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1.
Der Beitrag diskutiert aus der Perspektive historischer Sozialisationsforschung gegenw?rtige Bilder vom Kind. Er skizziert
die Grundzüge des romantischen Kindheitsmythos um 1800 und analysiert seine Kontinuit?ten in der P?dagogik um 1900 und an
der Wende zum 21. Jahrhundert. Er zeigt, dass sowohl dem aktuellen Bestseller von Elschenbroich „Das Weltwissen der Siebenj?hrigen“ (2001), als auch Positionen der zeitgen?ssischen Kindheitsforschung durchaus romantische
Elemente zugrunde liegen. Kritisch befragt werden in diesem Zusammenhang sowohl das Konzept der „Selbstsozialisation“, als
auch die Annahme vom Verschwinden der Differenz zwischen Kindern und Erwachsenen. Der Beitrag endet mit einem Fazit, in dem
Gründe für die Attraktivit?t des Kindheitsmythos aufgeführt sowie Forschungsfragen und -probleme er?rtert werden. 相似文献
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Zusammenfassung Herkunftsbedingte Unterschiede der Bildungsbeteiligung und des Kompetenzerwerbs stellen einen Untersuchungsschwerpunkt in
der Pisa-Studie dar. In der Bundesrepublik war ein besonders enger Zusammenhang zwischen Strukturmerkmalen famili?rer Lebensverh?ltnisse
(sozio?konomischer Status, Bildungsniveau, Migrationstatus), Bildungsbeteiligung und Kompetenzerwerb nachweisbar. Ziel des
Beitrags ist es, auf Grundlage der Daten der nationalen Erweiterung von PISA die disparit?tserzeugenden Effekte famili?rer
Strukturmerkmale durch Prozessmerkmale famili?rer Lebensverh?ltnisse (kulturelle und kommunikative Praxis), institutionelle
(Schulform) und psychologische Faktoren zu erkl?ren. Dies geschieht in zwei Schritten: Zun?chst wird mit Hilfe von Strukturgleichungsmodellen
gezeigt, dass die Effekte von famili?ren Strukturmerkmalen überwiegend durch die kulturelle Praxis von Familien vermittelt
sind. In einer sequentiellen Berechnung von Regressionsmodellen ergeben sich sodann deutliche Hinweise darauf, dass die Wirkung
famili?rer Struktur- und Prozessmerkmale im Wesentlichen über individuelle F?higkeits- und Motivationsunterschiede (kognitive
Grundf?higkeiten, Lesegeschwindigkeit, Leseinteresse, metakognitive Lernstrategien) transportiert werden. Die psychologischen
und institutionellen Vermittlungsmechanismen tragen gemeinsam, aber auch jeweils spezifisch und damit kumulativ zu sozialen
Unterschieden im Kompetenzerwerb bei.
Summary Disparities in Educational Participation and Attainment: An Institutional and Individual Mediation Model The effect of students’ social background on their educational participation and attainment is a central focus of the PISA study. For Germany, the link between structural features of the family background (socio-economic status, level of education, migration status) and educational participation and attainment was shown to be particularly strong. Drawing on data from the German national extension of the PISA study, an explanation of these disparity effects is proposed, relying on process-based features (cultural and communicative practices), institutional factors (school type) and psychological factors. This is done in a two-step approach. First, structural equation models are used to show that most effects of family background structures are mediated by families’ cultural practices. Second, sequential analyses of regression models are run, providing strong evidence to suggest that the effects of family structures and processes are essentially transmitted through individual differences in competencies and motivation (basic cognitive abilities, reading speed, interest in reading, meta-cognitive learning strategies). Psychological and institutional mediation mechanisms contribute, jointly as well as individually, and thus cumulatively, to social differences in attainment.相似文献
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Zusammenfassung Im Rahmen dieses Beitrags m?chte ich die Vielschichtigkeit von erziehungswissenschaftlich motivierter Forschung am Beispiel
der Wirkungsweise von Geschlechterrollenstereotypen auf die Gewaltsozialisation m?nnlicher Jugendlicher aufzeigen und dabei
auf die Notwendigkeit verweisen, dieser theoretischen Komplexit?t mit einer ebenso hohen empirischen und statistischen Komplexit?t
zu begegnen. Strukturgleichungsmodelle werden als geeignete Rechenweisen dargestellt und darin die Thematik der Kausalit?t
als eine postulierte Verbindung zwischen Ursache und Wirkung diskutiert. Die Akzeptanz des Prinzips ‚keine Ver?nderung ohne
Ursache‘ bildet den Grundsatz einer probabilistischen Kausalit?t und dieser stellt die Grundkonzeption einer empirischen Erziehungswissenschaft
dar, die statistisches Anwendungsfeld und Theoriesprache miteinander zu verweben weiss.
