2024-03-28T08:34:20Zhttps://www.ssoar.info/OAIHandler/requestoai:gesis.izsoz.de:document/185362018-07-27T02:16:33Zcom_community_10100com_community_10000com_community_1com_community_10200com_community_10600com_community_20000col_collection_10104col_collection_10214col_collection_10607col_collection_10608col_collection_20500doc-type:Textopen_accessdoc-type:bookPartddc:360status-type:publishedVersionddc:301ddc:300
Fuchs, Marek
Rehberg, Karl-Siegbert
Deutsche Gesellschaft für Soziologie (DGS)
2010-10-01T15:25:00Z
2012-08-29T22:07:39Z
2012-08-29T22:07:39Z
2008
2010-10-01T15:25:00Z
2006
978-3-593-38440-5
http://www.ssoar.info/ssoar/handle/document/18536
urn:nbn:de:0168-ssoar-154773
"Die seit Anfang der 90er Jahren intensiv betriebene Forschung zur Gewalt an Schulen hat in verschiedenen Resümees einige zentrale Determinanten und Erklärungsfaktoren für das Auftreten von Gewalt an Schulen herausarbeiten können. Dabei handelt es sich ganz überwiegend um Merkmale der als 'Täter' an den Gewalthandlungen beteiligten Schüler. Hinzu kommen Analysen, die den Einfluss des familialen Kontextes und dabei vor allem der Erziehungspraktiken der Eltern untersuchten. Beides zusammen hat zu einer Betonung der individuellen Verursachung von Gewalt und zu einer deutlich ätiologischen Interpretation des Gewaltaufkommens geführt. Bisher weniger beachtet geblieben ist der Effekte des ggf. gewaltförderlichen Kontextes in der der Klasse, in der Schule und im weiteren Schulumfeld. Der Beitrag stützt sich auf eine repräsentative Längsschnittuntersuchung, in deren Rahmen je etwa 4.000 Schüler an allgemein bildenden und beruflichen Schulen in den Jahren 1994, 1999 und 2004 Befragt wurden. Durch das der Studie zu Grunde liegende Klumpen-Design - einbezogen wurden jeweils die Schüler von einer Klasse aus ca. 200 Schulen - ergibt sich die Möglichkeit die Effekte der Komposition der Schulklasse, die Bedingungen an der jeweiligen Schule und die Merkmale der Schulsitzkommune als das Gewaltaufkommen bestimmende Variablen zu untersuchen. Dabei gehen die Verfasser davon aus, dass die Handlungsbedingungen in der Klasse, in der Schule und im Schulumfeld das Auftreten von Gewalt an Schulen fördern oder unterbinden können. Der Frage nach der Determinationskraft derartiger Variablen im Vergleich zu klassischen Individualmerkmalen soll in dem Beitrag mit Hilfe einer Mehrebeneanalyse nachgegangen werden." (Autorenreferat)
begutachtet
reviewed
Published Version
Veröffentlichungsversion
de
Campus Verl.
