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1.
Dr. Holger Gärtner 《Zeitschrift für Erziehungswissenschaft》2013,16(4):693-712
The overview article deals with the interaction of internal and external evaluation within the current paradigm of school governance. The actual practice of both approaches and the current state of research about the effects on school development is described. Both evaluation approaches are less focused on aspects of school output such as student performance, and more on school processes such as school management or the quality of teaching. External evaluation in the form of school inspection mainly fulfills the function of accountability and the identification of weak schools. Internal evaluation is probably a better way to achieve school development. However, the necessary competence to use internal evaluation as a systematic process of quality management for which each individual school takes responsibility is currently underdeveloped. Considerations about the future relationship between internal and external evaluation focus on using external evaluation as a kind of “meta-evaluation”. But before external evaluation can build on results of internal evaluation in this way, a broad capacity building in schools and a different understanding of the role of inspectors are necessary. 相似文献
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In this paper, the authors want to relate the issue of “learning in museums” with “aesthetic education”. The contribution is focused on the voluntary and self-organized learning in museums. The objects and the variety of their presentations in regard to the visitor are analyzed, focusing the polymorphism of learning processes, related to aesthetic experiences. This heterogeneous field is reflected from the perspective of visitor research, museology and educational psychology by reflecting the conceptualization of learning processes, their identification by empirical research and the intersection of the different perspectives. Finally, open questions and perspectives for further research concerning learning in museums are discussed. 相似文献
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Bettina Perthold-Stoitzner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(2):45-49
Die Diversifikation der Studien hat die Möglichkeiten für Mehrfachstudien und Zusatzqualifikationen erweitert. Gleichzeitig haben sich damit die Möglichkeiten für das Sammeln akademischer Grade ohne Erbringung von Leistungen erweitert. Die folgende Untersuchung geht der Frage nach, wie auf Grund studienrechtlicher und verwaltungsverfahrensrechtlicher Regelungen sichergestellt ist, dass der Erwerb von Zusatzqualifikationen ermöglich und der Missbrauch verhindert wird. 相似文献
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Christian Schweighofer und Christian Butschek 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2007,6(5):135-150
Das FHStG erm?glicht Erhaltern von Fachhochschul-Studieng?ngen unter bestimmten Voraussetzungen die Verleihung der Bezeichnung
"Fachhochschule". Dabei ist ua eine Organisation einzurichten und nachzuweisen, die aus einem Fachhochschulkollegium und einem
Leiter des Fachhochschulkollegiums besteht. Beide Organe sind Ausfluss fachhochschulischer Autonomie. Hinsichtlich Rechtsstellung
und Aufgabenwahrnehmung dieser Organe besteht eine Reihe von Unklarheiten auf verfassungsrechtlicher und einfachgesetzlicher
Ebene. Auch die Zusammenarbeit zwischen Erhalter und autonomem Bereich ist durch einige – vom FHStG ungeregelte – Problembereiche
gekennzeichnet. Da viele Erhalter in der Rechtsform einer GmbH organisiert sind, fragt sich zus?tzlich, wie die Bestimmungen
des GmbHG hier zum Tragen kommen. Der vorliegende Beitrag zeigt einige m?gliche Auslegungsvarianten von unklaren Bestimmungen
des FHStG, aber auch grundlegende verfassungsrechtliche Probleme auf. Immerhin l?sst sich festhalten, dass fachhochschulische
Autonomieauch im Rahmen der Rechtsform der GmbH grunds?tzlich gelebt und vollzogen werden kann. Der Beitrag kommt aber auch
zum Schluss, dass das FHStG in einigen Punkten dringend einer Novellierung bedarf. 相似文献
6.
