Hochschulschriftenserver der Pädagogischen Hochschule Freiburg
Not a member yet
819 research outputs found
Sort by
Sozialarbeitende als Richter:innen? Auf der Suche nach einem arbeitsfeldspezifischen professionellen Selbstverständnis. Sozialarbeiterische Positionierung(en) in der interprofessionellen Zusammenarbeit am Beispiel der neu konstituierten schweizerischen Kindes- und Erwachsenenschutzbehörden.
Full text linkAm 1. Januar 2013 trat in der Schweiz das neue Erwachsenenschutzrecht in Kraft. Neben substanziellen materiellen Neuerungen im Bereich des Erwachsenenschutzes, brachte die Gesetzesreform eine umfassende Neuorganisation der zuständigen Entscheidbehörden mit sich. Entscheide werden nun von einem interprofessionellen Spruchkörper gefällt, in welchem Jurist:innen und Sozialarbeitende die zentralen Professionen sind. Mit einem ethnografischen Forschungsdesign wurden in insgesamt fünf KESB in der französischsprachigen und der deutschsprachigen Schweiz Organisationsethnografien durchgeführt, die mittels teilnehmender Beobachtungen und Interviews dem Phänomen der Sozialen Arbeit in den neu geschaffenen Behörden nachgingen. Der professionssoziologisch sensibilisierte mehrdimensionale Blick auf die kantonal sehr heterogen ausgestalteten Behörden verbindet mehrere Ebenen in der Ergebnisdarstellung: die strukturelle und prozessuale Ausgestaltung des interprofessionellen Arbeitsarrangements; die Interaktionsebene im gemeinsamen Entscheiden des Spruchkörpers als formeller Moment der Interprofessionalität; sowie die Positionierungen der Sozialarbeitenden in ihrer neuen Rolle. Der Platz der Sozialen Arbeit in den noch relativ jungen Behörden im Untersuchungszeitraum von 2016-2019 wird anhand der als zentral herausgearbeiteten Elemente des fachlichen Beitrags der Sozialen Arbeit, (Gesprächsführungskompetenz, reflexiven Professionalität und Systemorientierung) im Spannungsfeld von organisationalen und professionellen Logiken diskutiert
Instructor presence in instructional videos in higher education: three field experiments in university courses
Full text linkAbstract
In formal educational settings, such as online university lectures, instructional videos often consist of PowerPoint slides accompanied by a video or audio explanation from the instructor. It has been assumed that the social cues provided by the instructor’s video may facilitate affective processes and affect learning outcomes. Research on instructor presence in instructional videos has focused primarily on laboratory and online studies that are not embedded in the courses in which learners are enrolled. Therefore, we present three field studies examining instructor presence in instructional videos embedded in higher education courses to strengthen external validity (exam-relevant topic, > 30 min long, personally known instructor). The results of these studies show positive effects of a visible instructor compared to no visible instructor on some affective measures: social presence in Study 1 ( n = 18, d = .85) and well-being in Study 3 ( n = 38, d = 1.01), but not on others (well-being in Studies 1 & 2 ( n = 53); motivation in Studies 1–3, social presence in Studies 2 & 3). They also show no effects on extraneous processing or learning outcomes (Studies 1–3). Thus, no general effect of instructor presence can be shown for instructional videos embedded in university courses in higher education, but there are also no detrimental effects. This leads to implications for future research, teaching, and design practice
Organizational health literacy in German hospitals during the COVID-19 pandemic—results of a cross-sectional study among hospital managers
Full text linkZusammenfassung
Hintergrund
Organisationale Gesundheitskompetenz (OGK) beschreibt Bedingungen und Maßnahmen in Einrichtungen der Gesundheitsversorgung, wie z. B. Krankenhäusern, die Patient:innen dabei unterstützen sollen, gute gesundheitsbezogene Entscheidungen zu treffen. In der COVID-19-Pandemie waren auch Krankenhäuser gefordert, ihren Patient:innen den Zugang zu und den Umgang mit Gesundheitsinformationen und -dienstleistungen zu erleichtern.
Ziel
Zielsetzung des Beitrags ist eine Bestandsaufnahme der OGK-Aktivitäten in deutschen Krankenhäusern während der COVID-19-Pandemie. Fokussiert wird dabei der Vergleich der OGK-Aktivitäten in Krankenhäusern während und außerhalb pandemischer Zeiten.
