1,720,983 research outputs found
Promoting resilience for primary-secondary transitions:supporting children, parents and professionals
No full textSchulformwechsel – eine empirische Analyse der subjektiven Sicht von Schülerinnen und Schülern auf ein Selektionsereignis
No full textEin Wechsel der Schulform innerhalb des traditionellen dreigliedrigen Schulsystems im Verlauf der Sekundarstufe I ermöglicht eine Korrektur der Schullaufbahn und damit der Übergangs-prognose. Der Anteil der SchülerInnen, die innerhalb des gegliederten Schulsystems von einer Schulform in eine andere wechseln, liegt bundesweit bei 14,4% – mit starken regionalen Schwankungen. Mit der Möglichkeit des Schulformwechsels werden antizipierte Chancenungleichheiten, die durch die zeitlich frühe Festlegung der Schulform nach der 4. Klasse entstehen können, ausgeglichen und die Struktur des Schulsystems legitimiert. Obwohl diese soge-nannte horizontale Durchlässigkeit bereits seit den 60er Jahren besteht, ist die Forschungslage zur Auswirkung dieser Mobilität sowohl auf der Ebene der Einzelschulen als auch für die Schülerinnen und Schülerinnen eher lückenhaft.
Gerade die zunehmende Bedeutung, die individuelle Lernwege in der didaktischen und lerntheoretischen Forschung sowie in der Schulpraxis erlangen, verlangt jedoch die Kenntnis über die schulischen Erfahrungen der Kinder und Jugendlichen, denn diese spielen auch für zukünftige Gestaltung der Lernwege eine nicht unerhebliche Rolle.
Dementsprechend setzt die empirische Studie dieser Arbeit an diesem Desiderat an und stellt die subjektive Sicht von SchülerInnen auf einen Schulformwechsel in der Sekundarstufe I in den Mittelpunkt. Anhand von leifadengestützten Interviews mit 42 Sechst- bzw. Siebtklässlern aller Schulformen wird die subjektive Perspektive von AufsteigerInnen und AbsteigerInnen dargestellt. Anhand der protokollierten Erfahrungen der SchülerInnen im Verlauf des Wechsels wird im Rahmen dieser Studie die subjektive Perspektive auf die Leistungsentwicklung sowie die daraus resultierende psychosoziale Befindlichkeit und das schulische Selbstkonzept analysiert. Darüber hinaus werden die seitens der SchülerInnen wahrgenommenen Reaktionen des schulischen und außerschulischen sozialen Umfeldes sowie die subjektive Bewertung des Schulformwechsels in die Analysen einbezogen
Advancing individual students by changing schools?
Get PDFSchulformwechsel in der Sekundarstufe stellen im dreigliedrigen Schulsystem eine Möglichkeit zur Korrektur der frühzeitigen Bildungsentscheidung nach Klasse 4 der Grundschule dar. Dieser Beitrag stellt die Perspektiven von Schüler/innen, die einen Schulformwechsel vollzogen haben, in den Vordergrund und zeigt, dass die Bewertung eines solchen Ereignisses sehr differenziert ist. Vor diesem Hintergrund wird diskutiert, inwiefern ein Schulformwechsel als Maßnahme individueller Förderung sinnvoll erscheint. (DIPF/Orig.)In a three-tiered school system, changing to a different type of school at the secondary level is one method of correcting an earlier education decision after grade four. This article looks at the experience of students who have changed schools and shows that evaluations of such an event can differ greatly. Against this backdrop, it examines whether changing schools makes sense as a way of advancing individual students. (DIPF/Orig.
Transition from primary to secondary school:a case study from the United Kingdom
No full textThis chapter presents ethnographic research from a project which followed children in a UK primary school in their final year (referred to as year six, children are 10 and 11 years old) in primary school to their first year in secondary school (referred to as year seven, children are 11 and 12 years old). In the UK children might make as few as two transitions between schools (from primary to secondary) or as many as four (from infant to junior to secondary to post 16 colleges). The transition focussed on here is one which nearly all children in the UK make and as such the data and analysis apply to a large number of children in the UK. The chapter will present data which provide insight into the practices of the primary and secondary schools and enable a reflection on the experiences of the children in managing their transition. I do not claim that the practices in the schools, or the experiences of the children, are the same for all schools in the UK, rather I use the data to illustrate important aspects of transition from both the personal (the children) perspective and the policy (school and government) perspective. Such perspectives will, I hope, be interesting to a wider international audience because the issues raised are applicable to educational transitions over time and over place and contribute to a meta understanding of transition. The main argument of the chapter, which emerges from the research, is that explanations of the mechanisms of transition are distributed across social meanings but that transition is experienced at an individual level. Further, those social meanings construct learning in the new transition environment, the quotidian practices of the secondary school are not neutral to the new students, they are value laden and serve to include and exclude and so demand attention. This, it is argued, is an ontological truth surrounding transition
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
- …
