1,721,013 research outputs found
Eine Wirksamkeitsanalyse zur Förderung der berufsbezogenen Schreibkompetenz von jungen Erwachsenen im Übergangssystem
No full textThe starting point of the PhD project was the phenomenon of functional illiteracy, or low literacy, and the fact that education policy continues to address this problem despite the fall in the number of people affected (from 7.5 to 6.2 million) within eight years between the two leo. level one studies (2010 and 2018) (Grotlüschen et al. 2019: 7). The fact that a considerable proportion of functionally illiterates (76.1%) have a school-leaving certificate (cf. ibid.: 11) testifies to a school system in which the risk groups of this phenomenon are not (even) recognized and do not receive appropriate support, so that they only become noticeable, if at all, later or too late in a job or in training. Lack of written language skills leads more often than technical deficits to failure in training or even to exclusion from vocational education and training (Efing 2011: 17). So it is understandable why low-literate people work in areas of the world of work for the low-skilled. The last instance where this target group could be picked up after leaving school and before training and prepared for the (written language) requirements of training or the world of work while still of the appropriate age is the vocational transition system, in which they are disproportionately represented (cf. Heisler & Reißland 2018: 221). Thus, the BMBF-funded project KOFISCH (funding code: W1473AFO), in which the dissertation is embedded, took as its goal the promotion of this target group in one of the measures of the vocational transition system, the BvB-Pro/workshop year, in the district of Unna at two locations (Unna and Bergkamen). For this purpose, a didactic writing support concept was developed for three trades of this measure (hotel/catering, gardening and landscaping, and wood/metal). The theoretical foundation of the support concept was provided on the one hand by the models of writing competence. On the other hand, didactic-methodological approaches for competence- and action-oriented (writing) instruction (Sturm & Weder 2018; Becker-Mrotzek & Böttcher 2012; Bachmann & Becker-Mrotzek 2010; Sturm 2015) and with a view to the specifics and requirements of writing in a vocational (educational) context (Efing 2018, 2011; Dengscherz 2020) also provided central approaches for the developed support tasks. With the first cohort, the control group, empirical field research (participant observations in the workshop and in the vocational college as well as interviews with the measure staff and the participants) was conducted in order to ascertain the writing requirements in the measure. In addition, 208 texts of the text types weekly and internship report were evaluated by three raters with the help of a developed criteria grid, which is oriented in its main dimensions (language correctness, language appropriateness, content, text type norms/structure and process) to the criteria catalog of Becker-Mrotzeck & Böttcher (2006) and the Zurich text analysis grid (Sieber 1998).The effectiveness analysis of the developed support concept was carried out through further research activities with the second cohort, the experimental group. First, the implementation quality of the support concept was observed and evaluated in observation sessions. In addition, workshop instructors were interviewed about the success factors and obstacles to writing support after the implementation of the support concept. Finally, the text products of the second cohort (180 texts of the text types weekly report and internship report) were evaluated by three raters as in the first cohort. The text evaluation results of both groups were compared at two measurement points (at the beginning and during the course of the measure). From the comparison and analysis of the results of the text assessments, it could be seen that the first cohort (control group), despite its better starting position (compared to cohort 2), deteriorated overall and in all sub-areas of writing without writing support. The writing competence of the second cohort developed positively in three of five requirement areas (language correctness, language appropriateness, and process) as a result of the writing support. In the requirement area of text type norms/structure, the experimental group neither worsened nor improved, and in the area of content there was a minimal improvement of 0.1 points. The fact that no significant increase was found in the (most important) assessment rubric of content shows that participants with writing difficulties in particular continued to have difficulties in coping with the writing requirements of job-related text types at the text level and in relation to