DEU
Frankfurt am Main
Social problems and services
Sociology & anthropology
Secondary education
Social sciences, sociology, anthropology
Sozialwissenschaften, Soziologie
Sekundarbildung
Soziale Probleme und Sozialdienste
Soziologie, Anthropologie
Forschungsarten der Sozialforschung
Kriminalsoziologie, Rechtssoziologie, Kriminologie
Bildungswesen Sekundarstufe I
soziale Probleme
Bildungswesen Sekundarstufe II
Secondary Education Sector Lower Level
Secondary Education Sector Upper Level
Criminal Sociology, Sociology of Law
Research Design
Social Problems
Bundesrepublik Deutschland
Handlung
Mehrebenenanalyse
Schülerin
Schüler
allgemein bildende Schule
Verhalten
Berufsschule
Familie
Schule
Gewalt
Gewaltbereitschaft
Determinanten
female pupil
determinants
pupil
multi-level analysis
Federal Republic of Germany
general education school
propensity to violence
action
part-time vocational school
behavior
violence
school
family
empirisch
empirisch-quantitativ
Dokumentation
empirical
quantitative empirical
documentation
Schulklasse und Schulumwelt als Determinanten der Gewalt an Schulen
The school class and school environment as determinants of violence in schools
Die Natur der Gesellschaft: Verhandlungen des 33. Kongresses der Deutschen Gesellschaft für Soziologie in Kassel 2006. Teilbd. 1 u. 2
4545-4559
-1
Kongress "Die Natur der Gesellschaft"
33
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
incollection
Sammelwerksbeitrag
Konferenzbeitrag
collection article
conference paper
Kassel
DGS
3
10057307
10041476
10034530
10034720
10034311
10038597
10040785
10035082
10037571
10035146
10049678
10038598
10034732
10214
10608
10104
10607
20500
25
16
360
373
300
301
3
3
4
6
1
2
CERTAIN
CERTAIN_RETAINED
ORIGINAL
ssoar-2008-fuchs-schulklasse_und_schulumwelt_als_determinanten.pdf
application/pdf
196802
https://www.ssoar.info/ssoar/bitstream/document/18536/1/ssoar-2008-fuchs-schulklasse_und_schulumwelt_als_determinanten.pdf
0ce7b187e32be140f7e2e18913b09d73
MD5
1
document/18536
oai:gesis.izsoz.de:document/18536
2018-07-27 04:16:33.408
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/174882018-07-27T02:56:13Zcom_community_10200com_community_10000com_community_1com_community_10600com_community_20000col_collection_10208col_collection_10608col_collection_10609col_collection_20500ddc:370doc-type:Textopen_accessdoc-type:bookPartddc:360status-type:publishedVersionddc:301
Pfahl, Lisa
Rehberg, Karl-Siegbert
Deutsche Gesellschaft für Soziologie (DGS)
2010-10-01T14:42:00Z
2012-08-29T22:22:11Z
2012-08-29T22:22:11Z
2006
2010-10-01T14:42:00Z
2004
3-593-37887-6
http://www.ssoar.info/ssoar/handle/document/17488
urn:nbn:de:0168-ssoar-144294
"Die Ausbildungs- und Berufsbiographien von Jugendlichen, die eine Lernbehindertenschule besucht haben, geben Aufschluss über gegenwärtige Marginalisierungsprozesse in Bildungssystem und Arbeitsmarkt: Durch den Anstieg des allgemeinen Bildungsniveaus (in Schulbildung und beruflicher Ausbildung) haben sich die Schwierigkeiten von Sonder- und Hauptschulabgänger/innen, in der Ausbildungs- und Arbeitsmarktkonkurrenz zu bestehen, erheblich verschärft. Die Bildungs'karrieren' dieser Jugendlichen zeigen allerdings auch, welche Kompetenzen marginalisierte jungen Erwachsenen im Ringen um eine Identität - im Sinne eines erfolgreichen Stigma-Managements - entfalten können. Im Beitrag sollen Ergebnisse aus einer Studie zur beruflichen Orientierung und biographischen Identitätsbildung von Absolvent/innenvon Lernbehindertenschulen vorgestellt werden. Dabei wurden im Vergleich erfolgreiche, d.h. in Ausbildung befindliche Sonderschüler/innen untersucht, weil sich diese Gruppe an dem Integrationsversprechen der 'Normalbiographie' abarbeitet. Es hat sich gezeigt, dass diese Jugendlichen zwar prinzipiell den Wunsch äußern, eine berufliche Ausbildung zu absolvieren, dann aber praktisch aufgrund einer Antizipation ihrer Chancenlosigkeit zur Selbstselektion, d.h. zum Selbstausschluss qua Passivität neigen. Anhand von Fallstudien ist die Autorin der