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1.
The weak educational performance of a noteworthy share of students in Germany is not only a problem in itself, in the sense of a missing capability for self-dependent participation in society. It also has substantial consequences for the economy. This article provides projections of the economic returns that can be expected from hypothetical educational reforms that succeed in effectively reducing the number of at-risk students. We start by discussing existing theoretical and empirical research on the consequences of educational competencies for economic growth. On this basis, we perform projections of the magnitudes of additional economic wealth that can be expected from effective educational investments. Apart from a summary of existing results of long-run projections to 2090, we also report new projections for shorter time horizons. The results, which report the economic returns to effective educational reforms that reduce the number of at-risk students by state (Bundesland) in 10-year intervals from 2020–2050, may prove particularly relevant in political and budgetary discussions. The article closes with a discussion of results from the economics of education literature on which educational reforms might be expected to be successful in reducing the number of at-risk students. 相似文献
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Zusammenfassung Die fl?chendeckende Einführung der Orientierungsstufe in Niedersachsen war eng mit dem Ziel des Ausgleichs sozialer Benachteiligung
verbunden. Bis vor kurzem lagen jedoch kaum Erkenntnisse darüber vor, wie die Wirksamkeit dieser Schulstufe unter den Bedingungen
eines obligatorischen Regelangebots einzusch?tzen ist. Im vorlie genden Beitrag wird überprüft, inwiefern es der Orientierungsstufe
gelingt, die Bedingungen für eine leistungsgerechte Verteilung der Schüler auf die Schulformen der Sekundarstufe I zu schaffen.
Dafür werden die Daten einer aktuellen repr?sentativen Studie an nie ders?chsischen Orientierungsstufen und Schulformen des
Sekundarbereichs verwendet. Die empirischen Ergebnisse weisen darauf hin, dass es der Orientierungsstufe einerseits nicht
gelingt, ihren Auftrag der individuellen F?rderung und objektiven Leistungsbeurteilung zu erfüllen. Andererseits schafft sie
es nicht, korrigierend auf die schichtbedingten elterlichen Bildungsaspirationen einzuwirken.
Summary The Effectiveness of the Orientation-Level in Schools in Lower Saxony in Re-balancing Social Disparities in Educational Participation The introduction of the so-called “Orientation-Level” into the schools of Lower Saxony was originally connected to the goal of re-balancing social disadvantage. Until recently, there was little evidence for judging the effectiveness of this obligatory provision. This paper investigates the success of the orientation-level in creating conditions for an ability-based distribution of pupils between the different schools types at secondary level. A recent representative study of the orientation-level and different school types will be presented. The empirical results indicate that the orientation-level neither fulfils its task of individual support and objective ability assessment nor does it re-balance the different educational aspirations of parents from different social groups.相似文献
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Perthold-Stoitzner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(5):163-164
Kein schwerer Mangel des Prüfungsverfahrens, wenn die Begründung für das negative Ergebnis einer mündlichen Prüfung im Prüfungsprotokoll
nicht festgehalten wird. Kein schwerer Mangel des Prüfungsverfahrens wenn nicht der Vorsitzende der kommissionellen mündlichen
Prüfung das Prüfungsprotokoll führt. 相似文献
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In this paper, we examine current changes in the ethnic and social composition of the preschool and school aged population as well as the consequences these changes may have for educational participation and thus for overall educational attainment in the near future. Based on the micro-census 2008 survey, we identify groups of migrants by region of parents’ origin where children – despite low levels of parents’ education and comparatively few socioeconomic resources – have greater chances of upward educational mobility than non-migrant children. By contrast, children from less educated, nonmigrant families show a much lower tendency to be upwardly mobile, and educational choices are more closely tied to the economic and social background. Thus, our analysis provides evidence that educational background and socio-economic resources in the students’ families are of greater importance for the overall development of educational attainment in Germany than characteristics of migration and ethnicity. 相似文献
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Werner Helsper 《Zeitschrift für Erziehungswissenschaft》2016,19(1):89-105
This paper discusses whether research following PISA might constrain the plurality of empirical and theoretical approaches in empirical educational research. The significance of plurality in the field of science is reviewed initially; followed by the paper’s central thesis. It is argued that qualitative and new quantitative empirical educational research seldom considers each other in key areas of the field, e.?g. investigations on educational inequality. Though, ‘dimming out’ perspective-wise is marked rather a distinct feature of new quantitative educational research. Using the example of research on selection-based learning environments, students’ habitus and the family’s role in educational inequality, it is shown how a reflected linkage of both perspectives and mutual reception can be substantially beneficial to the findings of both paradigms. 相似文献
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《Paedagogica Historica: International Journal of the History of Education》2012,48(4-5):605-625
