Im Praxisband der chemiedidaktischen Begleitung wird das Lernleiter-Konzept vorgestellt – eine innovative und erfolgreiche Möglichkeit der Strukturierung individualisierter Unterrichtsprozesse. Dabei ...wird neben den Grundlagen zur Entwicklung einer lernleiterbasierten Unterrichtseinheit das im Rahmen des Ganz-In-Projekt entwickelte, erprobte und evaluierte Lernleiter-Material zur Einführung des Bohr’schen Atomkonzepts ausführlich im Praxisband vorgestellt. (DIPF/Orig.)
Soziale Partizipation von Schüler:innen mit sonderpädagogischem Förderbedarf (SPF) ist ein zentrales Thema aktueller Inklusionsdebatten. Ziel der vorliegenden Studie war es, zu untersuchen, ob sich ...die Wahrnehmung des Klassenklimas und der Bullyingerfahrungen von Jugendlichen mit SPF Lernen (LE) und emotional-soziale Entwicklung (ESE) von Schüler:innen ohne SPF unterscheidet und zu evaluieren, inwieweit soziale Akzeptanz sowie reziproke und gruppenübergreifende Freundschaften mit dem Klassenklima und Bullyingerfahrungen zusammenhängen. Dazu wurden von 894 Sechst- und Siebtklässler:innen aus 44 inklusiven Klassen soziometrische und Fragebogendaten erhoben. Mithilfe von Mehrebenen-Regressionsanalysen zeigte sich, dass ältere sowie Schüler:innen mit SPF ESE das Klassenklima negativer wahrnehmen. Für Jugendliche mit SPF LE und der Interaktion von Alter und SPF zeigten sich keine signifikanten Zusammenhänge mit dem wahrgenommenen Klassenklima und Bullyingerfahrungen. Darüber hinaus hingen alle drei soziometrischen Maße auf individueller Ebene signifikant mit dem Klassenklima und Bullyingerfahrungen zusammen. Für das Klassenklima ließen sich die ermittelten Zusammenhänge ebenfalls auf der Klassenebene beobachten. (DIPF/Orig.)
Social participation of students with special educational needs (SEN) is a central topic in current inclusion debates. The goal of the present study was to analyze self-perceived classroom climate and bullying experiences of adolescents with SEN learning (LE) and social-emotional development (SED), and to investigate to what extent social acceptance, reciprocal, and cross-group friendships relate to classroom climate and bullying experiences. Sociometric and questionnaire data were collected from 894 sixth- and seventh-graders from 44 inclusive classes. Applying multilevel regression analyses findings revealed that older students and adolescents with SEN SED reported lower scores for classroom climate. For adolescents with SEN LE and the interaction of age and SEN, no significant relations were found with classroom climate and bullying experiences. Furthermore, all three sociometric measures were significantly related to classroom climate and bullying experiences at the individual level. For classroom climate, these relations were also evident at the class level. (DIPF/Orig.)
Die Gelingensbedingungen inklusiven Unterrichts werden u.a. hinsichtlich der Lernentwicklung und der sozialen Entwicklung von Schüler*innen gemessen, die beispielsweise davon abhängig sind, wie mit ...unterschiedlichen Heterogenitätsdimensionen und Lernausgangslagen umgegangen wird. Das vorherrschende soziale Klima einer Klasse, die damit verbundenen sozialen Beziehungen zwischen Lehrer*innen und Schüler*innen und derer untereinander können die Art beeinflussen, wie bestimmte Differenzlinien wahrgenommen und konstruiert werden. Implizite Leistungsanforderungen der Lehrenden und deren Blick auf die unterschiedlichen Lernvoraussetzungen spiegeln sich dabei in unterrichtlichen Praktiken wider. Es stellt sich die Frage, inwieweit Schüler*innen diese (konstruierten) Leistungsdifferenzen wahrnehmen und den Umgang mit Heterogenität in der Klasse beschreiben können. In einer Pilotstudie wurde zunächst untersucht, (1) wie sich die Schüler*innen hinsichtlich ihrer sozialen Eingebundenheit, ihres emotionalen Wohlfühlens und akademischen Selbstkonzept einschätzen und (2) inwiefern sie Leistungsdifferenzen innerhalb ihrer inklusiven Schulklasse wahrnehmen. In 15 Grundschulklassen des dritten Schuljahres in Nordrhein-Westfalen wurden 255 Schüler*innen mit dem PIQ-S (Perceptions of Inclusion Questionnaire) befragt, um deren soziale Inklusion, emotionale Inklusion und akademisches Selbstkonzept beschreiben zu können. Zur explorativen Beschreibung wahrgenommener Leistungsdifferenzen und des sozialen Miteinanders wurden zusätzlich 44 Schüler*innen leitfadengestützt interviewt. Die Fragebogendaten zeigen, dass die Drittklässler* innen sich durchschnittlich sehr sozial und emotional eingebunden einschätzen. Die qualitative Inhaltsanalyse nach Mayring (2015) ergab, dass die Drittklässler*innen die leistungsbezogenen Differenzen wahrnehmen, aber der größte Einfluss auf Differenzwahrnehmung von dem gezeigten Sozialverhalten innerhalb der Klasse ausgeht. (DIPF/Orig.)