Frage nachgegangen, welche Prozessdynamik diese Rückzugshaltung zustande kommen lässt. Die Jugendlichen orientieren sich an der Ingroup der Sonderschüler/innen und werten die 'Normalen' entweder auf oder ab. Diese Wertungen können als mehr oder weniger erfolgreicher Bestandteil des Stigma-Managements gelten und führen im Fall der untersuchten Jugendlichen zu einer Rückzugshaltung, die geschlechtstypisch defensiv oder offensiv geprägt ist. Neben geschlechtstypisch differierenden Bewältigungsmustern zeigt sich auch die ethnische Herkunft als bedeutsamer Kontext für das Stigma-Management. Im Vortrag werden Ergebnisse einer standardisierten Befragung (Lebensverlaufsdaten) vorgestellt, die auf Selbstselektionsmechanismen von Absolvent/innen von Lernbehindertenschulen im Übergang von der Schule in den Beruf verweisen. Anhand einer fallorientierten Darstellung wird die Art der beruflichen Orientierung der Jugendlichen beschrieben und in ein Verhältnis zur Identitätsbildung und zum Stigma-Management der Jugendlichen gesetzt. Die Analyse des Gelingens der beruflichen Orientierungen stellt dabei den Ausgangspunkt für weiterführende Überlegungen dar: wie sozial benachteiligte Jugendliche den gesteigerten gesellschaftlichen Anforderungen auf selbstorganisatorische Fähigkeiten nachkommen und ob ihnen langfristig eine berufliche Teilhabe gelingen kann." (Autorenreferat)
begutachtet
reviewed
Published Version
Veröffentlichungsversion
de
Campus Verl.
DEU
Frankfurt am Main
Social problems and services
Sociology & anthropology
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Soziale Probleme und Sozialdienste
Soziologie, Anthropologie
Bildungs- und Erziehungssoziologie
Bildungswesen besonderer Schulformen
soziale Probleme
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Sociology of Education
Special Types of Education/Schools
Social Problems
Berufsorientierung
Lernbehinderung
Marginalität
Selbstorganisation
Sonderschule
Jugendlicher
Hauptschule
Schüler
Arbeitsmarkt
geschlechtsspezifische Faktoren
Kompetenz
Bildungswesen
Ausbildung
Schule
Wettbewerb
ethnische Herkunft
Beruf
soziale Ungleichheit
vocational guidance
competence
training
pupil
education system
social inequality
ethnic origin
labor market
special education school
adolescent
school
competition
learning disability
self-organization
occupation
gender-specific factors
Hauptschule
marginality
descriptive study
documentation
deskriptive Studie
Dokumentation
Stigma-Management und berufliche Orientierung sozial benachteiligter Jugendlicher
Stigma management and occupational orientation of socially disadvantaged adolescents
Soziale Ungleichheit, kulturelle Unterschiede: Verhandlungen des 32. Kongresses der Deutschen Gesellschaft für Soziologie in München. Teilbd. 1 und 2
1754-1760
-1
Kongress der Deutschen Gesellschaft für Soziologie "Soziale Ungleichheit - kulturelle Unterschiede"
32
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
incollection
Sammelwerksbeitrag
Konferenzbeitrag
collection article
conference paper
München
DGS
3
10046354
10053812
10035460
10038609
10034311
10038285
10038352
10045237
10037045
10035322
10047904
10037383
10038037
10046546
10036392
10038598
10038561
10038124
10208
10609
10608
20500
25
16
370
360
373
301
3
2
3
1
2
CERTAIN
CERTAIN_RETAINED
ORIGINAL
ssoar-2006-pfahl-stigma-management_und_berufliche_orientierung_sozial.pdf
application/pdf
178324
https://www.ssoar.info/ssoar/bitstream/document/17488/1/ssoar-2006-pfahl-stigma-management_und_berufliche_orientierung_sozial.pdf
b90308c25586940387002736c2622b12
MD5
1
document/17488
oai:gesis.izsoz.de:document/17488
2018-07-27 04:56:13.483
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/134472018-07-25T19:38:56Zcom_community_10200com_community_10000com_community_1com_community_10600col_collection_10208col_collection_10608status-type:acceptedVersiondoc-type:Textopen_accessdoc-type:articleddc:301
Bennett, Judith
Hogarth, Sylvia
2010-09-09T07:00:00Z
2012-08-29T22:22:13Z
2012-08-29T22:22:13Z
2009
2010-09-13T11:40:00Z
