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Das gute Leben im Lockdown? Unterschiede zwischen Frauen und Männern mit und ohne Kinder im Haushalt während des Covid-19-Lockdowns 2020: Befragung an einer Deutschschweizer Hochschule
No full textLesen im 1. Schuljahr: Die Bedeutung von phonologischer Bewusstheit, Benennungsgeschwindigkeit und Wortschatz
Get PDFDie Vermittlung der Lesefähigkeit ist eine zentrale Aufgabe der Volksschule. Sie hat über das Fach Deutsch hinaus in allen Schulfächern wie auch außerschulisch große Bedeutung. Wird zudem berücksichtigt, dass die in den unteren Klassen erworbenen basalen Lesekompetenzen die wesentliche Grundlage und zugleich den limitierenden Faktor für den Aufbau hierarchiehöherer Lesekompetenzen in den oberen Primarklassen darstellen (z.B. Perfetti 1985, Rosebrock et al. 2010, Verhoeven & Van Leeuwe 2008), können die Untersuchung und Förderung der Lesekompetenz am Schulbeginn nicht genug Gewicht erhalten.
Das Forschungsprojekt „Die Entwicklung von Wortschatz und Lesen. Eine Untersuchung auf der Unterstufe“ (EnWoLe)1 ist eben diesem frühen Bereich gewidmet, mit dem Ziel, die gegenseitige Beeinflussung von basalen Lesekompetenzen, den Kontextvariablen phonologische Bewusstheit und schnelles Benennen (von Farben, Buchstaben und Zahlen) sowie Wortschatzkompetenzen im ersten bis dritten Schuljahr zu untersuchen. Sowohl das Lesen als auch der Wortschatz werden in mehrere Teilkompetenzen untergliedert. Im Folgenden werden, nach einer kurzen Einführung ins Thema und der damit verbundenen Klärung der Forschungsfrage, die Ergebnisse der Datenerhebung im ersten Schuljahr vorgestellt
Scoping review on research at the boundary between learning and working: A bibliometric mapping analysis of the last decade
Get PDFContext: The research field at the boundary between learning and working is multidimensional, fuzzy, dynamic, and characterized by high growth. A study that comprehensively maps and aggregates this research field is missing.
Approach: Using tools of bibliometric analysis (bibliographic coupling, co-citation analysis and co-occurrence analysis), we map the research at the boundary between learning and working in a scoping review study. Our study considers peer-reviewed articles published between 2011 and 2020 and recorded in Scopus. In total, 5,474 articles are included in our analysis.
Findings: Focusing on the intellectual structure of the research field, we identified the most publishing and most cited countries, journals, and authors, as well as latent collaborative networks among countries, journals, and authors. Furthermore, we used references and keywords to identify the conceptual structure of the research field and distinguished four types of conceptual clusters: motor clusters, highly developed and isolated clusters, emerging or declining clusters, and basic and transversal clusters.
