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Come sta la gioventù LGBTQ+ nelle scuole della svizzera tedesca? Sintesi del rapporto di ricerca. Progetto SOGUS – Orientamento sessuale, genere e scuola
Full text linkZur Qualität pädagogischer Interaktionen im Unterricht. Eine neue theoretische Konzeptualisierung und eine innovative 2*3*2 Systematik
Full text linkIn diesem Beitrag präsentieren wir ein theoretisches Prozessmodell pädagogischer Interaktionen und eine 2*3*3-Systematik, um Merkmale pädagogischer Interaktionsqualität zu klassifizieren. Gemäss dieser Konzeptualisierung umfassen pädagogische Interaktionen das wechselseitig aufeinander bezogene (Lehr-Lern-)Verhalten der Akteur:innen und ihr subjektives Erleben wäh-rend der Interaktionen – einschliesslich ihrer Fremdwahrnehmung des Verhaltens anderer. In einem Ausblick stellen wir die Längsschnittstudie INTAKT vor, mit der wir das Verhalten und das Erleben von Lehrpersonen und Schüler:innen in 100 Sekun-darschulklassen multimethodal-multiperspektivisch untersuchen
Differenzierung im lehrwerkbasierten Französischunterricht. Eine Fallstudie in vier jahrgangsübergreifenden Klassen.
No full textLinking School Culture to Successful Curriculum Reform
Full text linkThis study focused on the connection between organisational school culture and the success of curriculum reform. Utilizing a sample of 348 teachers in 25 Swiss schools, we investigated how different school culture types correlate with teachers’ perceived success of the current process of implementing the “Media and Information Literacy” curriculum. We found that the school culture type Clan is the most dominant across the schools and found a negative connection between the school culture type Hierarchy and teachers’ perceived reform success. An exploratory cluster analysis was used to identify further profiles of school culture that were not based on the dominant culture but were determined based on the distribution of mean values. Two other profiles were identified in a further procedure: Collegial Associates and Competitive Organisations. These results thus fill a gap in the previous research on school culture that had particularly set out to identify the dominant school culture. Based on the results, we cannot only confirm the validity of the Organisational Culture Assessment Instrument for Swiss schools but also give indications as to which characteristics of school culture types are hindering the perceived success of curriculum reforms from the teachers’ points of view
Federn, Farben, Tarnung – Weiterbildung im Tierpark Bern
Full text linkBeim Weiterbildungsangebot «Bildnerisches Gestalten im Dählhölzli» der Pädagogischen Hochschule Bern werden die Grenzen zwischen Gestalten und Zoologie verwischt. Dass dabei das Konzept ausserschulischer Lernorte bedient wird, ist ein bereichernder Nebeneffekt
EcoVR – A virtual reality for learning eco-friendly food choice
Full text linkEco-friendly food choice requires that human individuals relate themselves and their natural environment to each other. They may establish this human-environment relation by experiencing their food choices being accompanied by negative or positive changes of the eco-system. Hence, educating human individuals by enabling them to such human-environment experiences may foster their eco- friendly food choice. Yet, this would require inducing climate-related environmental changes on purpose that immediately follow one’s choice of food. We have, therefore, developed a VR consisting in a life-sized virtual environment in which grabbing food is accompanied by climate-related environmental changes or their reversal depending on the food’s carbon footprint. Moreover, we have started to investigate the educational utility of this EcoVR by asking experienced lower secondary school teachers to rate it in controlled experiments. Our findings suggest that the teachers regard EcoVR to be useful for teaching climate-friendly food consumption. Moreover, they regard this educational usefulness of EcoVR to be higher than that of its PC version. Hence, in lower secondary education EcoVR may have the potential to serve pupils for learning climate-friendly food choice. Moreover, it may serve as a digital bridge or «metaverse» between the learning of relevant skills at school and the application of these skills in real life
The Effect of the Russian Invasion on Mental, Social, and Behavioral Health Among Ukrainians Living in the United States
No full textObjective: The present research examines the disparities among Ukrainians residing in the United States, comparing Ukrainians who migrated before the February 2022 Russian invasion against those who arrived afterward. We compare these two cohorts vis-a-vis anxiety, depressive symptoms, optimism, posttraumatic stress, life satisfaction, family economic stress, cultural stress (discrimination, negative context of reception, and language stress), hazardous alcohol use, and domestic violence perpetration and victimization.