http://www.ssoar.info/ssoar/handle/document/13447
urn:nbn:de:0168-ssoar-134476
https://doi.org/10.1080/09500690802425581
This paper describes a four-year project involving the development of a new instrument, the Attitudes to School Science and Science instrument, and its use to collect baseline attitudinal data from 280 students aged 11, 14 and 16. A key feature of the instrument is that it collects both descriptive and explanatory data in a pencil-and-paper format. The data gathered is probed in detail for explanatory insights into features that have emerged from more recent research on attitudes to science, in particular the suggestions that students view science outside school more positively than their experiences in science lessons, and that the early years of secondary education (ages approximately 11 to 14) are the most crucial in shaping attitudes. The study shows that positive attitudes to school science decline significantly between the ages of 11 and 14, with little appreciable downward change beyond this and, in some cases, a slight upturn. Female students display less positive attitudes and less clear-cut views on a variety of aspects of science. A sense of science being important in general terms, though not having much appeal for individual students, also emerged clearly from the data. The paper suggests that attitudinal instruments have a role to play in research, but that these need to be complemented by studies of detailed features of schools that may influence attitudes, some of which may not be apparent from data collected from students.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Sociology & anthropology
Secondary education
Sekundarbildung
Soziologie, Anthropologie
Bildungs- und Erziehungssoziologie
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Sociology of Education
Would YOU want to talk to a scientist at a party? High school students’ attitudes to school science and to science
International Journal of Science Education
31
14
1975-1998
PEER Licence Agreement (applicable only to documents from PEER project)
PEER Licence Agreement (applicable only to documents from PEER project)
f
article
journal article
Zeitschriftenartikel
SOLIS;ADIS
http://www.peerproject.eu/
1
10208
10608
171
32
373
301
7
2
1
CERTAIN
CERTAIN_RETAINED
ORIGINAL
ssoar-ijse-2009-14-bennett_et_al-would_you_want_to_talk.pdf
application/pdf
761972
https://www.ssoar.info/ssoar/bitstream/document/13447/1/ssoar-ijse-2009-14-bennett_et_al-would_you_want_to_talk.pdf
7f6fa8d1a823dba8aa2a1a5271439013
MD5
1
document/13447
oai:gesis.izsoz.de:document/13447
2018-07-25 21:38:56.152
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/184552018-07-27T02:34:27Zcom_community_10200com_community_10000com_community_1com_community_10600col_collection_10208col_collection_10607col_collection_10608doc-type:Textopen_accessdoc-type:bookPartstatus-type:publishedVersionddc:301
Stocké, Volker
Rehberg, Karl-Siegbert
Deutsche Gesellschaft für Soziologie (DGS)
2010-10-01T15:22:00Z
2012-08-29T22:22:13Z
2012-08-29T22:22:13Z
2008
2010-10-01T15:22:00Z
2006
978-3-593-38440-5
http://www.ssoar.info/ssoar/handle/document/18455
urn:nbn:de:0168-ssoar-153962
"Nach Boudon (1974) lassen sich primäre und sekundäre Effekte der sozialen Herkunft auf Bildungsergebnisse unterscheiden. Bei primären Effekten handelt es sich um Einflüsse des familiären Sozialstatus auf die Schulleistungen von Kindern, zurückzuführen auf die unterschiedliche Ressourcenausstattung der Familien. Sekundäre Effekten sind dagegen zusätzliche, von den Schulleistungen unabhängige Einflüsse der sozialen Herkunft auf Bildungsentscheidungen. Nach Boudon und neueren Theorien rationaler Bildungsentscheidungen (RCT) gehen sekundäre Effekte auf Klassenunterschiede in den Kosten und Renditen von Bildungsabschlüssen zurück. Für das Verständnis der Entstehung von Bildungsungleichheit ist die relative Stärke primärer und sekundärer Effekte bedeutend. Die einzige bisher vorliegende Untersuchung ergab, dass bei