Methodik
Zwischen November und Dezember 2022 wurde eine Online-Befragung von ärztlichen, pflegerischen und kaufmännischen Krankenhausleitungen durchgeführt. Die OGK wurde anhand des HLHO-10-Fragebogens erhoben, wobei dieser für die COVID-19-Pandemie erfolgreich adaptiert wurde (gute interne Konsistenz: α = 0,89). Die Auswertung erfolgte mit SPSS 28 mittels Varianz- und Korrelationsanalysen. Zudem bestand die Möglichkeit einer Freitextangabe zu OGK-Aktivitäten, welche mithilfe von MAXQDA und einer qualitativen Inhaltsanalyse ausgewertet wurden.
Ergebnisse
Von 3301 eingeladenen Krankenhausleitungen nahmen 328 an der Befragung teil (Rücklaufquote 10 %). Die Krankenhausleitungen geben an, dass in ihren Häusern während der Pandemie darauf geachtet wurde, dass sich Patient:innen einfach zurechtfinden. Jedoch ist eine aktive Einbindung von Patient:innen bei der Gestaltung und Evaluierung von Gesundheitsinformationen kaum umgesetzt. Zum Zeitpunkt der COVID-19-Pandemie wurden statistisch signifikant mehr Mitarbeitende zum Thema Gesundheitskompetenz geschult ( p < 0,001). Aus den Freitexten wird deutlich, dass die Befragten Optimierungsbedarf sehen, dem sie aufgrund mangelnder Ressourcen nur schwer nachkommen können.
Schlussfolgerung
Den Krankenhausleitungen ist bewusst, dass nicht alle Teilaspekte der OGK gleichmäßig gut umgesetzt sind. Es ist entscheidend, GK kontinuierlich in das organisatorische Handeln zu integrieren und dem Thema Priorität einzuräumen.Abstract
Background
Organizational health literacy (OHL) defines requirements and activities in health care organizations, such as hospitals, to enable patients to make good health-related decisions. During the COVID-19 pandemic, hospitals were also required to make it easier for their patients to access and use health information and services.
Objective
The aim of this article is to provide an overview of OHL activities in German hospitals during the COVID-19 pandemic. The focus is on the comparison of OHL activities in hospitals during and outside the pandemic period.
Methods
An online survey of medical, nursing, and administrative hospital management was conducted in November and December 2022. OHL was collected using the health literate health care organization 10 item (HLHO-10) questionnaire, which was successfully adapted to the COVID-19 pandemic (good internal consistency: α = 0.89). Analysis was performed with SPSS 28 using variance and correlation analysis. It was also possible to provide open-ended information on OHL activities, which was analyzed using MAXQDA and qualitative content analysis.
Results
Of 3301 invited hospital managers, 328 participated (response rate 10%). Hospital managers stated to take necessary care in hospitals to ensure patients can easily find their way around during the pandemic. However, we found little evidence of patients being actively involved in the design and evaluation of health information. At the time of the COVID-19 pandemic, significantly more staff were trained in health literacy ( p < 0.001). The respondents’ open-ended responses indicate that there is a need for optimization, but that they are struggling to meet this need due to a lack of resources.
Conclusion
Hospital managers are aware that not all aspects of health literacy are equally well implemented. It is crucial to consistently integrate health literacy into organizational activities and prioritize the topic
High-quality use of representations in the mathematics classroom – a matter of the cultural perspective?
Full text linkAbstract
The teacher’s use of representations is a crucial aspect of instructional quality in mathematics education, given their pivotal role in facilitating mathematics learning. However, in our international research community, perspectives on what constitutes high-quality use of representations may vary. This cross-cultural study aims to explore whether the perspectives from Western literature, emphasizing the importance of explicit connections between symbolic and graphic representations, can be extended legitimately to the East Asian context. Using a situated approach, the study elicited norms of high-quality representation use from researchers in Germany and Taiwan. A total of 31 mathematics education professors from both countries evaluated the use of representations in three secondary mathematics classroom situations presented as text vignettes. The vignettes, designed by the German research team, each depicted a situation where from their perspective, a norm of high-quality representation use, specifically the explicit connection between symbolic and graphic representations, was violated. Qualitative analysis of the researchers' responses revealed that in each situation, at least half of the German researchers expected explicit connections between representations. Conversely, the majority of Taiwanese researchers only expected such connections in one situation, particularly when the graphic representation served as an independent learning objective rather than solely aiding conceptual understanding. These findings indicate easily unnoticed culture-specific differences regarding how a common aspect of instructional quality is expected to unfold in teaching
Trajectories of mental health in children and adolescents during the COVID-19 pandemic: findings from the longitudinal COPSY study
Full text linkAbstract
Background
Mental health and health-related quality of life (HRQoL) in children and adolescents deteriorated during the COVID-19 pandemic. The aim of this population-based longitudinal study was to explore whether distinct mental health trajectories in youths can be identified over the course of the pandemic.