Method: The present sample included 703 Ukrainians (53.63% women) residing in the United States. We conducted a series of multivariate analyses of variance using arrival cohort (pre- vs. postinvasion) and gender (male vs. female) as independent variables. Results: Results indicated that postinvasion participants reported greater internalizing symptoms, cultural/economic stress, and hazardous alcohol use, whereas preinvasion arrivals reported greater levels of optimism and life satisfaction. No significant interactions between cohort and gender emerged for any of the outcomes. Conclusion: Our findings offer valuable insights into the mental health and well-being of displaced Ukrainians within the backdrop of ongoing conflicts. These findings have significant implications for support and intervention efforts not only for Ukrainians but also for other crisis migrant groups.
Our study found that Ukrainians who migrated after the invasion reported higher levels of depression, anxiety, posttraumatic stress symptoms, cultural/economic stress, and alcohol misuse, whereas those who arrived earlier reported higher levels of optimism and life satisfaction. These findings highlight the impact of ongoing wars on the mental health of displaced Ukrainians. In addressing the experiences and needs of crisis migrants globally, research, practice, and policy efforts should attend to the specific types and severity of crisis events that migrants have experienced prior to arriving in their destination countries
Erwachsene als Adressat*innen historischer Fibeln für Kinder. Beispiele aus der deutschsprachigen Schweiz vom 16. bis zum 19. Jahrhundert
No full textThis paper deals with those parts of historical reading primers for children that are addressed to adults. Based on a corpus of 180 Swiss-German primers from the 16th to the 19th century, it shows where this information is placed in the primer and what communicative purpose it serves. The long tradition of double addressing was only broken in the second half of the 19th century, when the first separate companion volumes for teachers appeared and the primer itself was reserved for children
Child’s Rights oriented Teaching and Learning
Full text linkThe poster highlights the integration of the United Nations Convention on the Rights of the Child (UNCRC) into teacher education at the University of Teacher Education Bern. This initiative responds to critiques from the UN Committee regarding insufficient knowledge of the UNCRC among professionals in Switzerland, limiting its transformative potential in education. Funded as part of an innovation project, the aim was to embed children’s rights systematically into teacher training across primary, secondary, special needs, and continuous education programs. The approach followed a step-by-step strategy, starting with identifying connections between the UNCRC and teacher education modules. Using the Whole Institution Approach, the project embedded children's rights into modules covering curriculum learning, social sciences, music, and migration. The UNCRC principles were made accessible by focusing on its general principles and models like Lundy’s framework for participation. Recurring references to the UNCRC in professional practice established it as a practical tool for rights-respecting learning environments. Findings demonstrated the positive impact of this embedded approach on teacher education. It reshaped students’ perceptions of children as rights holders, fostering a deeper understanding of inclusive, differentiated teaching. The integration also improved teacher competencies, enabling better support for diverse learners
Contextualizing The Civic Roles Of Postsecondary Institutions With Insights From Different Traditions
No full textThis paper explores the profound philosophical and conceptual foundations that underpin comparative international education research, particularly concerning the evolving roles of universities and colleges that transcend mere skills training or human capital development in contemporary times. Universities and colleges have predominantly focused on measuring their success through criteria such as research excellence and their ability to adapt to the ever-evolving demands of the job market. It is imperative to recognize that the diversity of postsecondary institutions is not only providers of human capital with curriculum shaped by labor market needs; rather, they should be recognized as institutions dedicated to human development, community anchors, the promotion of the public good, democratic education, the cultivation of civil society, and global citizenship. Relying on an extensive review of selected literature pertaining to the mission, goals, aims, and roles of the postsecondary sector in three regions (East Asia, Germanic Europe, and North America), this paper considers the question, “How do different approaches and traditions in different social contexts contribute to our understanding of the civic roles of postsecondary education institutions in shaping future global citizens, transcending the confines of national boundaries?” Throughout the paper, the unique contexts and traditions of these regions are meticulously examined alongside thematic discussions, culminating in comprehensive analyses on what factors are consid¬ered as the civic roles of institutions and what challenges are there for them to realize their goals