Verwendung von Testergebnissen bzw. Schulnoten als Leistungsindikatoren zwischen 25 bzw. 50 Prozent der Herkunftseinflüsse auf primäre Effekte zurückgehen (Jackson et al. 2005). Dabei ist jedoch ungeklärt, ob die subjektiv wahrgenommenen Schulleistungen ein möglicherweise überlegener Indikator primärer Effekte sind, und welche Faktoren die durch den Residualeinfluss der Klassenposition erfassten sekundären Effekte erklären. Die vorliegende Studie verwendet Längsschnittdaten von Familien mit Grundschülern, die in Erhebungswellen vor und nach der Entscheidung über die weiterführende Schulform erfasst wurden. Hierbei handelt es sich um Schulnoten sowie Leistungstestergebnisse der Kinder und von den Eltern subjektiv wahrgenommene Schulleistungen, sowie die von den Eltern erwarteten Kosten, Bildungsrenditen und die wahrgenommenen Chancen einer erfolgreichen Realisierung der Abschlüsse. Die Ergebnisse zeigten erstens, dass den Schulnoten die stärkste Erklärungskraft für die gewählte Sekundarschulform und für die beobachteten Einflüsse der Klassenherkunft zukommt. Das zweite Ergebnis war, dass primäre Herkunftseffekte etwa die Hälfte der Bildungsungleichheit erklären. Drittens wurde belegt, dass die von der Basisversion der RCT vorhergesagten Erklärungsfaktoren nur teilweise die Schulwahl prognostizieren, und insbesondere nur wenig zur Erklärung sekundärer Effekte beitragen." (Autorenreferat)
begutachtet
reviewed
Published Version
Veröffentlichungsversion
de
Campus Verl.
DEU
Frankfurt am Main
Sociology & anthropology
Secondary education
Sekundarbildung
Soziologie, Anthropologie
Bildungs- und Erziehungssoziologie
Bildungswesen Sekundarstufe I
Bildungswesen Sekundarstufe II
Secondary Education Sector Lower Level
Secondary Education Sector Upper Level
Sociology of Education
Bundesrepublik Deutschland
soziale Herkunft
Kind
Sekundarstufe I
weiterführende Schule
Schulleistung
Bildung
Entscheidung
Grundschule
Familie
Indikator
Schulübergang
Schulwahl
Ungleichheit
soziale Ungleichheit
Sekundarstufe II
Bildungsforschung
education
primary school
secondary education upper level
decision
indicator
Federal Republic of Germany
social inequality
school choice
inequality
social background
educational research
secondary education lower level
school transition
family
child
academic achievement
secondary school
empirisch
empirisch-quantitativ
Dokumentation
Theorieanwendung
empirical
theory application
quantitative empirical
documentation
Herkunftsstatus und Sekundarschulwahl: die relative Bedeutung primärer und sekundärer Effekte
Background status and choice of secondary school: the relative importance of primary and secondary effects
Die Natur der Gesellschaft: Verhandlungen des 33. Kongresses der Deutschen Gesellschaft für Soziologie in Kassel 2006. Teilbd. 1 u. 2
5522-5533
Kongress "Die Natur der Gesellschaft"
33
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
incollection
Sammelwerksbeitrag
Konferenzbeitrag
collection article
conference paper
Kassel
DGS
3
10041476
10034597
10057496
10035091
10042174
10057665
10047129
10041153
10046021
10038441
10037571
10057669
10046548
10050922
10039453
10057383
10038124
10208
10608
10607
25
16
373
301
3
15
3
4
6
1
2
CERTAIN
CERTAIN_RETAINED
ORIGINAL
ssoar-2008-stocke-herkunftsstatus_und_sekundarschulwahl.pdf
application/pdf
186478
https://www.ssoar.info/ssoar/bitstream/document/18455/1/ssoar-2008-stocke-herkunftsstatus_und_sekundarschulwahl.pdf
28c00d55ea9d9dcc25dbb0ca738df13a
MD5
1
document/18455
oai:gesis.izsoz.de:document/18455
2018-07-27 04:34:27.974
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/134572018-07-25T19:40:29Zcom_community_10200com_community_10000com_community_1com_community_10600col_collection_10208col_collection_10608col_collection_10614status-type:acceptedVersionddc:370doc-type:Textopen_accessdoc-type:articleddc:301
Taber, Keith Stephen
Bricheno, Pat
2010-09-11T02:56:00Z
2012-08-29T22:22:18Z
2012-08-29T22:22:18Z
2009
2010-09-13T11:03:00Z
http://www.ssoar.info/ssoar/handle/document/13457