Summary An educational science perspective on complexity and causality in the field of socialization to violence This contribution will demonstrate the complexity of educational research. This will be achieved using the example of the effect of young me’s stereotypes for gender roles on their socialization to violence in social contexts. It argues that theoretical complexity must be complimented by an equally high empirical and statistical complexity. structural equitation models are presented as an appropriate method of computation and causality is discussed as a postulated link between cause and effect. The acceptance of the principle „no change without cause“ is the fundamental basis of the concept of probability-bound causality, which, in turn, is the key to an empirical educational science that can interweave the statistical field of application with theoretical discourse.相似文献
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Dipl.-Hdl. Julia Warwas 《Zeitschrift für Erziehungswissenschaft》2009,12(3):475-498
This contribution investigates the professional self-concept of school heads and the demands on their professional competencies using a standardized survey of 861 school leaders. The paper starts with a sketch of the theoretical basis of the investigation, which is a framework model for school leadership. The initial findings of the research project contradict the concept of a homogeneous group of professionals. Using cluster analysis it is possible to identify five leadership groups, which not only display divergent occupational concepts, but differ systematically in their satisfaction and their experience of stress. 相似文献
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Dr. Robert D. Reisz Priv.-Doz. Dr. Manfred Stock 《Zeitschrift für Erziehungswissenschaft》2013,16(1):137-156
The paper investigates the relationship between the expansion of higher education and the development of unemployment among higher education graduates by discipline using time series data. Our results find that the overall relationship between higher education and the world of labor is a recursive one. The relative weight of some disciplines among graduates, changes according to labor market needs, but this reaction is not immediate and subject to a delay. Other disciplines however develop independently of employment prospects. The rising proportion of graduates within these disciplines leads to pressures for change on the labor market. In both cases our data shows that the employment system absorbs the expansion of higher education graduates. This happens through a diversification of employment positions in order to accommodate the expansion of higher education graduates. 相似文献
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Dr. habil. Kai Maaz Univ.-Prof. Dr. Ulrich Trautwein Dipl.-Soz. Wiss. Cornelia Gresch Univ.-Prof. Dr. Oliver Lüdtke Univ.-Prof. Dr. Rainer Watermann 《Zeitschrift für Erziehungswissenschaft》2009,12(2):281-301
Indicators of social background belong to the standard set of instruments for empirical research in education. Construction of valid ranking scales and category systems for social background depends on a differentiated surveying of the occupation and vocational activity of parents. Coding such details using standard procedures is a complex process. This contribution investigates the intercoder-reliability of occupational codes according to ISCO-88 and the indicators for socio-economic status (ISEI) based on these codes using a random sample of 300 graduates surveyed on the occupation of their father and mother. To this aim, we compared a double-coding by professional coders and a double-coding by the research team. The results show a match of around 50 percent between the two coding groups. The validity of the index of socio-economic status based on the data was, however, very good. The correlation between ISEI-values based on the coding from the different coders was very high. The predication of family background did not vary between the coding of the different coding groups. 相似文献
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Several studies show that university students in Germany still have problems in reasoning mathematically although this already should be fostered at high school since the implementation of standards for school mathematics. Mathematical argumentation is a core competence and highly important, especially in academic mathematics. To foster mathematical argumentation at the beginning of university studies, competence models are needed which give more detailed insights in the skills that are necessary for reasoning. As mathematical argumentation is a complex process, especially at the higher secondary level or at university, many little steps are needed to complete a competence model for argumentation at the secondary–tertiary transition gradually. A possible step can be to initially identify several aspects of mathematical argumentation competence that influence the reasoning quality. The empirical basis for identifying those aspects is a cross-sectional study with 439 engineering students who participate in a transition course in mathematics. We address the following questions: (1) how is the quality of student’s reasoning? (2) Which kind of arguments do students use? (3) What resources do students who reasoned correctly use for solving the problems? (4) Does the content of the tasks play an important role? The results show a great influence of the content on the reasoning quality, especially if the content is abstract or concrete. Argumentation quality of students decreases with an increasing level of abstraction of the content. Furthermore, the results reveal that students often use routines for solving the problems. That indicates that procedural approaches still play an important role in school mathematics. If procedures could be used for solving the tasks, students are more successful. Competence models for mathematical argumentation at the beginning of the tertiary level should, therefore, include these factors. 相似文献
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Manfred Weiß 《Zeitschrift für Erziehungswissenschaft》2008,11(2):168-182
