Perspektivenübernahme als Kompetenz für den Geschichtsunterricht     

Dr. Ulrike Hartmann  Prof. Dr. Michael Sauer  Prof. Dr. Marcus Hasselhorn 《Zeitschrift für Erziehungswissenschaft》2009,12(2):321-342

This study addresses a competency of students’ historical thinking related to taking perspectives. We start by discussing socio-cognitive theories from psychology as well as approaches from history education that focus on this competency. We also present empirical findings concerning relationships between achievement, self-concept and interest in the subject of history and connect these findings with the competency to take historical perspectives. Our research questions target this relationship between indicators of achievement and motivation in the subject of history, the competency of historical perspective taking and students’ socio-cognitive ability to adopt social perspectives in their everyday lives. These questions are investigated using a cross-sectional design with 375 grammar school students in grades 7 and 10. Results indicate that in grade 7 the competency to take historical perspectives relates to students’ ability to coordinate social perspectives in their everyday lives. For 10th graders, however, the adoption of historical perspectives is closely related to subject-specific variables such as interest for history, self-concept, history grade and achievement in a test of historical knowledge. In the last section of this paper, we discuss challenges that arise when students’ competencies in a subject like history are assessed within the context of standard-based testing. Specifically, we raise the issues of reliability, validity, the context-specificity of measurements, the kinds of response formats used and the formulation of progression models of historical thinking.  相似文献   

Entanglement and transnational transfer in the history of infant schools in Great Britain and salles d’asile in France, 1816–1881     

Kaspar Burger 《History of education》2013,42(3):304-333

The historical developments of infant schools in Great Britain and salles d’asile in France – both precursors of present-day preschools – were interconnected. However, historians have not yet analysed specifically how transnational exchange influenced the growth and nature of these institutions. Drawing on archival data and secondary sources, and using a combined comparative and transnational approach, this study aims to remedy this omission. It traces the evolution of British infant schools and French salles d’asile from their beginnings to their affiliation with the education systems in their respective countries – i.e. from 1816, when Robert Owen founded the first infant school in Britain, to 1881, when the salle d’asile was incorporated as an integral part of the French education system (renamed école maternelle). The study also shows how ideas about infant education and the motives and experiences of educators and social reformers spread across British borders and influenced the development of salles d’asile.  相似文献   

Teachers as mediators: an exploration of situated English teaching     

Peter Kelly  Ulrike Hohmann  Nick Pratt  Hans Dorf 《British Educational Research Journal》2013,39(4):609-634

Within the context of lower secondary English teaching in South West England, this study identifies in broad terms the competing goals between which English teachers mediate and the explicit and hidden tensions that result. To understand the interactions of competing goals, teachers' goal‐oriented behaviours are referenced to a set of idealised ‘role types’ based on the dimensions of goals, norms, discourses and practices. It is asserted that competing goals, significant to particular educational circumstances, emanate from various sometimes contradictory local, national and perhaps broader social and cultural influences on practice. Yet the teachers observed moved smoothly between goal‐oriented behaviours in a continuous and comfortable style, easily and without reflecting any tensions between them. Thus, this article elaborates an account of situated English teaching.  相似文献   

Issues and challenges of teaching and learning in 3D virtual worlds: real life case studies     

Ulrike Pfeil  Chee Siang Ang  Panayiotis Zaphiris 《Educational Media International》2013,50(3):223-238

We aimed to study the characteristics and usage patterns of 3D virtual worlds in the context of teaching and learning. To achieve this, we organised a full‐day workshop to explore, discuss and investigate the educational use of 3D virtual worlds. Thirty participants took part in the workshop. All conversations were recorded and transcribed for analysis. Thematic analysis was carried out to identify prominent issues and topics. We found that to fully utilise 3D virtual worlds for teaching and learning, students, tutors and educational institutions face a number of socio‐psychological, pedagogical and technological challenges. The paper highlights and discusses the issues that emerged from the workshop, supporting them with real life experiences and case studies provided by the workshop participants.

