CESSDA Data Catalogue OAI-PMH Repository
Not a member yet
32838 research outputs found
Sort by
Lower Secondary School Teachers as Civic Educators 2023
No full textAineisto käsittelee yläkoulun opettajien näkemyksiä demokratiasta, poliittisesta osallistumisesta sekä sitä, millaiset edellytykset heillä on toteuttaa demokratiakasvatusta työssään. Aineisto kerättiin osana Suomen Akatemian ja Svenska kulturfondenin rahoittamaa hanketta ”Koulutuksen merkitys kansalaispätevyyden kehittymisessä (EPIC)”. Aluksi vastaajilta tiedusteltiin, kuinka kiinnostuneita he ovat politiikasta sekä yleisesti vastaajien näkemyksiä politiikkaan liittyen. Lisäksi tiedusteltiin vastaajien poliittisen osallistumisen aktiivisuutta erilaisista näkökulmista. Tämän jälkeen kysyttiin vastaajien kokemuksia toteuttaa demokratiakasvatusta yläkoulussa sekä tiedusteltiin vastaajien näkemyksiä demokratiakasvatuksen tavoitteista ja opettajien roolista demokratiakasvattajina. Seuraavaksi tiedusteltiin opetustilanteista ja siitä millaisiksi oppilaiden tulisi opettajien mielestä kasvaa, jotta he olisivat hyviä kansalaisia. Edelleen tiedusteltiin vastaajien luottamusta erinäisiin tahoihin, äänestysaktiivisuutta sekä omaa sijoittumista poliittisella kentällä. Tämän jälkeen vastaajilta kysyttiin mielipiteitä erinäisistä Suomen tulevaisuuden suuntaa koskevista ehdotuksista sekä tiedusteltiin kuinka usein keskustelee poliittisista tai yhteiskunnallisista aiheista. Lopuksi esitettiin vielä väittämiä liittyen keskustelukulttuuriin sekä yhteiskunnallisesti arkojen aiheiden käsittelyyn. Taustamuuttujia ovat muun muassa sukupuoli, opettajan kelpoisuus, koulutus ja sen suoritusvuosi, koulun koko, asuinkunnan koko, äidinkieli, ikä, opetuskokemus vuosina ja opetettava aine.The data focuses on the views of lower secondary school teachers on democracy, political participation and their ability to implement democracy education in their work. The data was collected as part of the project "Education, Political Efficacy and Informed Citizenship (EPIC)", funded by the Academy of Finland and The Swedish Cultural Foundation in Finland. First, respondents were asked how interested they are in politics as well as their views on politics in general. Respondents were also asked about their level of political participation from different perspectives. Then, respondents' experiences in implementing democracy education and their role as civic educators in lower secondary schools were asked. The next questions were about teaching situations and what teachers believe students should grow up to be in order to be good citizens. Respondents were also asked about their trust in various institutions, their voting behavior and their position in the political arena. This was followed by series of questions asking respondents about their opinions on various proposals for the future direction of Finland and how often they discuss political or social issues. Finally, the respondents were asked about the culture of debate and the handling of socially sensitive issues. Background variables included gender, teacher qualification, education and the year of completion, school size, municipality size, mother tongue, age, years of teaching experience and subject taught
The Internet in Greece 2025
No full textThe National Centre for Social Research (EKKE) places rapid socio-technological developments at the epicenter of scientific analysis, with the aim of boosting evidence-based digital policy-making and responding to the need for reliable, comparative and forward-looking knowledge about internet use in Greece. Therefore, since 2015, it has taken the initiative to conduct large-scale research with the main field of study recording the penetration and multiple effects of the internet and its infrastructure in Greek society. Specifically, the World Internet Project Greece (WIP-GR) empirical sample survey is implemented by EKKE and is part of the World Internet Project (WIP), an international partnership of universities and research centers consisting of more than 30 countries on different continents. It is an international research project that started in 1999 and is led by the Annenberg School Center for the Digital Future of the University of Southern California (USA), under Professor Jeffrey Cole. The WIP-GR 2025 study focuses on the emerging public attitudes toward artificial intelligence, with particular emphasis on generative AI, digital literacy, and privacy, as well as attitudes toward online information, algorithms, and social media. Based on a large-scale, representative sample, the study reveals significant asymmetries in knowledge and skills, especially among different household and social groups, along with growing concerns about privacy and low trust in corporate actors. Despite broad agreement that AI could improve efficiency, many individuals remain concerned about its potential social impacts, such as widespread unemployment and violations of privacy. The analysis highlights key barriers to the country’s digital transition, including digital distrust, deficits in digital readiness and education, and the perceived inadequacy of oversight regarding AI and data-driven technologies. he study concludes with targeted insights for forward-looking digital policy, digital cohesion and inclusion, and the empowerment of citizens in the age of artificial intelligence