The conditions for success of inclusive education are often measured through learning and social development of the students, which depends on how different dimensions of differences are dealt with. The social classroom climate, the related social relations between teachers and students as well as between them (Krawinkel et al., 2017) can influence how differences are perceived (Sturm, 2013). Teachers' implicit requirements are reflected in classroom practices (Gellert & Hümmer, 2008). The question arises to what extent students can perceive these differences in achievements and describe how they deal with differences in class. In a pilot study, we investigated (1) how students assess themselves regarding their social and emotional inclusion and academic self-concept and (2) to what extent they perceive achievement differences within their inclusive school class. In 15 third grade primary school classes in North Rhine-Westphalia, 255 students were asked about their social inclusion, emotional inclusion and academic self-concept using the PIQ-S (Perceptions of Inclusion Questionnaire; Venetz et al., 2015). For an exploratory description of perceived differences, 44 students were also interviewed. The questionnaire data shows that, on average, third graders perceive themselves as highly socially and emotionally included. The qualitative content analysis (Mayring, 2015) revealed that the third graders comment achievement-related differences, but the greatest influence on the perception of differences comes from social behaviour displayed within class. (DIPF/Orig.)
Critics have called Else Lasker-Schüler the greatest of all German women poets and one of the finest Jewish poets. This large and representative selection of translations by Robert P. Newton, ...supplemented by a biographical and critical introduction and a selected bibliography, was the first substantial presentation of her works in English at its original publication in 1982.
Der Aufbau und die kontinuierliche Gestaltung einer positiven Lehrer-Schüler-Beziehung gelten in schul- und sonderpädagogischen Handlungsfeldern als zentrales Fundament für die professionelle ...pädagogisch-didaktische Arbeit. Allerdings zeigt sich bei Schulkindern mit der Diagnose Aufmerksamkeitsdefizit-/Hyperaktivitätsstörung (ADHS) oftmals ein sehr konfliktträchtiges Beziehungs- und Interaktionsverhältnis mit der Lehrkraft. Daher wurde in der vorliegenden Studie die Qualität der Lehrer-Schüler-Beziehung von N = 238 Grundschulkindern der 3. und 4. Klasse (n = 68 SchülerInnen mit Symptomen von ADHS, n = 52 SchülerInnen mit Symptomen von Unaufmerksamkeit (ADS), n = 118 Kinder in der Kontrollgruppe) und N = 44 Klassenlehrkräften mittels Skalen des FEESS 3-4 bzw. des FBBADHS sowie selbst entworfener Fragen untersucht. Die Ergebnisse zeigen, dass sowohl die Lehrkräfte als auch die SchülerInnen selbst einschätzten, dass Schulkinder mit ADHS der Lehrkraft signifikant weniger sympathisch sind als Kinder mit ADS bzw. der Kontrollgruppe. Gleichzeitig beanspruchten Schulkinder der Gruppe ADHS signifikant mehr Aufmerksamkeit von der Klassenlehrkraft und wurden häufiger von ihr geschimpft als die Schulkinder der Gruppe ADS bzw. die Peers der Kontrollgruppe. Außerdem empfanden sich die SchülerInnen mit ADHS signifikant weniger angenommen als SchülerInnen der Kontrollgruppe. Die Ergebnisse sprechen insgesamt für eine sehr negative und zugleich unterschiedliche Ausprägung der Lehrer-Schüler-Beziehung zwischen Klassenlehrkräften und Schulkindern mit ADHS und ADS. (DIPF/Orig.)
In educational circles, nurturing a positive student-teacher relationship is seen as a central tenant of academic and behavioral success in the classroom. Students with Attention Deficit Hyperactivity Disorder (ADHD), however, have been shown to experience more conflict and less emotional closeness in their interactions and relationships with their teachers as compared to their neurotypical peers. This study investigates the quality of the student-teacher relationship in N = 238 schoolchildren in years 3 and 4 (n = 68 students with symptoms of ADHD, n = 52 students with symptoms of Attention Deficit Disorder (ADD), n = 118 in the control group) and N = 44 teachers using scales based on the FEESS 3-4, FBB-ADHS, as well as questionnaires developed by the authors. The results show that teachers were judged, by students and teachers alike, to be markedly less sympathetic toward students with ADHD than toward the control group or those with ADD. Despite this, students with ADHD demanded considerably more attention from their teachers and were scolded more often than their peers in the ADD and control groups. Students with ADHD also felt significantly less accepted in the classroom than those in the control group. These results indicate a distinctly negative expression in the student-teacher relationship between schoolteachers and schoolchildren with ADHD or ADD. (DIPF/Orig.)