Methods
Mental health problems (MHP), psychosomatic symptoms and HRQoL were assessed at five time points between May 2020 and October 2022 in 744 children and adolescents aged 7 to 20 years using established instruments. We used generalized mixture modeling to identify distinct mental health trajectories and fixed-effects regressions to analyse covariates of the identified profiles of change.
Results
We found five distinct linear latent trajectory classes each for externalising MHP and psychosomatic symptoms and four trajectory classes for internalising MHP. For HRQoL, a single-class solution that indicates a common development process proved to be optimal. The largest groups remained almost stable at a low internalising and externalising symptom level (64 to 74%) and consistently showed moderate psychosomatic symptoms (79%), while 2 to 18% showed improvements across the pandemic. About 10% of the youths had consistently high internalising problems, while externalising problems deteriorated in 18% of youths. Class membership was significantly associated with initial HRQoL, parental and child burden, personal resources, family climate and social support.
Conclusions
The mental health of most children and adolescents remained resilient throughout the pandemic. However, a sizeable number of youths had consistently poor or deteriorating mental health. Those children and adolescents need special attention in schools and mental health care
Lernen aus Fehlern – Adaptive Passung von eigenen und fremden Fehlern bei der fokussierten Fehlerverarbeitung
Full text linkDie in diese Arbeit eingebetteten Studien fokussieren die Fehlerverarbeitungsprozesse im Rahmen von Lösungsvergleichen in Lernszenarien mit einer anfänglichen Problemlösephase gefolgt von einer Instruktionsphase (PS-I). Bisherige Studien zeigten, dass das Aufgreifen von typischen Schülerlösungen in der Instruktionsphase essenziell für die lernförderliche Wirkung von PS-I-Lernszenarien ist. Dennoch profitieren nicht alle Lernenden von einem Vergleich einer typischen Schülerlösung mit der korrekten Lösung. Um weitere Erkenntnisse zu den Wirkmechanismen zu erhalten, wurden mehrere Studien durchgeführt: In einer Eye-Tracking-Studie wurden die Prozesse der Fehlerverarbeitung beim Vergleich von richtigen und fehlerhaften Lösungen analysiert. In einer zweiten Studie wurde der Trade-Off zwischen komplexen Problemlöseprozessen und der akkuraten computerbasierten Diagnose der Problemlöseprodukte untersucht. Die Erkenntnisse lieferten die Grundlage für eine dritte Studie, in der der Einfluss der Passung der Lösungen zu den eigenen Lösungsversuchen untersucht wurde – auch in Abhängigkeit der vorhandenen Präkonzepte
Use of Digital Media in Parent-Teacher Communication. Frequency of Use and Associations With Teacher Characteristics
Full text linkIm Zuge gesellschaftlicher Entwicklungen gewinnen neue Herangehensweisen in der Elternzusammenarbeit an Bedeutung. Digitale Medien nehmen hierbei eine wichtige Rolle ein. Der Beitrag untersucht mithilfe von inhaltsanalytischer Auswertungen und multipler Regressionsanalysen, a) welche digitalen Medien in der Elternkommunikation genutzt werden und b) ob Einstellungs-, Orientierungsmerkmale und Qualifikationen frühpädagogischer Fachkräfte für die Implementation digital gestützter Elternkommunikation bedeutsam sind. Datenbasis bildet eine Onlinebefragung von 266 Fachkräften in Kindertageseinrichtungen. Die Ergebnisse verweisen auf eine vielfältige Nutzung von digitalen Medien in der Elternkommunikation, die sich teilweise auf Fachkraftmerkmale (z.B. Fort- und Weiterbildungsaktivität) zurückführen lässt. Die Befunde werden im Hinblick auf Implikationen für die Praxis und weiteren Forschungsbedarf diskutiert.In the course of societal changes, new approaches in the cooperation between preschools and parents have gained importance. Therefore, this study examined (a) the intensity and type of digital media use in parent–teacher communication and (b) the role of teachers’ attitudes and qualifications for the implementation of digitally supported parental communication. The results show that teachers use a variety of digital media for communication with parents, some of which can be attributed to teacher characteristics (e.g., the amount of professional development activities). The findings are discussed with regard to implications for practice and the need for further research
How context influences the processing of relevant information and judgment accuracy—the role of information restriction in judgment processes in diagnosing misconceptions