GLES Tracking March 2025, repeatedly questioned respondents T60W
No full textThe present survey T60W is a follow-up to the GLES Tracking T60 and was conducted shortly after the 2025 German federal election. The survey includes questions on key aspects of electoral and political attitude research. In addition, it covers specific questions related to the 2025 federal election and assesses respondents’ willingness to participate in a subsequent data donation study.The German Longitudinal Election Study (GLES) is the central infrastructure project in Germany for the continuous collection and provision of high-quality data for national and international election research. The methodologically diverse surveys of the GLES make it possible to examine the political attitudes and behavior of voters and candidates. The GLES has been conducted in close cooperation between the German Society for Electoral Research (DGfW) and GESIS - Leibniz Institute for the Social Sciences since its inception. The GLES tracking (formerly: long-term online tracking) consists of cross-sectional surveys with around 1,000 respondents each, which have been conducted at regular intervals since 2009. Four online surveys (CAWI) were conducted per year between 2009-2017 and three from 2018 onwards. The sample is based on a quota selection from an online access panel. The questionnaire contains core questions on the most important political and social topics and questions on current political events. GLES tracking allows short-term changes to be analyzed.Die vorliegende Erhebung T60W ist eine Wiederholungsbefragung des GLES Trackings T60 und wurde kurz nach der Bundestagswahl 2025 durchgeführt. Die Befragung umfasst Fragen zu zentralen Aspekten der Wahl- und politischen Einstellungsforschung. Ergänzend wurden spezifische Fragen zur Bundestagswahl 2025 gestellt sowie die Bereitschaft zur Teilnahme an einer nachfolgenden Datenspende-Studie erhoben.Die German Longitudinal Election Study (GLES) ist das zentrale Infrastrukturprojekt in Deutschland für die kontinuierliche Erhebung und Bereitstellung von qualitativ hochwertigen Daten für die nationale und internationale Wahlforschung. Die methodisch vielfältigen Umfragen der GLES ermöglichen die Untersuchung der politischen Einstellungen und Verhaltensweisen der Wahlberechtigten und Kandidierenden. Die GLES wird seit Bestehen in enger Kooperation zwischen der Deutschen Gesellschaft für Wahlforschung (DGfW) und GESIS – Leibniz-Institut für Sozialwissenschaften durchgeführt. Das GLES Tracking (ehemals: Langfrist-Online-Tracking) besteht aus Querschnittsbefragungen mit jeweils etwa 1.000 Befragten, die seit 2009 in regelmäßigen Abständen durchgeführt werden. Zwischen 2009-2017 wurden vier und ab 2018 drei Online-Erhebungen (CAWI) pro Jahr realisiert. Die Stichprobe basiert auf einer Quotenauswahl aus einem Online-Access-Panel. Der Fragebogen enthält Kernfragen zu den wichtigsten politischen und gesellschaftlichen Themen sowie Fragen zu aktuellen politischen Ereignissen. Das GLES Tracking erlaubt die Analyse von kurzfristigen Veränderungen
GLES Tracking October 2024, T59
No full textThis GLES tracking survey comprises the core questionnaire on central aspects of election and political attitude research and socio-demographic information. In T59, additional questions on the state elections in Saxony, Thuringia and Brandenburg and the accepted submissions from the “Call for Question” were included.The German Longitudinal Election Study (GLES) is the central infrastructure project in Germany for the continuous collection and provision of high-quality data for national and international election research. The methodologically diverse surveys of the GLES make it possible to examine the political attitudes and behavior of voters and candidates. The GLES has been conducted in close cooperation between the German Society for Electoral Research (DGfW) and GESIS - Leibniz Institute for the Social Sciences since its inception. The GLES tracking (formerly: long-term online tracking) consists of cross-sectional surveys with around 1,000 respondents each, which have been conducted at regular intervals since 2009. Four online surveys (CAWI) were conducted per year between 2009-2017 and three