Self-regulation was found to be positively associated with school performance. Interrelations between self-regulation, working memory (WM), and achievement goals, in particular mastery goals, have ...been established, as well as associations with academic outcomes. It stands to reason that self-regulation, WM, achievement goals, and academic success are related on a daily level. However, previous research rarely considered this level of analysis. Here, we therefore addressed the relations of daily self-regulation, WM, and achievement goals, and their relevance for daily and general academic success. Data were obtained through ambulatory assessments in 90 students before (Study 1; Mage = 9.83, SDage = 0.50) and 108 students after their transition to secondary school (Study 2; Mage = 10.12, SDage = 0.45) across 20 school days. Students reported about daily achievement goals prior to school, self-regulation at school, and perceived academic success after school, as well as report card grades. Daily WM was assessed at school. Study 1 showed positive associations between daily mastery goals and self-regulation, but not with WM.Together, daily performance-approach goals and self-regulation, but not other goals or WM uniquely contributed to daily perceived academic success. Study 2 showed positive associations between daily mastery goals and self-regulation, but not with WM. Average daily mastery goals predicted daily WM. Together, daily mastery goals and self-regulation, but not WM, uniquely contributed to daily perceived academic success. In both studies, average levels of WM, but not achievement goals or self-regulation predicted report card grades. Results thus corroborate theoretical considerations on the importance of distinguishing selfregulation processes at between- and within-person levels. (DIPF/Orig.)
Using a self-determination theory (SDT) framework, we explored the relationship between the satisfaction of teachers' basic psychological needs for autonomy, relatedness, and competence and their ...self-reported levels of teaching-related engagement, emotions, and emotional exhaustion. In particular, we tested a 2-component model of teachers' need for relatedness, with representation of the need for relatedness with students and the need for relatedness with colleagues. One thousand and forty-nine teachers participated in 3 studies. In Study 1 (n = 409), we tested a model that examined how perceptions of autonomy support are associated with teachers' relatedness with colleagues and students and how relatedness subsequently predicts teaching engagement and emotional exhaustion. In Study 2 (n = 455), we tested a full SDT model, hypothesizing that perceptions of autonomy support lead to satisfaction of teachers' needs for autonomy, competence, and relatedness with colleagues and students, which in turn lead to teachers' engagement and expression of emotions (anxiety, anger, and enjoyment). In Study 3 (n = 185), we used scenarios to test participants' beliefs about 2 hypothesized teachers, 1 with high student and low peer relatedness and the other with low student and high peer relatedness. Results from the 3 studies consistently emphasize the finding that for teachers, satisfaction of the need for relatedness with students leads to higher levels of engagement and positive emotions, and lower levels of negative emotions, than does satisfaction of the need for relatedness with peers.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ
Abstract
Using a structural life-cycle model, we quantify the heterogeneous impact of school closures during the corona crisis on children affected at different ages and coming from households with ...different parental characteristics. In the model, public investment through schooling is combined with parental time and resource investments in the production of child human capital at different stages in the children’s development process. We quantitatively characterise the long-term consequences from a COVID-19-induced loss of schooling, and find average losses in the present discounted value of lifetime earnings of the affected children of $2.1\%$, as well as welfare losses equivalent to about $1.2\%$ of permanent consumption. Because of self-productivity in the human capital production function, younger children are hurt more by the school closures than older children. The negative impact of the crisis on children’s welfare is especially severe for those with parents with low educational attainment and low assets.
This paper contextualizes the relationship between student's self-efficacy beliefs and entrepreneurial intentions in the content and pedagogy of the entrepreneurship course. Using the logic of ...regulatory focus theory, we argue that the nature of the entrepreneurship course-whether theoretically or practically oriented-creates a distinct motivational frame for entrepreneurship in promotion or prevention terms. When coupled with students' self-efficacy beliefs, this frame can strengthen or weaken their intentions for future entrepreneurial efforts. We test this hypothesis through a survey of 114 students enrolled in different entrepreneurship courses at a major ritish university. Our results show that higher self-efficacy is associated with lower entrepreneurial intentions in the theoretically oriented courses and higher entrepreneurial intentions in the practically oriented courses. We draw a number of implications for the theory and practice of entrepreneurship education.
Two intensive longitudinal studies examining the association between children's feeling of relatedness to peers at school and their affective well?being were performed. In Study 1, 110 third and ...fourth graders reported on their positive affect (PA) and negative affect (NA) 4 times daily and on their peer relatedness once a day over 4 weeks. Multilevel analyses revealed that children who reported higher peer relatedness on average also reported higher PA and lower NA (between?person associations). Moreover, on days when children reported higher peer relatedness than usual, they also reported higher PA, but they did not necessarily report lower NA (within?person associations). In Study 2, 55 fourth, fifth, and sixth graders indicated their PA, NA, and peer relatedness once a day over 2 weeks. We replicated the findings of Study 1 on both levels. The studies showed that feeling related to peers is associated with high PA at school and at home on a daily basis, illustrating the function of peer relatedness in promoting positive well?being. The findings further demonstrated the necessity of intensive longitudinal studies focusing on within?person associations and the importance of measuring both PA and NA in order to capture effects on affective well?being thoroughly. (DIPF/Orig.)
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