Probleme und Herausforderungen des Unterrichtens und Lernens in virtuellen 3D Welten: “echte” Lebensfallstudien

Wir hatten zum Ziel, die Eigenschaften und die Gebrauchsweise von 3D‐virtuellen Welten im Zusammenhang mit Unterricht und Lernen zu studieren. Dazu organisierten wir einen ganztägigen Workshop, um den Gebrauch von 3D virtuellen Welten im Bildungsbereich zu erforschen, zu besprechen und zu untersuchen. Dreißig Teilnehmer nahmen an diesem Workshop teil. Alle Gespräche wurden aufgezeichnet und für die Analyse transskribiert. Eine thematische Analyse wurde ausgeführt, um gängige Probleme und Themen herauszufinden. Wir meinen, dass, um virtuelle 3D‐Welten komplett zu verwerten, um darin zu unterrichten und Erfahrungen zu sammeln, Studenten, Tutoren und Bildungseinrichtungen mehreren sozialpsychologischen, pädagogischen und technologischen Herausforderungen gegenüberstehen. Dieser Beitrag beleuchtet und bespricht die Probleme, die innerhalb des Workshops auftauchten und unterstützt ihr Verständnis durch von den Workshopteilnehmern selbst zur Verfügung gestellten Lebenserfahrungen und Fallstudien.

Problèmes et défis de l’enseignement/apprentissage dans des mondes virtuels en 3D: des études de cas empruntés à la vie réelle

Nous avions pour but d’étudier les caractéristiques et les schémas d’usage des mondes virtuels en 3D dans un contexte d’enseignement et apprentissage. Pour y parvenir, nous avons organisé un atelier d’une journée entière pour débattre, explorer et mener une recherche sur l’emploi éducatif des mondes virtuels en 3D. L’atelier a accueilli 30 participants. Toutes les conversations ont été enregistrées et transcrites à des fins d’analyse. On a effectué une analyse thématique pour identifier les problèmes et les thèmes les plus marquants. Nous avons découvert que pour utiliser à fond les mondes virtuels en 3D pour l’enseignement et l’apprentissage, les étudiants, les tuteurs et les institutions éducatives doivent faire face à un certain nombre de défis socio‐psychologiques, pédagogiques et technologiques. Dans cet article l’accent et le débat portent sur les questions qui sont apparues au cours de l’atelier, le tout appuyé sur des expériences de la vie réelle et sur des études de cas fournies par les participants à l’atelier.

Problemas y desafíos de la enseñanza/aprendizaje en mundos virtuales 3D: estudios de casos de la vida real

Nuestro propósito era el estudio de las características y de los esquemas de uso de los mundos virtuales 3D dentro del contexto de la enseñanza/aprendizaje. Para llevar esto a cabo hemos organizado un taller de un día completo para explorar, discutir y investigar el uso educativo de los mundos virtuales 3D. Treinta personas participaron en el taller. Todas las conversaciones fueron grabadas y transcribidas para ser analizadas. Un análisis temático fué realizado para identificar los temas y problemas más destacados. Hemos descubierto que para aprovechar plenamente los mundos virtuales 3D para la enseñanza/aprendizaje, los alumnos, los tutores y las instituciones educativas tienen que hacer frente a un número de desafíos socio‐psicológicos, pedagógicos y tecnológicos. En el artículo los autores destacan y discuten los problemas que han surgido del taller, apoyandoles con experiencias de la vida real y estudios de casos suministrados por los participantes del taller.  相似文献   

Growing into what? The (un-)disciplined socialisation of early stage researchers in transdisciplinary research     

Ulrike Felt  Judith Igelsböck  Andrea Schikowitz  Thomas Völker 《Higher Education》2013,65(4):511-524

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The enrichment triad model for the very young gifted     