from 2018 onwards. The sample is based on a quota selection from an online access panel. The questionnaire contains core questions on the most important political and social topics, module questions and questions on current political events. Between 2009 and 2017, researchers were also able to implement their own questions as part of the Call for Questions. GLES tracking allows short-term changes to be analyzed. Between 2009 and 2017, supplementary surveys were conducted parallel to the regular tracking on the occasion of state elections.Diese Erhebung des GLES Trackings umfasst den Kernfragebogen zu zentralen Aspekten der Wahl- und politischen Einstellungsforschung und soziodemographische Angaben. In T59 wurden zusätzlich Fragen zu den Landtagswahlen in Sachsen, Thüringen und Brandenburg und die angenommen Einreichungen aus dem „Call for Question“ aufgenommen.Die German Longitudinal Election Study (GLES) ist das zentrale Infrastrukturprojekt in Deutschland für die kontinuierliche Erhebung und Bereitstellung von qualitativ hochwertigen Daten für die nationale und internationale Wahlforschung. Die methodisch vielfältigen Umfragen der GLES ermöglichen die Untersuchung der politischen Einstellungen und Verhaltensweisen der Wählerinnen und Wähler sowie der Kandidatinnen und Kandidaten. Die GLES wird seit Bestehen in enger Kooperation zwischen der Deutschen Gesellschaft für Wahlforschung (DGfW) und GESIS – Leibniz-Institut für Sozialwissenschaften durchgeführt. Das GLES Tracking (ehemals: Langfrist-Online-Tracking) besteht aus Querschnittsbefragungen mit jeweils etwa 1.000 Befragten, die seit 2009 in regelmäßigen Abständen durchgeführt werden. Zwischen 2009-2017 wurden vier und ab 2018 drei Online-Erhebungen (CAWI) pro Jahr realisiert. Die Stichprobe basiert auf einer Quotenauswahl aus einem Online-Access-Panel. Der Fragebogen enthält Kernfragen zu den wichtigsten politischen und gesellschaftlichen Themen, Modulfragen sowie Fragen zu aktuellen politischen Ereignissen. Zudem war es Forscherinnen und Forschern zwischen 2009 und 2017 möglich, im Rahmen von Call for Questions eigene Fragen zu implementieren. Das GLES Tracking erlaubt die Analyse von kurzfristigen Veränderungen. Anlässlich von Landtagswahlen wurden zwischen 2009 und 2017 parallel zum regulären Tracking ergänzende Erhebungen durchgeführt
Citizens' Opinion: Attitudes towards Swedish Language, Swedish-Speaking Finns and Culture in Swedish 2021
No full textTutkimuksessa kartoitettiin suomenkielisten henkilöiden suhtautumista suomenruotsalaisia, ruotsin kieltä ja ruotsinkielistä kulttuuria kohtaan Suomessa. Aineisto on kerätty osana Kansalaismielipidepaneelia, joka kuuluu kansalliseen yleisen mielipiteen mittaamisen infrastruktuuriin (The Finnish Research Infrastructure for Public Opinion, FIRIPO). Kyselylomakkeessa vastaajia pyydettiin aluksi ottamaan kantaa erilaisiin suomenruotsalaisia, ruotsin kieltä ja ruotsinkielistä koulutusta koskeviin väittämiin. Vastaajia pyydettiin myös arvioimaan omaa ruotsin kielen taitotasoaan. Seuraavaksi selvitettiin vastaajien osallistumista ruotsinkielisiin kulttuuritapahtumiin. Kysymyksillä kartoitettiin, kuinka usein ja millaisiin tapahtumiin vastaajat ovat osallistuneet. Lopuksi kysyttiin vastaajien näkemyksiä siitä, miten ruotsinkielinen koulutus ja kulttuuritapahtumat vertautuvat suomenkieliseen koulutukseen ja kulttuuritapahtumiin. Taustamuuttujia aineistossa ovat sukupuoli, koulutustaso, tilastollinen kuntaryhmitys, ikäryhmä, äidinkieli ja maakunta.The study examined the attitudes of Finnish-speaking individuals toward Finland-Swedes, the Swedish language, and Swedish-speaking culture in Finland. The data was collected as part of the Citizens' Opinion Panel, which is part of the national infrastructure for measuring public opinion (The Finnish Research Infrastructure for Public Opinion, FIRIPO). In the survey, respondents were first asked to express their views on various statements regarding Finland-Swedes, the Swedish language, and Swedish-language education. They were also asked to assess their own proficiency in Swedish. The survey then explored respondents' participation in Swedish-language cultural events, focusing on how frequently and what types of events they had attended. Finally, respondents were asked for their opinions on how Swedish-language education and cultural events compare to their Finnish-language counterparts. The dataset includes background variables such as gender, level of education, statistical municipal classification, age group, mother tongue, and region
CCSA: Survey of Secondary School Teachers, Khmelnytskyi, Zhytomyr, and Sumy Regions, Ukraine (2024-2025)
