped English role plays and role enactments. After the role plays/role enactments, students were interviewed about their performance and were given German Discourse Completion Tests (DCTs) to allow a comparison between respective articulations in their L1 and L2. Furthermore, teachers were questioned about the speech acts they used in CLIL and EFL classes and their judgements about the students’ possible activities.
In this study, the relationship between religiosity and value priorities is differentiated, based on a multidimensional model of religiosity (Structure-of-Religiosity-Test). The structure of values is conceptualized using Shalom H. Schwartz’s two orthogonal dimensions of self-transcendence vs. self-enhancement and openness to change vs. conservation. The relationship between these two dimensions and the centrality of religiosity, seven religious orientations, seven emotions toward God, and three political orientations were tested with a correlational analysis in a sample of members of Abrahamic religions, the non-denominational, and organized secularists in Switzerland (n = 1093). The results show, that different values are preferred (self-direction, universalism, benevolence, tradition, security, and power values) depending on the content of the religious orientations and emotions toward God. The results indicate the importance of the content of religious orientations and emotions for predicting value-loaded behaviors.