The school building as a form of pedagogy has been paid more attention since it has been considered as a space for living and making experiences and as a ‘third teacher’. Searching for an up‐to‐date school one often looks for schools with a different appearance from normal schools. This is due to the practical purpose of building schools and classrooms in which pupils have a good experience. This article deals with such a different school, presenting an example that has very much influenced the debates about school architecture in Western Germany after 1945. The architect of the school was Hans Scharoun. This example of a building beyond the norm is the contemporary Geschwister‐Scholl‐Gesamtschule (comprehensive school) in Lünen, North Rhine‐Westphalia. This school was built between 1956 and 1962 as a grammar school for girls. From a historical point of view the school is above all interesting because its architecture was connected with pedagogical intentions and hopes that are not dissimilar to such considerations today. The outline of this architecture followed ideas of democratic school architecture that Scharoun presented in 1951 at a conference called ‘Darmstädter Gespräch’ alongside an exhibition about ‘Man and Space’. These ideas were paid much attention and they have become part of the history of school architecture. But as the school system in Germany expanded and school buildings became more rationalized in the 1960s and 1970s they were no longer followed. Thus the grammar school for girls in Lünen is an example of the shift in opinions and trends of school architecture that had been influenced by social developments and education policy. Scharoun, who is well known beyond the borders of Germany for his buildings, is considered a representative of organic architecture. In school architecture this idea of an organic combination of the single parts of a school as if they made up an organism was decisive too. The consequence was that he grouped and concentrated the rooms and that he assigned the form of the rooms to the nature of the activities taking place in them. One group of rooms comprised the class apartments of the female pupils of the lower, middle and upper grades of the school. They were conceptualized in a different way according to the age of the girls. The rooms should emphasize the different stages of development and consciousness of the girls by colour and light. The rooms for the youngest should thus have the character of a nest while the middle groups were characterized by exactness and the higher ones by the peculiar phase of development between childhood and becoming adult. These areas with their more individual and almost private character were designed to be connected with the other parts of the school (classrooms for lessons in science, assembly hall, offices and library) by way of encounter. Thus the connection of the individual and community should not only be symbolized but made possible in the everyday life of the school. The rooms for the girls were formed like pavilions without rectangles. It is characteristic that they were thought of as class apartments. They were intended to form a second home and to provide a feeling of security, of belonging and of protection. Each of these class apartments consisted of a classroom and a wardrobe, a room for the group and an area for teaching in the open air. Although built with the same elements the class apartments for each of the three age groups show differences in the relations of inner and outer area. The different grades of openness were justified by Scharoun according to the different levels of development of the girls. Those for the younger ones would be more open than those for the older ones. Inside, the class apartments achieved a comfortable character through their forms and by use of colours. This was emphasized by the lighting conditions – daylight was dispersed evenly by small high windows around the room beneath the ceiling of the classroom – and by the different height of the rooms. The greater community of the school was reached only by crossing a great hall; the assembly hall and the specialized classrooms were placed nearby. The great break hall was not only an area of movement but was designed as a room for meetings and assemblies. With regard to the class apartments the break hall can be characterized as a public space. This public character was supported by the fact that the school library, the school council and the assembly hall were associated with the break hall. Moreover there were fountains with drinking water, benches, notice boards, showcases, plants and a milk bar within the room – elements that are typical of a public space. The plan of the grammar school for girls in Lünen shows the correspondence of relatively small and shielded class apartments to spacious and generous public rooms. This connection of extraversion and introversion, of inner space and the outside, of openness and unity in Scharoun’s opinion shows most obviously the essence of school. There is no doubt that by following the idea of an organic architecture Scharoun built his school from the pupils’ point of view – but without ever asking them what they wanted. The pupils who would live and learn within these rooms played the main role, not the teachers. Thus the rooms for the teachers were located at the edge of the building. This also makes clear that Scharoun was not interested in rationalizing time and space for the purpose of teaching. On the contrary, he tried to take the knowledge or assumptions concerning the needs of children into account by building the school in order to support their learning. Attachment to the space they should live in, the feeling of well‐being and identification were more relevant to Scharoun than organisational and technological efficiency. When the school was finished it was praised for its polygonal forms that were felt to be a liberation from formal obligations and inflexibility. Only five years after the opening of this school Scharoun’s ideas for school buildings met with little response. They did not stand up to public demands for simpler and cheaper solutions, for rationalized and fixed types and series production of school buildings, which became an item on the agenda following an enormous growth in the number of pupils. It was suggested that Scharoun’s subjective architecture would have regulated the order of the lessons, the relationship between pupils and teachers and their possibilities of participation in school. In opposition to his idea of a democratic school architecture there would be no liberty and no possibility for individual use of the rooms. Everything would be determined and the complex educational situation would have been intolerably simplified. In addition the everyday life of school would have shown that the room for meetings could not be used as Scharoun supposed. The criticism could not be denied and indicated the failure of Scharoun’s plan for a school. But it was not the architecture that failed. It was rather the regulated school with its fixed divisions of time that was not able to appreciate and use the potential offered by the building. After a period of less esteem, Scharoun’s architecture of schools recovered when new debates concerning the quality of life of schools and the aesthetic dimensions of school buildings came into being. In the meantime the school in Lünen is described by the keywords variety, warmth, security, aura. In contrast to the criticism of the 1970s the architecture and the structure of rooms of the grammar school for girls in Lünen are now praised by pupils and teachers for their richness of stimulus and their possibilities for individuality. But there has been no empirical research into the notion and of the use of the building and its rooms by teachers and pupils in everyday life. What can be said almost certainly is that Scharoun’s school in Lünen would be appreciated today with regard to contemporary recommendations for good learning environments for pupils. 相似文献
10.
