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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.