urn:nbn:de:0168-ssoar-134572
https://doi.org/10.1080/09500690802326243
This paper discusses the conceptual demands of an apparently straightforward task set to secondary level students – completing chemical word equations with a single omitted term. Chemical equations are of considerable importance in chemistry, and school students are expected to learn to be able to write and interpret them. However, it is recognized that many students find them challenging. The present paper explores students’ accounts of their attempts to identify the missing terms, to illuminate why working with chemical word equations is so challenging from the learner’s perspective. 300 secondary age students responded to a 5-item exercise based on chemicals and types of reactions commonly met at school level. For each item they were asked to identify the missing term in a word equation, and explain their answers. This provided a database containing more than a thousand student accounts of their rationales. Analysis of the data led to the identification of seven main classes of strategy used to answer the questions. Most approaches required the coordination of chemical knowledge at several different levels for a successful outcome; and there was much evidence both for correct answers based on flawed chemical thinking, and appropriate chemical thinking being insufficient to lead to the correct answer. It is suggested that the model reported here should be tested by more in-depth methods, but could help chemistry teachers appreciate learners’ difficulties and so offer them explicit support in selection and application of strategies when working with chemical equations.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Sociology & anthropology
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Soziologie, Anthropologie
Bildungs- und Erziehungssoziologie
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
Secondary Education Sector Upper Level
Sociology of Education
Curriculum, Teaching, Didactics
Coordinating procedural and conceptual knowledge to make sense of word equations: understanding the complexity of a ‘simple’ chemical task at the learner’s resolution
International Journal of Science Education
31
15
2021-2055
PEER Licence Agreement (applicable only to documents from PEER project)
PEER Licence Agreement (applicable only to documents from PEER project)
f
article
journal article
Zeitschriftenartikel
SOLIS;ADIS
http://www.peerproject.eu/
1
10208
10608
10614
171
32
370
373
301
7
2
1
CERTAIN
CERTAIN_RETAINED
ORIGINAL
ssoar-ijse-2009-15-taber_et_al-coordinating_procedural_and_conceptual_knowledge.pdf
application/pdf
603784
https://www.ssoar.info/ssoar/bitstream/document/13457/1/ssoar-ijse-2009-15-taber_et_al-coordinating_procedural_and_conceptual_knowledge.pdf
ab30f41b07b3ac0ae6d8faf22cb1a7f1
MD5
1
document/13457
oai:gesis.izsoz.de:document/13457
2018-07-25 21:40:29.809
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/200602022-02-15T20:02:02Zcom_community_10200com_community_10000com_community_1com_community_10600col_collection_10208col_collection_10608doc-type:Textopen_accessdoc-type:bookstatus-type:publishedVersionddc:301
Schimpl-Neimanns, Bernhard
Zentrum für Umfragen, Methoden und Analysen -ZUMA-
2010-11-04T16:32:00Z
2012-08-29T22:22:18Z
2012-08-29T22:22:18Z
2005
2010-11-05T10:17:00Z
http://www.ssoar.info/ssoar/handle/document/20060
urn:nbn:de:0168-ssoar-200600