Annette Lohbeck Dr. Dennis Nitkowski Prof. Dr. Franz Petermann Prof. Dr. Ulrike Petermann 《Zeitschrift für Erziehungswissenschaft》2014,17(4):701-722
The Self-Report Checklist for Social and Learning Behaviour (SSL) is a student questionnaire comparable to the Teacher Report Checklist for Social and Learning Behaviour. The SSL assesses ten facets of social and learning behaviour using self-reports by students. The present study of 1267 students aged 9 to 19 years examines the factorial structure, psychometric properties and validity of this questionnaire. The reliabilities (Cronbach’s Alpha, retest) of all ten scales were sufficiently good and the postulated factorial structure was found in exploratory as well as in confirmatory factor analysis. Correlations of SSL-scales with scales of the Differencial Aggression Questionnaire and the Strengths and Difficulties Questionnaire as well as with grades in German and mathematics indicated mainly convergent and divergent validity. Furthermore, positive correlations were found to corresponding teacher ratings. 相似文献
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In the history of education it is rather common to distinguish two opposing ideas of childhood: the romantic image of the innocent child on the one hand and the image of the evil child that has to be rescued on the other. According to historiography at the beginning of the twentieth century this dichotomy has gained a particular shape in German pedagogy: the exponents of Progressive Education recover the child and founded their pedagogy on trust in its good nature. Their agenda tries to overcome the prevailing Herbartian pedagogy. Those “conservative” educators stress the importance of the technological aspects of education. They are said to have no explicit understanding of the child as they would regard it only as the negative counterpart to an education that aims to overcome its nature. This article claims to prove that such a simple dichotomy is not sufficient to describe the complex image of the child in the German pedagogical debates at the turn of the nineteenth to twentieth century. For this purpose the article concentrates on the first volumes of the “Zeitschrift für Kinderforschung” (Journal of Child Studies) that was founded in 1896. The ideology of the main editors of the journal is attributed to Herbartianism. In the “Zeitschrift für Kinderforschung” those Herbartians aim to bring together pedagogy with child studies as well as with medicine and psychiatry. Moral education is an important topic within the journal’s discussion but the child is usually not morally judged itself and therefore regarded neither as evil nor as good. Instead the knowledge of natural research and child studies is adapted to learn about the nature of the child and its development. According to the journal’s authors the results of child studies form a crucial background for professional education in general. Later on, those children that do not develop as scientifically expected can be declared the object of special pedagogical care. Should the deviating development be classified as pathological, this “treatment” will be inspired by medicine and psychiatry. Thus the religious or ethical categories of “good” and “evil” are partly replaced by scientific ones such as “normal” or “pathological”. Nevertheless pedagogical theorising remains highly moral in its goals – and setting these goals is regarded as the duty of adults. Although the child is understood as an active being, the educational authority has to be borne by the grown‐up generation. Altogether the educational programme of the “Zeitschrift für Kinderforschung” conforms to the attitude of the Wilhelminian era. In contrast to most of the “progressive” movements, the ideas are not utopian – they aim neither for a republican society nor for the improvement of the German race as the basis for a new nation. The editors explicitly neglect the notion of a child as a political subject with its own rights. Later they remain highly sceptical about the character of human nature itself and do not believe that a new society can be built only upon the faith in it. Nevertheless some of the key authors are regarded as representatives of Progressive Education today – for example Karl Wilker, who acted as an editor of the journal and was also engaged in the New Education Fellowship later on. Also the journal authors’ claims for a renewal of education resemble those of the “progressive” movements: They also call for a turn to the child as the basis of pedagogy. These findings lead to the result that a history of childhood and education may not start out from a distinction between a child‐centred progressive education on the one hand and a conservative education on the other. Phrases like “the child” or “child‐centred” are to be found in very different pedagogies and hence are not sufficient to characterise a particular educational programme. In fact a great number of very different pedagogues recovered “the child” at the turn of the nineteenth to twentieth century and founded their model on this idea. In consequence “the child” turns out to be more like a metaphor. This insight does not mean that “the child” was an empty and useless phrase for historiography. On the contrary: as a medium of education it may help to gain a deeper understanding of the contrasts and similarities between different pedagogical approaches – regardless of whether they turn out to be more “progressive” or “conservative”. Therefore it is necessary to analyse in which contexts within the pedagogical discourse “the child” arises and which special functions it is meant to contain. 相似文献
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André Epp 《Zeitschrift für Erziehungswissenschaft》2018,21(5):973-990
