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Disruption Management Interacts with Positive and Negative Emotions in the Classroom: Results from a Simulation-Based Study
Get PDFThe conduct of teachers, especially in handling disruptions, significantly impacts the comfort of students. This research investigates the correlation between preservice teachers’ effectiveness in terms of managing disruptions and the emotions experienced by both engaged and disruptive students. In an experimental simulation, we crafted a classroom scenario wherein preservice teachers engaged in handling severe disruptions over a 10-min period. During the simulation, other preservice teachers assumed the roles of either engaged or disruptive students, following specific behaviour guidelines. Afterwards, the student role players completed questionnaires to gauge their perceptions of positive and negative emotions, as well as to assess the effectiveness of the teacher’s management of disruptions. Notably, interaction effects were observed between preservice teachers’ disruption management strategies and the students’ roles (either engaged or disruptive) on their emotional responses. When preservice teachers effectively managed the classroom during the simulation, those acting as engaged students reported higher levels of positive emotions and fewer negative emotions. In contrast, when classroom management was ineffective, participants portraying disruptive students experienced more positive emotions and fewer negative emotions. The educational implications of these results are considered and discussed
How are LGBTQ+ youth doing in Swiss German schools? Summary of the research report. Project SOGUS – Sexual orientation, gender, and school
Get PDFIntegriertes politisches Lernen im Lehrmittel WeitBlick NMG
No full textIn der Schweiz gibt es bisher wenig Lernmaterialien, um das politische Lernen systematisch aufzubauen. Für die Entwicklung des Lehrmittels WeitBlick NMG werden daher politische Basiskonzepte (vgl. Sander 2009) als Zugang verwendet (vgl. Hubacher 2022), um im interdisziplinären Sachunterricht eine fachliche Schärfung zu erzielen und politisches Lernen zu unterstützen. Zwei Beispiele zeigen, wie Gemeinwohl und System im Unterricht erarbeitet und reflektiert werden können
Saying goodbye to and thanking bus drivers in German-speaking Switzerland
Get PDFThe present study investigates the dynamics of leave-taking and thanking on buses in rural versus urban settings. Employing a mixed-methods approach, Study A involved an online survey with 1000 participants from 125 locations in German-speaking Switzerland, while Study B observed 236 passengers' behaviors in urban and rural contexts whereby contextual factors such as location of exiting, time of day, and passenger demographics were systematically varied. Results revealed an urban-rural divide, with rural areas demonstrating more frequent leave-taking and thanking. Factors like door location on the bus, number of exiting passengers, and passenger age influenced the realization of these speech acts, with front-door, solo exits and older passengers displaying more leave-taking and thanking. Furthermore, in rural areas, bus drivers often initiated the interactions. Subsequent qualitative interviews after the conduction of Study B revealed several possible reasons for the urban vs. rural divide: in the rural countryside, bus lines can be geographically more exposed. Roads can be dangerous, particularly in wintertime. This could increase the probability of wanting to bid farewell to the bus driver and to express gratitude for bringing them home ‘safely’. This research sheds light on the subtleties governing social exchanges within public transportation contexts
Archive in informationsethischer Perspektive
Get PDFArchive gehören zu den bedeutendsten Verwaltern von gesellschaftlich relevanter Information. Entsprechend gross ist ihre ethische Verantwortung in Bezug auf ihren Umgang mit Information. Der folgende Artikel ist ein Beitrag zu einer Archivethik für das Informationszeitalter. Ausgehend von informationsethischen und -ökologischen Ansätzen werden zunächst allgemeine informationsethische Prinzipien erarbeitet. Es wird dann exemplarisch gezeigt, wie diese Prinzipien auf die archivspezifischen Formen des Umgangs mit Information angewandt werden können. Daraus resultieren systematisch begründete ethische Anforderungen an den Umgang mit Information in Archiven. Diese Anforderungen ergeben insgesamt ein ethisches Profil, das es Archiven erlaubt, in informationsethischen Diskursen dezidiert Stellung zu beziehen
Lesen, singen, rechnen - und beten: als die Schule laufen lernte
No full textDie Erwähnung der Unterrichtspflicht in der Bundesverfassung vor 150 Jahren ist feiernswert – und dennoch nur eine Etappe in einem sehr uneinheitlich ablaufenden Prozess. Die Berner Bildungshistorikerin hat ihn für uns in zehn Punkten zusammengefasst
Neue Wege im schulischen Personalmanagement? Ein internationaler Vergleich der rechtlichen Vorgaben und Wahrnehmung von Schulleitenden
No full textDiese explorative Studie untersucht die Ausprägung des Personalmanagements aus internationaler Perspektive. Dazu werden drei Bildungsregionen exemplarisch anhand der rechtlichen Dokumente analysiert und mit den Einschätzungen von Schulleitenden verglichen. Das zugrundeliegende Modell zur Erfassung der Ausprägung des PM – der Mitarbeitenden-Zyklus – ermöglicht einen systematischen Vergleich über die drei Bildungsregionen und zwei verschiedene Erhebungsmethoden hinweg. Die Resultate dieser Mixed-Methods-Studie zeigen teilweise eine Konvergenz des Handlungsspielraums der Schulleitenden der drei Bildungsregionen auf, was die Frage aufwirft, ob sich das PM in Schulen in Zukunft noch stärker angleichen wird oder, ob regionale und nationale Unterschiede bestehen bleiben
Towards a Holistic Model of Extended Education in the Public School System: Three Schools on the Way to Integrated All-Day Schools
Get PDFIntegrated all-day schools (ADS) follow a holistic approach, arguing that different forms of learning (informal, formal, non-formal) are equally important for students, and provide instruction and care by a constant team of teachers and care professionals. Using a qualitative longitudinal design, the research uses development phases to analyze the evolution of the holistic approach to children learning from 2020 to 2022 in three ADS. Findings show that the ADS embark on a school development journey as they try to integrate different learning cultures and professional approaches within one organization. The qualitative data shows a strong start, but challenges emerge in the daily practices. By April 2021, all three ADS teams emphasize the resolution of initial professional conflicts resulting from different professional backgrounds. Staff turnover and changes in management have a strong impact on the development journeys. The conclusion highlights that the non-linear organizational development process requires constant revision of strategy and structure. Commitment of all staff to this integration of care and instruction is crucial, which is impeded by limited time for pedagogical culture development. This article advances the understanding of the development process of integrated ADS and highlights challenges and benefits
Longitudinal Examination of Potential Bilingual Advantage Effects for Selective Attention and Cognitive Functioning in Young Children
No full textA good deal of research purports that bilingualism has a positive effect on some aspects of cognitive functioning. However, this effect is not consistent, and little research examines trajectories of cognitive skill development in bilingual children. Moreover, it remains unclear whether different types of bilingualism impact how cognitive abilities unfold. The reported study investigates children’s data from three linguistic groups (179 sequential bilingual, 96 simultaneous bilingual and 57 monolingual German-speaking children) and examines differences (1) regarding cognitive outcome measures pertaining to selective attention, visuospatial thinking and abstract thinking and (2) searches for substantial developmental trajectory differences regarding said measures. Children were tested at 3 points in time; at age 4;10, 6;2 and 7;4. Results indicate no significant linguistic group differences in selective attention, visuospatial thinking and abstract thinking when controlling for gender, language comprehension of the child, and families’ socioeconomic status. Moreover, the three linguistic groups did not differ in developmental trajectories. Theoretical and practical implications are discussed