Colleen Sloan  Ulrike Stedtnitz 《Roeper Review》2013,35(4):204-206

The article describes why the Enrichment Triad Model needs to be adapted for a preschool/primary setting and provides suggestions for educators on how to do this. A real‐life example of a five‐year‐old who successfully completed a Type III project is presented. The role of the teacher in understanding how a young child's differences in social, physical, academic, and emotional development can influence appropriate programming is emphasized.  相似文献   

Familie, Peers und Bildungsungleichheit. Qualitative Befunde zur interdependenten Bildungsbedeutsamkeit außerschulischer Bildungsorte     

Ulrike Deppe 《Zeitschrift für Erziehungswissenschaft》2013,16(3):533-552

This article presents the results of a qualitative triangulation study which explored the development of educational inequality from the perspective of 13-year-olds, their parents and their friends. The article offers new empirical insights into the interaction of the family and peer settings and their importance for the educational biography of pupils aged about 13 and the development of educational inequality. First of all, the requirements for educational research into non-school settings are discussed. Then, the hitherto largely unconnected fields of research into educational biographies, families and peer settings are examined to ascertain how they could contribute to the goal of a qualitative triangulation study. This is followed by a presentation of the questions and the conceptual and empirical methods of our own study, before the results are presented in the form of a typology of the interrelationships. The article concludes with a discussion of the results against the background of the goals formulated at the beginning of the article and considerations about research into the social origins of habitus.  相似文献   

Unterricht als Feld evidenzbasierter Bildungspraxis?     

Ulrike Hartmann  Jasmin Decristan  Eckhard Klieme 《Zeitschrift für Erziehungswissenschaft》2016,19(1):179-199

This paper sketches the debate on evidence-based educational practice focusing on teaching and instruction in schools. The authors review requirements that have to be fulfilled by educational research that aims to provide a basis for educational policy and practice. Specifically, they discuss the challenges that are associated with a notion of a sender-recipient relationship describing research and practice. Models for a stronger research-based connection with the field of educational practice are described. Subsequently, they show how the discourse on teaching and instruction that is prevalent in the educational sciences in Germany illuminates the inherent difficulties when teaching practice is expected to follow scientific evidence. The authors illustrate these two strands of the paper – communication between researchers and practitioners, and opinions about the constitution of ‘good’ teaching and instruction – by excerpts of interviews with researchers and teachers.  相似文献   

Justice judgments concerning grading in school     

Claudia Dalbert  Ulrike SchneidewindAnnett Saalbach 《Contemporary educational psychology》2007

This article investigates justice judgments concerning grading. In two studies with secondary students (N₁ = 350 academic-track students; N₂ = 225 intermediate [n = 81] and academic-track students [n = 144]) attending the 7th to the 12th grade level, participants were presented with vignettes describing three different grading systems: criterion-referenced grading, norm-referenced grading, and individual-referenced grading. The subjects graded and other situational characteristics were varied. In both studies, factor analyses consistently revealed that students’ justice judgments were contingent on the comparison standard applied, but independent of other situational characteristics. Criterion-referenced grading was rated as the most just practice, individual-referenced grading as almost just, and norm-referenced grading as almost unjust. The better the grades received the more the students evaluated criterion-referenced grading to be just. Students attending intermediate-track schools did not object to norm-referenced grading as strongly as their peers at academic-track schools did. Consequences for teachers’ grading practices are discussed.  相似文献   

Rights,expertise and negotiations in care and education     

Ulrike Hohmann 《Early Years: An International Journal of Research and Development》2007,27(1):33-46

More young children and their families have access to early years services than ever before in Britain. Within these settings practitioners and parents need to work closely together for the benefit of the child. Yet the relationships within the childcare and education triangle (child, parent, practitioner) are highly complex and sometimes fraught with tension. Drawing on theories of care, the paper offers a structure for decisions about childcare and how a combination of expectations from parents and practitioners regarding everyday care practice can either be the basis of a trusting relationship between the adults involved in this caring triangle or a breeding‐ground for tensions. The study is mainly based on qualitative research from a study combining qualitative and quantitative methods with family day care providers in the north‐east of England and the north‐east of Germany.  相似文献