No full textThe study CCSA ("Cross-Cutting Skills Assessment In Secondary School Practice") is a research project at the University of Bern. The primary objective of CCSA is to contribute to educational research in Switzerland and Ukraine, with a focus on reforming education goals and teaching methods at the secondary school level. CCSA's first aim is to investigate the practice of cross-cutting skills assessment in secondary schools in Switzerland and Ukraine (on the ISCED level 2) to develop a better understanding of the success factors and teachers’ needs in cross-cutting skills assessment activities. For this purpose, the CCSA field trial is designed to answer the following questions: How do teachers in Switzerland and Ukraine perceive the importance of specific cross-cutting skills for their students' future life in society? Which cross-cutting skills are currently fostered by teachers in the classroom in the countries surveyed? What strategies do teachers in Switzerland and Ukraine use for assessing students’ cross-cutting skills, and how do they document these assessments? What are the needs of teachers in Switzerland and Ukraine regarding the promotion and assessment of cross-cutting skills? What school- and country-specific differences and similarities can be recognized concerning future requirements, current teaching practices, and the needs of teachers? The study of the project's issues from the perspective of schoolteachers and experts (scientists and didactics specialists) enables a comprehensive analysis within the respective educational environments. The summarization of existing experience and pedagogical knowledge can be beneficial to Ukrainian and Swiss teachers, as well as students in both countries studying at pedagogical institutions. CCSA, therefore, aims to provide a data source for researchers and educational policymakers to support the development of practical materials for teachers based on the analysis of current practices for assessing cross-cutting skills in the learning process of secondary school students
DDS21, Cross Sectional Survey Wave 2: Popular Vote on 03.03.2024
No full textDespite the fact that Switzerland is the country of direct democracy par excellence, research on citizens’ voting behaviour is currently underdeveloped in terms of continuity and methodological innovation. The project "Direct Democracy in Switzerland in the 21st century" (DDS21) addresses these shortcomings. It aims at contributing to a better understanding of citizens’ opinion formation and vote decisions in direct democracy in Switzerland, but also more generally. To that end, the project examines the role of four crucial determinants that have been neglected in the scholarly literature so far: advertisements and digital media used in voting campaigns, as well as citizens’ moral attitudes and political sophistication. Specific research questions will be analysed within four working packages (WP). WP1 considers the campaign influence on individual mobilization and voting behaviour by looking at advertisements. WP2 studies the use of digital media and its influence on citizen mobilization and opinion formation. WP3 analyses to what extent moral attitudes such as ‘just world beliefs’, ‘explanations for poverty’, as well as intuitive ‘moral foundations’ affect vote decisions. WP4 will develop innovative measures of political sophistication and link them to news consumption, political attitudes, and decision-making strategies. Data used by the WPs will be collected through an integrated multi-method design that combines classical surveys with an innovative feed-in panel design as well as focus groups. More specifically, a post-votation survey generates the basis for analysing vote decisions after each ballot. This survey then feeds into a long-term panel. Moreover, for two federal votes, a short-term panel will be implemented, with a pre-campaign and a post-campaign wave. Survey data will be combined with insights from focus groups. This longitudinal survey of citizens can be considered a major innovation in research on direct democracy, since such data do not exist neither in Switzerland nor abroad. The panel structure allows to study change and stability at the individual level across various ballot propositions. By focusing on the Swiss case, this project takes advantage of the frequency of popular votes in this country that facilitates planning and conducting of empirical research on direct democracy. More precisely, data will be collected for twelve federal votes that take place during the project. The project is carried out by researchers from five universities (Zurich, Bern, Basel, Lausanne, Geneva), FORS and ZDA. The leading house is the Center for Democracy in Aarau, and FORS is in charge of data collection and methodology. Moreover, project partners come from all Swiss political science department plus the Liechtenstein Institute
Surface Groups Nigeria 1984-2021