Conclusions: Research at the boundary between learning and working is highly parcelled out internationally. This scientific parcelling represents a disadvantage for exchanging ideas and accumulating knowledge. In addition to forming a parcelled field, a dividing line runs between centre, periphery and excluded countries and scientists. Especially scientists from developing countries and nations, economies in transition and those from post-conflict situations are excluded from the international discourse. This situation is more than just a disadvantage for the exchange of ideas and the accumulation of knowledge. Instead, there is a systematic bias in the research landscape here
Teacher Stress: A Psychobiological Approach to Stressful Interactions in the Classroom
Get PDFTeachers report elevated levels of stress and psychosomatic illnesses compared to other professions. Teacher stress has far-reaching consequences on their health outcomes, the student's motivation, and the economy. However, research on teacher stress relies mainly on self-reports, hence, assesses stress on purely subjective perception. Personal or subjective aspects can strongly influence these measures, and biological stress may even be unnoticed. It is, therefore, necessary to include both subjective and objective measures to investigate stress, preferably in real-life situations. This review aims to demonstrate the importance of a psychobiological ambulatory assessment (AA) approach to investigate teacher stress, in contrast to purely subjective measures. We discuss classroom disruptions as the primary stress factor within the classroom and how a multimethod AA approach using psychological measures while simultaneously recording classroom disruptions and biological stress reactions of teachers would enable a much deeper understanding of stressful transactional processes taking place in the classroom that has not been achieved before
Einen besseren Zugang zur digitalen Welt ermöglichen: Mehr Medienkompetenz für Menschen mit Behinderung und betagte Personen
No full textMenschen mit Behinderungen und Betagte stossen bei der Nutzung digitaler Medien auf Barrieren und sind dadurch benachteiligt. Das Projekt Medienkompetenz in der Sozialen Arbeit (Mekis) hat eine Reihe von Ideen und Instrumenten erarbeitet, die den Zugang erleichtern
Brief Research Report: Agreement Between Teacher and Student Reports on Students’ Acceptance and Rejection
No full textStudent-reported peer nominations are typically used to obtain information on the social status (i.e., acceptance and rejection) of students in their classrooms. However, under certain circumstances this assessment method cannot be used, for example for logistical reasons or with students with intellectual disabilities (ID) who are not always able to fill out peer nominations. In such instances, teacher reports on students’ expected nominations may serve as a proxy. As part of a larger study on students with ID, we evaluated the agreement between teachers’ and students’ peer reports regarding individual students’ acceptance and rejection using unlimited nomination procedures in Grades 4–6 mainstream classrooms. As many students with ID cannot fill out peer nominations, this evaluation study used a sample of typically developing students without ID. Teachers (n = 27, Mage = 34.24 years, SD = 10.85; 85.2% female) nominated all peers from the classroom who they believed individual students would report as “liked” and “not liked”. For direct comparison, students (n = 441, Mage = 11.36 years, SD = 0.89; 46.8% female) themselves were also asked to report their “liked” and “not liked” nominations. Students received both more “liked” and more “not liked” nominations from their peers than from their teachers. Students’ social status as calculated from teacher reports showed only partial agreement with social status as calculated from student reports, suggesting that in mainstream classrooms student reports cannot be easily replaced by teacher reports. Perspectives on the application of teacher-reported peer nominations in special needs settings are discussed
Beyond self-control: Mechanisms of hedonic goal pursuit and its relevance for well-being
No full textSelf-control helps to align behavior with long-term goals (e.g., exercising to stay fit) and shield it from conflicting hedonic goals (e.g., relaxing). Decades of research have shown that self-control is associated with numerous positive outcomes, such as well-being. In the present article, we argue that hedonic goal pursuit is equally important for well-being, and that conflicting long-term goals can undermine it in the form of intrusive thoughts. In Study 1, we developed a measure of trait hedonic capacity, which captures people’s success in hedonic goal pursuit and the occurrence of intrusive thoughts. In Studies 2A and 2B, people’s trait hedonic capacity relates positively to well-being. Study 3 confirms intrusive thoughts as major impeding mechanism of hedonic success. Studies 4 and 5 demonstrate that trait hedonic capacity predicts successful hedonic goal pursuit in everyday life. We conclude that hedonic goal pursuit represents a largely neglected but adaptive aspect of self-regulation
Philosophieren mit Kindern – wie geht das?
No full textWas ist Freundschaft? Wieso sind manche Menschen gemein? Müssen wir immer die Wahrheit sagen? – Es sind grosse Fragen, die die Kinder ab dem Kindergarten im Philosophieunterricht besprechen. Fragen, denen sie auch in ihrem Alltag begegnen. Die Kinder sollen lernen, verschiedene Sichtweisen zu verstehen, Argumente abzuwägen, aber auch zu fantasieren und weiter zu denken. Wie das am besten geht, wie Philosophieren etwa die Empathie fördert – und wie man Ethik unterrichtet ohne moralischen Zeigefinger, das besprechen Expertinnen und Experten an einer Tagung der Pädagogischen Hochschule Zürich. In der Sendung «Perspektiven» hören wir rein – und machen den Praxistest mit Kindern