The transition from school to apprenticeship marks a turning point in the life of teenagers because it can affect the course of their professional careers. Currently, this transition appears to be difficult for many older teenagers. Science deals with factors and conditions which contribute to the complication of this transition process. Teachers and their beliefs play an important role in this process but are largely neglected in the literature. Research has shown that there is a dialectic and dynamic interaction between knowledge and action (i.?e. knowledge is the basis for action). Thus, it is important to investigate the knowledge and beliefs of teachers about the transition from school to apprenticeship. It is documented that beliefs of professionals are underdeveloped in some areas in comparison to the epistemic truth status of scientific knowledge. A certain type of teacher develops an independent and creative professional-action strategy based on his/her beliefs. 相似文献
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Walter Herzog 《Zeitschrift für Erziehungswissenschaft》2016,19(1):201-213
Evidence-based education aims at improving the effectiveness of educational interventions and programs through knowledge on the basis of rigorous scientific research. However, evidence-based education should not be equated with empirical educational research; nor should it be understood as an independent paradigm of educational science, because of its focus on educational practice. The specific notion of how science and practice relate to each other, which is fundamental to evidence-based education, is exposed to a threefold critique, namely concerning the technological conception of educational practice, the supposed abstinence from theory as frame for educational research, and the disregard of communication as medium of educational effectiveness. The last paragraph of the paper presents a reminiscent sketch of an alternative conception of the relation between science and practice as it can be found with some representatives of educational psychology. 相似文献
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Music, visual arts and design instruction has hardly been studied by the educational research community in Switzerland. Beyond a narrow group of specialists, there is little aware-ness of the basic pedagogical premises, subject matter expertise and the theoretical underpinnings of music visual art and design education although these areas of instruction are firmly anchored in the education goals for compulsory public schooling that have been outlined at national level in Switzerland and a generous amount of instructional time appears to be allocated to these subject areas in comparison with curriculum guidelines in other countries. This paper presents the findings of a trend analysis focused on music, visual arts and design instruction in Switzerland. It shows the importance accorded to aesthetic subjects within the scope of compulsory public education, explores differences in the amount of time resources allocated to these subject areas and describes the subject-specific and cross-functional goals and objectives. Teacher education programs are also examined as their current content and structure raise concerns about inadequate teacher qualifications that contradict the ambitious curricular goals. A review of previous research efforts, most of which have explored the transfer effects of creative, artistic subject areas, follows and desiderata with respect to the future development of research activities are presented. 相似文献
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Sarah Gentrup Camilla Rjosk Petra Stanat Georg Lorenz 《Zeitschrift für Erziehungswissenschaft》2018,21(4):867-891
Several studies have shown that teachers’ achievement expectations for their students may be biased to some extent by students’ ethnic or social background as well as gender. The present study investigates whether these biases in teachers’ expectations of students’ performance in early language and mathematics are partly explained by differences in teachers’ perceptions of students’ motivation and learning behaviour. The analyses are based on data from a sample of N?=?901 first-grade students from N?=?66 classrooms with 69 teachers. The results support the hypothesis for biases associated with social background and gender. Ethnic bias, however, occurred independently of differences in perceived motivation and learning behaviour. We discuss the relevance of stereotypical assumptions for teaching as well as educational disparities. 相似文献
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Children and youth consume pictures in a very loose, often in a sophistic way, nowadays. On the other hand educators and pedagogies faced pictures sceptically and refused iconic representations to be a means of acquiring knowledge. Only when didactically and methodologically used, they claimed as a professionalized option, pictures could be suitful with regard to learning processes. Pedagogues suspicially feared to loose control rejecting the irritating totality of pictures. Pointing consequently to the didactic use of pictures and images they better should have abandonned the moralistic point of view. They did not–as the history of the “Bewahrpädagogik” shows ‐, and therefore they presented a stereotype, although professional reaction to the problem of images and pictures “intruding”, “penetrating” children's life. The article shows examples of the pedagogue's rejecting position towards children, consuming images and pictures, stating that their reaction has been a common reflex and a widespread attitude among eudcators. 相似文献