No full textThis project develops a novel procedure for proxying economic activity with daytime satellite imagery across time periods and spatial units, for which reliable data on economic activity are otherwise not available. In developing this unique proxy, we apply machine-learning techniques to a historical time series of daytime satellite imagery from the Landsat program dating back to 1984. Compared to satellite data on night light intensity, another common economic proxy, our proxy more precisely predicts economic activity at smaller regional levels and over longer time horizons. Our procedure is generalizable to any region in the world, and it has great potential for analyzing historical economic developments, evaluating local policy reforms, and controlling for economic activity at highly disaggregated regional levels in econometric applications. Therefore, we produce our proxy for any region in the world and publish the data as georeferend TIF files in this repository. In our paper, we demonstrate our measure’s usefulness for the example of Germany, where East German data on economic activity are unavailable for detailed regional levels and historical time series
Surface Groups Rwanda 1984-2021
No full textThis project develops a novel procedure for proxying economic activity with daytime satellite imagery across time periods and spatial units, for which reliable data on economic activity are otherwise not available. In developing this unique proxy, we apply machine-learning techniques to a historical time series of daytime satellite imagery from the Landsat program dating back to 1984. Compared to satellite data on night light intensity, another common economic proxy, our proxy more precisely predicts economic activity at smaller regional levels and over longer time horizons. Our procedure is generalizable to any region in the world, and it has great potential for analyzing historical economic developments, evaluating local policy reforms, and controlling for economic activity at highly disaggregated regional levels in econometric applications. Therefore, we produce our proxy for any region in the world and publish the data as georeferend TIF files in this repository. In our paper, we demonstrate our measure’s usefulness for the example of Germany, where East German data on economic activity are unavailable for detailed regional levels and historical time series
Checks in BR NWCH 2013 - 2025
No full textDie Kantone Aargau, Basel-Stadt, Basel-Landschaft und Solothurn (BR NWCH) haben das Institut für Bildungsevaluation, Assoziiertes Institut der Universität Zürich, beauftragt, gemeinsame Schulleistungstests in der 3. und 5. Klasse der Primarstufe (Check P3 und Check P5) sowie in der 2. und 3. Klasse der Sekundarstufe I (Check S2 und Check S3) zu entwickeln und durchzuführen. Die sogenannten Checks überprüfen die fachlichen Leistungen der Schülerinnen und Schüler in den Fächern Deutsch, Englisch, Französisch, Mathematik sowie Natur und Technik. Die Checks werden als externe standardisierte Überprüfung des aktuellen Lernstandes der Schülerinnen und Schüler durchgeführt mit dem Ziel, ihnen eine unabhängige, klassenübergreifende Einschätzung ihrer Kompetenzen zu ermöglichen. Die Ergebnisse werden in Bezug auf den Lehrplan 21 (kriterienbasierte Norm) und im Vergleich mit allen Schülerinnen und Schülern des Kantons bzw. des Bildungsraums Nordwestschweiz (soziale Norm) auf Individual-, Klassen- und Schulebene ausgewiesen. Zusätzlich können die Schülerinnen und Schüler ihren Lernfortschritt (individuelle Bezugsnorm) zwischen der 2. und 3. Klasse der Sekundarstufe I anhand des Check S2 und des Check S3 verfolgen.The cantons of Aargau, Basel-Stadt, Basel-Landschaft and Solothurn (BR NWCH) have commissioned the Institute for Educational Evaluation, Associated Institute at the University of Zurich, to develop and implement joint school performance tests in the 3rd and 5th grades of primary school level (Check P3 and Check P5) and in the 2nd and 3rd grades of lower secondary school level (Check S2 and Check S3). The so-called Checks examine students’ subject performance in German, English, French, mathematics as well as sciences. The Checks are carried out as an external standardised assessment of students’ current learning level with the aim of providing them with an independent, cross-class assessment of their competences. The results are reported in relation to the curriculum Lehrplan 21 (criteria-based norm) and in comparison with all students in the canton or the Bildungsraum Nordwestschweiz (social norm) at individual, class and school level. In addition, students can track their learning progress (individual reference norm) between the 2nd and 3rd grades of lower secondary level I on the basis of the Check S2 and the Check S3