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Stage dans une autre région linguistique et formation initiale des enseignants: étude comparée des pratiques dans deux institutions suisses
No full textKUNST & BILD: Bildnerisches Gestalten im Zyklus 2 und 3
No full textZeichnen, Malen, Fotografieren, Collagieren, Modellieren, Inszenieren und vieles mehr. Die 36 fotografisch dokumentierten Unterrichtsvorhaben orientieren sich an den Lebenswelten der Schüler*innen im Zyklus 2 und Zyklus 3 sowie an Bildern aus Kunst und Alltag. Sie inspirieren Lehrpersonen in ihrem Unterricht prozessorientierte und eigenständige Zugänge zum Bildnerischen Gestalten zu ermöglichen. Alle Vorhaben wurden in der Praxis erprobt und zeigen auf, wie die Kompetenzen des Lehrplans 21 aufgebaut werden
Peerbeziehungen, Akzeptanz und Ablehnung an Heilpädagogischen Schulen - Ergebnisse der KomPeers-Studie
No full textBisher ist wenig über die Beziehungen zwischen Schülerinnen und Schülern mit geistiger Behinderung an Heilpädagogischen Schulen (HPS) bekannt. In der KomPeers-Studie wurden Schulmitarbeitende zu den Peerbeziehungen von 1125 Schülerinnen und Schülern mit geistiger Behinderung befragt. Die Ergebnisse deuten auf vielfältige Beziehungen zwischen Lernenden an HPS hin. Je mehr Peerkontakte für Schülerinnen und Schüler in HPS berichtet wurden, desto günstiger war die zukünftige Entwicklung ihrer Kommunikationskompetenzen. Geringere soziale Fertigkeiten und mehr Verhaltensprobleme von Lernenden waren entsprechend den Mitarbeitenden mit einem erhöhten Risiko für Ablehnung unter den Peers verbunden
Teaching Music (Education) Digitally in Comparison to Pre- and Post-Covid-19- Times at Universities
No full textGeneralizability of Written Expression Curriculum-Based-Measurement in the German Language: What Are the Major Sources of Variability?
Get PDFThis study aimed to identify the sources of measurement error that contribute to the intraindividual variability of written expression curriculum-based measurement (CBM-W) and assess how many German writing samples of 3 or 5 min duration are necessary to make sufficiently reliable relative and absolute decisions. Students in grade 3 (N = 128) and grade 6 (N = 118) wrote five CBM-W probes of 5 min each within 1 week, which were scored for commonly used metrics (i.e., words written, correct writing sequences). Analyses within the generalizability theory framework showed that between-student differences accounted for 36–60% of the variance. The student × writing prompt interaction was the largest source of variability, particularly among younger students (44%), while writing prompt per se and writing time explained no variance. Two to four writing samples of 3 min are sufficient for most scoring methods to achieve relative reliability >0.80. CBM-W in German proved inadequate for the grade levels studied for absolute decisions. These findings imply that CBM-W in this form in German-speaking primary grades is suitable as a universal screening tool but not as a tool for progress monitoring of individual students
Lernprozesse dokumentieren im Fachbereich Gestalten: Entwickeln und Forschen mit Bachelorstudierenden im Studiengang Primarstufe
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How Do Children Socially Learn from Narrative Fiction: Getting the Lesson, Simulating Social Worlds, or Dialogic Inquiry?
Get PDFEducators read narrative fiction with children not only to promote their literacy skills, but also to support their sociomoral development. However, different approaches strongly diverge in their explanations and recommended instructional activities. Informed by theoretical understandings of reader-text transactions, this integrative review presents three different conceptions about how children learn socially from narrative fiction. The first approach explains sociomoral learning through narrative fiction by children’s extraction and internalization of the text’s moral message. The second approach refers to children’s training of mindreading and empathy as they become immersed in a fictional social world and imaginatively engage with the fictional characters’ perspectives. The third approach focuses on children’s social reasoning development through engagement in argumentative dialogues with peers about the complex sociomoral issues raised in narrative fiction. The article aims to theoretically position a wide range of literary programs to clarify their psychological foundations as well as critically discuss their strengths and limitations