Peter Steiner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2011,10(2):55-62
Berufungs- und Bleibezusagen bzw -vereinbarungen werden traditionell verwendet, um flexibel und funktionsgerecht auf die konkreten
wissenschaftlichen Erfordernisse des jeweiligen Einzelfalles einzugehen. Sie dienen den untereinander im Wettbewerb stehenden
(Medizinischen) Universit?ten dazu, besonders qualifizierten Wissenschaftlern im Rahmen von Berufungsverhandlungen Arbeitsbedingungen
anzubieten, die so attraktiv sind, dass Berufungen auch angenommen werden (oder iSv „Abwehrverhandlungen“ einer Berufung an
eine andere Universit?t nicht Folge geleistet wird). Im Klinischen Bereich Medizinischer Universit?ten sind derartige Zusagen
nochmals etwas differenzierter zu betrachten als im Normalfall, weil dort neben den Interessen der Medizinischen Universit?t
auch noch die Interessen des jeweiligen Krankenanstaltentr?gers eine nicht unerhebliche Rolle spielen. 相似文献
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Perthold-Stoitzner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(4):131-132
In einem Fall, in dem durchwegs divergierenden Auffassungen in den vorliegenden Gutachten und Stellungnahmen zur Frage der
wissenschaftlichen bzw künstlerischen Qualit?t der von der BF vorgelegten Arbeiten sowie zur Frage ihrer didaktischen F?higkeiten
von den Mitgliedern der Habilitationskommission vertreten werden, ist es Aufgabe der Habilitationskommission, im Zuge der
Beweiswürdigung den "inneren Wahrheitsgehalt" der in den einzelnen Gutachten und Stellungnahmen vertretenen Auffassungen zu
ermitteln und – erforderlichenfalls nach Einholung erg?nzender Ausführungen – "auf Grund der Gutachten und Stellungnahmen"
eindeutige Aussagen zu treffen. 相似文献
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Klaudia Schulte Susanne Bögeholz Rainer Watermann 《Zeitschrift für Erziehungswissenschaft》2008,11(2):268-287
Teacher Self-Efficacy and General Pedagogical Knowledge During Teacher Education. The present study investigates how teacher self-efficacy beliefs develop during teacher education and how self-efficacy beliefs and general pedagogical knowledge of student-teachers are related. In a cross-sectional study, 257 student-teachers were investigated (173 first year students, 27 advanced students, 35 examination candidates, 19 preservice teachers). The data show that self-efficacy beliefs for the subscales classroom management and assessment increase between the start and the end of training (preservice teachers). Concerning diagnostic competency, self-efficacy beliefs do not change during studies and even decrease for the preservice teachers. For the subscales communication and conflicts as well as coping little difference is noticeable. Professional knowledge, in contrast, increases during studies. Self-efficacy beliefs for classroom management and assessment are linked to professional knowledge. Finally, the usefulness of the multidimensional measuring of self-efficacy beliefs is discussed and implications for future research approaches are presented. 相似文献
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The authors argue that learning is not only a process basing on speech but as well one of the body. Learning also includes civilizing the body, being able to control the muscles and the emotions and to behave in different contexts. Each institution and culture develops modes of bodily behavour. Institutions like schools, societies and political systems present different models that are to be learned. The question of the following article is that which models for pupils the two German systems had developed and how these where performed by the pupils. The autors show that the model of the diligent pupil was present in both systems, because the behaviour connected to this model is functionally adequate for learning. Western Germany also promoted the model of the “pensive” pupil which was mainly presented for male students. The GDR developed the “socialist pupil personality” that included a political role as an activist and “polytechnics”. But it was difficult to find an own presentation for that. From the sixties on the model ressembled more and more that of the diligent pupil. 相似文献
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Agnès van Zanten 《Zeitschrift für Erziehungswissenschaft》2014,17(3):11-25
Research on elites (that is, on status groups that occupy dominant positions) is characterized by the lack of connection between studies that focus on elite recruitment and those that focus on the exercise of power by elites. As underlined by Giddens (Elites and power in British society, 1974), both types of approach are important and should complement each other in the analysis of mediations between the class structure, the organizational structure and the power structure in a given society. Giddens also insists on the need for recruitment studies to take account of two different dimensions: the types of channel that are privileged by elite groups to reproduce their social position, and the degree of social closure or openness of these channels to other groups (Parkin, The social analysis of class structure, 1974). This distinction is used to organize the present chapter, which focuses on a single channel that has come to play a crucial role in post-industrial societies, that is schools and, more precisely, upper secondary and higher education institutions, and on their influence in three different national contexts: France, the United Kingdom and the United States. In the first section, the specific features of elite education are examined. The second section explores the extent and modes of institutional and social closure. 相似文献
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Michaela Wagner 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2012,11(5):167-183
Die trotz rechtlicher Gleichstellung bestehenden faktischen Ungleichgewichte zwischen den Geschlechtern in Bezug auf die Verteilung von Arbeitspl?tzen bzw Leitungsfunktionen führten im Bereich des ?ffentlichen Dienstes zur Einführung von Geschlechterquoten. Für die Universit?ten sehen das Universit?tsgesetz (UG) bzw das Bundes-Gleichbehandlungsgesetz (B-GlBG) die bevorzugte Aufnahme von Frauen einerseits in bestimmten Universit?tsgremien, andererseits bei der Besetzung von Stellen und bei Bef?rderungen innerhalb der universit?ren Strukturen vor. Der folgende Beitrag versucht die verfassungsrechtlichen Fragestellungen (Vereinbarkeit mit Gleichheitssatz, Bestimmtheitsgrundsatz) im Zusammenhang mit den Quotenregelungen des UG bzw des B-GlBG in concreto aufzuarbeiten bzw allgemein zur Frage der Gerechtigkeit und der rechtspolitischen Notwendigkeit von Quotenregelungen Stellung zu nehmen. 相似文献