text function despite their participation in writing support. Differentiating the results of the text assessments by language of origin revealed that the positive writing development of the second cohort was exclusively due to the improvement of the writing competence of the first language learners. While the participants with German as their first language showed an improvement everywhere (except for the criterion text type norms/structure), the DaZ participants, on the other hand, deteriorated in all requirement areas - except for the criterion language appropriateness. References: Bachmann, T. & Becker-Mrotzek, M. (2010): Schreibaufgaben situieren und profilieren. In: Th. Pohl & T. Steinhoff (Hrsg.), Textformen als Lernformen. Duisburg: Gilles & Francke, S. 191-210.Becker-Mrotzek, M. & Böttcher, I. (2012): Schreibkompetenz entwickeln und beurteilen. Berlin: Cornelsen. Becker-Mrotzek, M., & Böttcher, I. (2006): Schreibkompetenz entwickeln und beurteilen. Praxishandbuch für die Sekundarstufe I und II. Berlin: Cornelsen. Dengscherz, S. (2020): Professionelles Schreiben in mehreren Sprachen – Das PROSIMS-Schreibprozessmodell. In: Zeitschrift für Interkulturellen Fremdsprachenunterricht, 1/2020, S. 397-422. Efing, C. (2011): Schreiben für den Beruf. In: H. Schneider (Hrsg.), Wenn Lesen und Schreiben trotzdem gelingen. Literale Sozialisation und Sinnerfahrung. Weinheim: Juventa, S. 38-62.Efing, C. (2018): Formulare als textuelle Herausforderung in der beruflichen Ausbildung. In: C. Efing & K.-H. Kiefer (Hrsg.), Sprache und Kommunikation in der beruflichen Aus- und Weiterbildung: ein interdisziplinäres Buch. Tübingen: Narr, S. 373-382.Grotlüschen, A.; Buddeberg, K.; Dutz, G.; Heilmann, L. & Stammer, C. (2019): LEO 2018 – Leben mit geringer Literalität. Hamburg: Pressebroschüre. Heisler, D. & Reißland, J. (2018): Funktionaler Analphabetismus in der beruflichen Bildung und Arbeitswelt. In: C. Efing & K.-H. Kiefer (Hrsg.), Sprache und Kommunikation in der beruflichen Aus- und Weiterbildung. Ein interdisziplinäres Handbuch. Tübingen: Francke, S. 219-228.Sieber, P. (1998): Parlando in Texten. Zur Veränderung kommunikativer Grundmuster in der Schriftlichkeit. In: Reihe Germanistische Linguistik, Bd. 191. Tübingen: Niemeyer. Sturm, A. & Weder, M. (2018): Schreibkompetenz, Schreibmotivation, Schreibförderung. Grundlagen und Modelle zum Schreiben als soziale Praxis. Seelze: Klett/Kallmeyer. Sturm, A. (2015): Schul- und Unterrichtsentwicklung im Bereich Schreiben am Beispiel von QUIMS-Schulen. In: Leseforum, Heft 2
Emotionales Lernen in der beruflichen Bildung : Entwicklung des Implementationskonzeptes SEEL-BK und exemplarische Anwendung in der Ausbildungsvorbereitung
No full textThis dissertation addresses a central educational problem in vocational education. The main goal of vocational education is comprehensive professional, social and personal competence to act, which is to be striven for in the context of action-oriented teaching. According to the results of neurobiological research, emotions have a decisive influence on action control. However, the action-controlling effect of emotions has so far been neglected in the didactics of vocational education, which is shown as an example for the training preparation course (Ausbildungsvorbereitung). The SEEL (social emotional ethical learning) program currently being developed for international use at Emory University in Atlanta aims, among other things, at explicitly promoting emotional learning and could therefore make a contribution to the problem mentioned above. However, the program does not address the context of vocational education with its specific didactics. The scientific relevance arises from the fact that there are currently no research results regarding the implementation of SEEL in the context of vocational education. The aim of the work is to determine the fit or need for adaptation of SEEL for the context of vocational education and the subsequent development of an implementation concept and its exemplary application in training preparation course (Ausbildungsvorbereitung). This leads to the following research questions: 1. To what extent is the content and didactic fit of SEE Learning for the context of vocational education? 