Full text linkTo adapt teaching to the prerequisites of students, teachers have various options at their disposal to gather and process information as the basis to form a judgment, such as carrying out tests, talking to and observing the behavior of students, or administering tasks. The complexity of such a judgment arises from the multitude of observations and their different possible explanations. This complexity might be reduced when teachers focus on one hypothesis instead of considering multiple hypotheses, interpret information in a confirmatory way, and not collect diagnostically relevant information. However, in this way, they run the risk of undesirable biased judgments. It therefore seems important to improve diagnostic judgments by selecting and processing information in a more reflective way. Research indicates that if information on a student is not easily available but restricted (e.g., by time pressure, difficult access to the student or high effort), a teacher who wants to make a careful decision is forced to rely on more reflective processes in the selection of tasks and in the interpretation of solutions. The present experimental study therefore investigates how the restricted availability of information in a specific diagnostic situation—when diagnostically inexperienced prospective mathematics teachers determine misconceptions in decimal fractions—influences the underlying cognitive processes. We assume that restricting the availability of information on student behavior augments the attentional focus and therefore reduces cognitive biases. Such more reflective processing can be observed by an increased time spent per piece of information, which should lead to the processing of relevant information and further increase judgment accuracy. To investigate these hypotheses, prospective teachers without prior knowledge in diagnosing misconceptions ( N = 81) were asked to diagnose misconceptions on decimal fractions of virtual students by collecting information on students’ solutions. Data concerning the effects of restricting the availability of information on teachers’ cognitive processes were analyzed. The results show that with restricted information, participants indeed select a greater proportion of diagnostically relevant tasks, which positively influences judgment accuracy. These results are discussed with respect to their significance for framing teacher training and for further research
Readiness for influenza and COVID-19 vaccination in Germany: a comparative analysis
Full text linkIntroductionVaccination readiness refers to psychological motives and beliefs that decisively determine individual and collective vaccination prevention behavior. Readiness to be vaccinated depends on expected individual and social benefits and harms. Differences exist in the perception of the threat of potential influenza vs. COVID-19 infection and its significance for the social environment. The study aimed to compare the 7C components of vaccination readiness for influenza and COVID-19 vaccination in adulthood.MethodsA total of 317 adults answered the 7C vaccination readiness scale in two vaccination-specific versions (influenza vs. COVID-19) in an online survey from September 2022 to March 2023. Data were analyzed using repeated measures, including analysis of covariance, correlations, and multiple regression.ResultsFor COVID-19, there is a higher readiness to be vaccinated compared to influenza regarding complacencyR (ηp = 0.683), constraintsR (ηp = 0.684), collective responsibility (ηp = 0.782), and compliance (ηp = 0.365). However, confidence (ηp = 0.161) and conspiracyR (ηp = 0.256) indicate an enhanced readiness for influenza vaccination (interaction scales × vaccination type: ηp = 0.602). Individual influenza vaccination recommendations and age do not or only marginally moderate these effects (interaction vaccination type × recommendation: ηp = 155).DiscussionThe 7C subscales reveal a differentiated pattern of readiness for the two vaccination types. This emphasizes the relevance of the multidimensional structure of the construct of vaccination readiness as well as the relevance of moderating effects of the respective vaccination type on the underlying motives and beliefs. Vaccination attitudes are influenced by cultural and social conditions as well as medical standards of care. Comparing attitudes to different vaccinations in different countries thus represents an important research desideratum in order to understand the concept of vaccination readiness more comprehensively
Befragung der Nutzerinnen und Nutzer der PH-Bibliothek - Ergebnisse der Umfrage 2023 ; ausführlicher Datenbericht
Full text linkZu Beginn des Jahres 2023 führte die Bibliothek der Pädagogischen Hochschule Freiburg online eine Vollbefragung ihrer aktiven Nutzerinnen und Nutzer durch. Gegenstand der Erhebung war die Zufriedenheit mit den Angeboten und Dienstleistungen der Bibliothek. Im vorliegenden Datenbericht sind die Antworten auf alle Fragen quantitativ ausgewertet und grafisch aufbereitet. Der Datenbericht enthält zudem die inhaltlich geclusterten Freitextantworten auf die offenen Fragen. Aus Datenschutzgründen sind die Ergebnisse und Antworten teils anonymisiert