Keyword: Education Economics and Quality of Schooling. With reference to an earlier keyword article from the same author, this contribution looks at recent developments in education economics. The focus is a critical review of the field‘s contribution to research on the necessary conditions for high quality schooling. Of particular interest at the moment are the institutional framework conditions in a school system, which set incentives for performance. These are judged to be better than resource-based strategies of quality assurance. The empirical basis is provided by estimates of production functions using data from international school performance studies. This article will point out the limited validity of evidence gained through these studies and the – in sum – contradictory empirical findings. For this reason, political recommendations on the basis of this approach should be more reserved. 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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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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“Deutsche Schule”, the journal of the German Association of Teachers, was an important forum for the social education debate during the German empire. The author describes this discussion, which took place between 1897 and 1914, on the basis of essays published in the “Deutsche Schule”. Central is the relation between educational task and theory. Within the generally accepted educational task of strengthening the unity of the cultural nation, this early social education debate developed into a controversial discussion over the social and sociological elements of education policy and theory. 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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The positive impact of families’ higher social origin on the transition into more demanding secondary school forms can be split up into two effects: the primary effect, which is conditioned by higher achievements of children from privileged social origin, and the secondary effect, which is independent of achievement differences and can be explained by the fact that higher school curricula are less costly and promise more benefits for parents of higher social status than for parents of lower social status. It is examined how the relative size of both effects has changed in Germany between 1969 and 2007 using two comparable studies in the federal state Hesse, which measure students’ achievement and their social origin in very similar ways. The transition to the Gymnasium, the most prestigious track of the German tripartite secondary school, is investigated applying the method by Karlson et al. (2012). The primary effect has increased, specifically because of an increasing impact of achievement; and the secondary effect decreased such that school has gained more impact compared to the child’s parental home. 相似文献
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Klaus Klemm 《Zeitschrift für Erziehungswissenschaft》2016,19(1):163-177
This paper investigates the presentation and interpretation of PISA results by educational researchers, whereby the topics Development of student performance in international comparison, Social background and competence acquisition, Acquisition of competencies of students with a migration background and Identification of a risk group were selected for analysis. The findings indicate that the presentation and interpretation of PISA results by educational researchers do not provide a solid basis for evidence-based educational policy: the researchers present different and partially contradictory interpretations, as well as various and partial incompatible recommendations. Moreover, particular results are not robust, and concerning some research areas the embedding into competing findings is not offered. In view of this analysis, the paper closes with a skeptical appraisal regarding the concept of evidence-based educational policy. 相似文献
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Prof. Dr. Hartmut Ditton 《Zeitschrift für Erziehungswissenschaft》2013,16(4):731-749
It can be especially controversial when pupils are transferred to the “Hauptschule”, which is the lowest of three tracks in the German secondary school system. The acceptance of this type of school is very low for both parents and pupils. By contrast with the transfers of pupils to the high ability grammar school (“Gymnasium”), there are no recent studies on transfers to the “Hauptschule”. Analyses using data from the Bavarian partial sample in the KOALA-S study show that the discrepancy between the aspirations of parents and pupils on the one hand and the school type recommended by teachers and the pupil registrations on the other hand is particularly large when pupils are transferred to the “Hauptschule”. Discrepancies concerning transfers to the “Realschule” (intermediate track; commercial/technical secondary school) or “Gymnasium” are less severe. Unwanted attendance at the “Hauptschule” most frequently affects children from families with lower social or educational status. Analyses with an elaborated simulation procedure (counterfactual calculations) show that attendance at the “Hauptschule” mainly results from poor school achievements, whereas social selectivity due to parents decision making or transition regulations is far less important. 相似文献
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Eine M?glichkeit, das Verh?ltnis von P?dagogik und Gesellschaft zu beschreiben, scheint im Begriff P?dagogisierung zu liegen. In der jüngeren Diskussion lassen sich zwei Konzeptualisierungen dieses Begriffs unterscheiden. P?dagogisierung kann erstens als Transformation sozialer Probleme in p?dagogische Probleme gedeutet werden. Hier wird unterstellt, dass soziale Probleme durch die Einwirkung auf Menschen mit den Mitteln institutionalisierter Erziehung und Bildung zu bearbeiten seien. P?dagogisierung l?sst sich zweitens als Ausdifferenzierung eines symbolisch-kommunikativen Systems innerhalb der Gesellschaft beschreiben. Diese Vorstellung referiert auf die Abl?sung des P?dagogischen von den klassischen Erziehungsinstitutionen. Vor dem Hintergrund dieser Unterscheidung rückt der vorliegende Beitrag in drei Fallstudien den gesellschaftlichen Umgang mit dem so genannten Dritte-Welt-Problem in der Bundesrepublik in das Blickfeld. Die dabei zu beobachtenden Bezugnahmen auf P?dagogik durch die Dritte-Welt-Protestbewegung, das zust?ndige Bundesministerium und Organisationen des Erziehungssystems werden als je unterschiedliche P?dagogisierungsf?lle rekonstruiert. Deren Hybridit?t, d.h. sowohl Eingrenzung wie Entgrenzung, sowohl Bezug des P?dagogischen auf wie auch Abl?sung des P?dagogischen vom institutionalisierten Erziehungssystem, legt es theoretisch nahe, so die These, P?dagogisierungsprozesse in den Zusammenhang von Formbildungen des P?dagogischen einzuordnen. 相似文献