2. What could a concept for implementing SEE Learning in the context of vocational education look like? 3. What could the exemplary development of a teaching sequence look like based on the implementation concept to be developed using the training preparation course (Ausbildungsvorbereitung) as an example? The questions are answered within the framework of a theoretical-conceptual research design and implies the development of an intervention as part of a design and testing cycle with subsequent exemplary application. The analysis of SEEL based on the theoretical frame of reference shows that SEEL's content largely fits the context-relevant constructs of emotional learning. Didactically, there is a need for adjustment with regard to the concepts of competence orientation, action orientation and learning field orientation, which are fundamental to vocational education. However, a competency-oriented approach to planning learning processes, which is not primarily intended in the context of SEEL, is accommodated by SEEL's connectable competency model, which has the potential to differentiate the context-relevant competency models in the area of personal and social competencies. With regard to the learning field orientation, the analysis shows that the very openly designed educational plans offer starting points for emotional learning and therefore the integration of SEEL in the context of the didactic annual planning by educational program teams makes sense. Based on the analysis results, the implementation concept SEEL-BK (social emotional ethical learning at a vocational college) is developed, taking into account the quality criteria of relevance, content validity, construct validity, effectiveness and practicability. SEEL-BK thus enables vocational education teachers to include emotional learning in the development of learning situations in accordance with the currently applicable didactic guidelines. Finally, the SEEL-BK concept is applied in an exemplary manner in the form of the development of the SEEL part of a learning situation
Didaktische Analyse und Reduktion : Interpretation im Kontext leitender Paradigmen für die didaktischmethodische Gestaltung beruflicher Lehr-Lernprozesse
No full textGoing 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
Berufsfachliche Konzepte von Auszubildenden im Berufsfeld Bautechnik im Kontext einer inklusiven Berufsbildung
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Politische Bildung am Berufskolleg : interdisziplinär und berufsbezogen
No full textConsiderable importance must be attached to cross-professional disciplines as a result of curricular arrangements in dual education in professional schools which are based on the modular learning concept. Since, according to curriculum theory, all disciplines should focus on the profession, i.e. on professional practice, there is a need for consistent reference to the job. In learning situations, professional and cross-professional skills are integrated by multi-disciplinary teaching arrangements. Despite this explicit mandate defined in curricula and directions, the combination of professional and cross-professional disciplines is still a problem. In fact, there is no consistent practice integrating professional and cross-professional disciplines. This paper investigates possible causes for this situation and presents an approach to integrate the different disciplines within the framework of the current structures. As a first step, the relevant conditions are outlined and discussed critically. Integrative models from vocational education theory are juxtaposed and examined with reference to their suitability as access points to cross-professional instruction in today's dual education. This is exemplified for the discipline of politics and social studies in the training for main construction trade professions. In a first step, the context of political and vocational education is analysed against the background of the basic aims of political education. Academic research is analysed on the level of technical didactics and their integration in a superior pedagogical context. Here, curricular structures as a framework for the practical realisation of political and vocational education play an important role. The essential conclusion of this analysis is that there is a need for multi-disciplinary technical didactics. Through the exemplification of three integrative models of vocational education studies an approach is developed which ensures systematic integration on the technical didactics and curricular levels with reference to a support of multi-disciplinary training. In contrast to the integrative approaches of vocational education studies analysed, this paper tries to substantiate the abstract level of integrative approaches in a pragmatic concept which can be used as a manual or at least as a guideline for practical lesson planning. Based on this theoretic deduction, the concept is realised and evaluated according to methods of qualitative empirical social research
Curriculare Implikationen politischer Bildung in der Berufsschulen : Chancen und Grenzen einer Fächerintegration im Kontext des Lernfeldkonzepts
No full textPraxisnahe Problemstellungen als Ausgangspunkt problemorientierter Lehr-Lernprozesse im berufsbildenden Kontext – Beispiele aus der Fachschule für Bautechnik
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