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Dr. E. Dominique Klein Mirko Krüger Dr. Svenja M. Kühn Prof. Dr. Isabell van Ackeren 《Zeitschrift für Erziehungswissenschaft》2014,17(1):7-33
Statewide exit exams have become a central governance instrument at the end of secondary schooling in Germany. In the article, the current state of research in Germany is systematized from an international comparative perspective in relation to intended and unintended effects. Findings regarding state exam policies and effects at the school and instructional level are presented as an interim report on a comparably young field of research. The findings show differences by states, subjects and courses which suggest that there is no general effect of statewide exams. In this context, future research should account for the heterogeneity of exam procedures to a greater degree. 相似文献
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Fachdidaktisches Wissen von Lehrkräften und multiple Ziele im naturwissenschaftlichen Sachunterricht
Dr. Kim Lange Dr. Thilo Kleickmann Dipl. Psych. Steffen Tröbst Prof. Dr. Kornelia Möller 《Zeitschrift für Erziehungswissenschaft》2012,15(1):55-75
Recent investigations in the field of mathematics have demonstrated that teachers’ pedagogical content knowledge, as a central component of teachers’ professional knowledge, plays a significant role in high-quality instruction and students’ learning gains. The study presented here explores the significance of teachers’ pedagogical content knowledge for gains in pupils’ understanding of scientific concepts and for motivational and self-related outcome criteria in primary science education in Germany. It reports on findings from a study with a pre-post-design comprising 60 primary school teachers and their 1326 pupils. Teachers’ pedagogical content knowledge and pupils’ learning gains as well as motivational and self-related outcome criteria were directly assessed with paper-and-pencil tests. Two-step models controlling for several relevant variables at the individual and the class level were specified. Results revealed a substantial positive effect of the measured pedagogical content knowledge on pupils’ achievement gains as well as on pupils’ situational interest and perceived competence. 相似文献
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Dipl.-Päd. Gun-Brit Thoma Univ.-Prof. Dr. Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2009,12(1):64-81
The present study was conducted in the Deutsches Museum in Munich, the Senckenberg Museum in Frankfurt am Main and the Landesmuseum Schloß Gottorf in Schleswig. 160 museum visitors were asked about their conceptions of learning in school and learning in a museum. These conceptions generate a persons’ individual concept of learning. It is formed by the influence of the subjectively different experiences each person makes in varying learning situations. Since every learning environment offers different opportunities and possibilities for learning, it can be assumed that there are location-specific concepts of learning. The results of this study show that concepts of learning in school can be differentiated from concepts in a museum; albeit reactive and constructive concepts of learning were found for schools as well as for museums. In addition it was found that different people’s concepts of learning depend on their places of learning. 相似文献
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Dr. Ines Himmelsbach 《Zeitschrift für Erziehungswissenschaft》2009,12(3):457-473
The debates on ageing in educational sciences have neglected processes of standstill and loss in the past. The focus was instead on development based on activation and progression. The study presented here approaches the question of individual and institutional treatment of loss and constraints during the ageing process from an educational perspective (using the example of age-related visual impairment). An investigation of this subject requires a theoretical concept, which considers the individual’s life-worlds as well as the institutional and socially structured infrastructure they are embedded in. For this aim this study, working with a qualitative approach, uses the heuristic of “social worlds”. These worlds encompass a multitude of pedagogic forms, to which the respondents relate differently. Considering such relations within the framework of social worlds from an actor-perspective demonstrates that it is not possible to deal with age-related loss of competences by linear conceptions of pedagogic action as progression. Furthermore, it can be shown that the pedagogic actions are institutionalized in social forms, which are closely linked to non-pedagogic forms of action. 相似文献
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Günther Löschnigg Bernd-Christian Funk 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2009,8(6):183-188
Fachhochschulkollegien ben?tigen eine Gesch?ftsordnung. Kann die Gesch?ftsordnung vom Kollegium autonom erlassen werden oder
kann der Tr?ger der Fachhochschule, insbesondere wenn es sich um eine GmbH handelt, darauf Einfluss nehmen? 相似文献
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Dr. Uwe Maier 《Zeitschrift für Erziehungswissenschaft》2008,11(3):453-474
Test-based reforms of schools and teaching have become popular instruments of German educational policy. However, performance assessment and its implementation differ widely between the German states. The differences between the comparative tests used in Thuringia (years 6 and 8) and Baden-Württemberg (year 6) are particularly clear. For instance, the Thuringia competency tests are embedded within an extensive concept for teachers’ continual professional development and the teachers receive fair, criteria-based feedback. A quantitative teacher survey in both German states (n=1136) was carried out in order to find out whether these differences led to differences in the respective teachers’ acceptance and appraisal of the tests and whether the test results initiated internal discussions amongst teachers. The results show that teachers from Thuringia had a higher acceptance and estimation of curricular validity, uses of the data for learning diagnosis and for future lesson planning. Singularly, the use of the central test results to mark students received a higher evaluation from teachers in Baden-Württemberg. The tests results are also more frequently the subject of systematic discussions in school forums in Thuringia. 相似文献
20.
Weber Peter J. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(2-3):281-282
International Review of Education - 相似文献