'Mit der Zusammenführung der Querschnittserhebungen des Mikrozensus 1996 bis 1999 zu einem Paneldatensatz eröffnen sich für die Forschung neue Potenziale. Es entstehen jedoch Probleme durch Panelausfälle, da nach dem Prinzip der Flächenstichprobe die aus dem Auswahlbezirk wegziehenden Haushalte und Personen nicht weiter befragt werden.Der Bericht beschreibt am Beispiel des Besuchs der gymnasialen Oberstufe bis zum Abitur die Analysemöglichkeiten von Bildungsverläufen mit dem Mikrozensuspanel. Die Vergleiche mit der amtlichen Bildungsstatistik und Analysen zur Antwortstabilität weisen auf Erhebungs- und Abgrenzungsprobleme im Mikrozensus hin. Es wird deutlich, dass Schüler bzw. Absolventen allgemein bildender Schulen und beruflicher Schulen nicht den Definitionen entsprechend unterscheidbar sind. Bei der Analyse von Bildungsübergängen werden zur Aufklärung selektiver Ausfälle Pattern-Mixture Modelle verwendet. Die Ergebnisse eines mit der beruflichen Stellung des Familienvorstands zusammenhängenden Ausfalls sprechen für die Annahme bedingt zufälliger Ausfälle ('missing at random'). Es gibt allerdings auch Hinweise auf nicht ignorierbare Ausfallmechanismen, insofern Ausfälle mit dem Status vor dem Ausfall und dem Status beim Ausfall verbunden sind. Werden unter der Annahme bedingt zufälliger Ausfälle gewichtete Analysen zur Zahl der Abiturienten durchgeführt, kann eine gute Anpassung der Ergebnisse des Mikrozensuspanels an die Bildungsstatistik erreicht werden.' (Autorenreferat)
'Cross-sectional data from the German Microcensus between 1996 and 1999 have been compiled as a rotating panel dataset, providing the scientific community with a rich source of longitudinal data. The German Microcensus is based on an area sample; households that have moved are not tracked. Some non-coverage and missing data have thus to be taken into account. The paper uses Microcensus-Panel data on secondary school education to illustrate how the data can be used to analyse educational transitions (from the second stage of academic secondary schooling to completing the final secondary school leaving certificate Abitur). A comparison of the Microcensus data with data from official Education Statistics and analyses on item stability point to certain limitations in data collection and definitions used in the Microcensus. For example, it is not possible to distinguish adequately between students or graduates from general education schools and those from vocational schools. In the analysis of educational transitions, pattern-mixture models are used to examine possible selective panel attrition. Attrition correlates with the employment status of the family head, indicating that the data are missing at random. Since attrition is associated with the status at the previous wave and the current wave, however, there are also some indications of nonignorable nonresponse mechanisms, as well. Assuming 'missing at random', the estimates of Abitur graduates based on the weighted Microcensus-Panel show a good adaptation to figures from the official Education Statistics.' (author's abstract)|
begutachtet
reviewed
Published Version
Veröffentlichungsversion
GML
de
Sociology & anthropology
Secondary education
Sekundarbildung
Soziologie, Anthropologie
Bildungs- und Erziehungssoziologie
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Sociology of Education
Bundesrepublik Deutschland
Bildungsverlauf
Gymnasium
Mikrozensus
Sekundarstufe II
Federal Republic of Germany
microcensus
secondary education upper level
course of education
secondary school (Gymnasium)
empirisch
empirisch-quantitativ
empirical
quantitative empirical
Bildungsverläufe im Mikrozensuspanel 1996-1999: Besuch der gymnasialen Oberstufe bis zum Abitur
Courses of education in the microcensus panel between 1996 and 1999: attendance at the Gymnasiale Oberstufe (grammar school upper level) up until the secondary school graduation certificate
2005/02
ZUMA-Arbeitsbericht
66
DEU
Mannheim
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
t
monograph
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ssoar-2005-schimpl-neimanns-bildungsverlaufe_im_mikrozensuspanel_1996-1999.pdf
application/pdf
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https://www.ssoar.info/ssoar/bitstream/document/20060/1/ssoar-2005-schimpl-neimanns-bildungsverlaufe_im_mikrozensuspanel_1996-1999.pdf
7fc42159eef484dc63de4634fb8fa5b7
MD5
1
document/20060
oai:gesis.izsoz.de:document/20060
2022-02-15 21:02:02.678
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/44812018-07-27T01:49:08Zcom_community_10200com_community_10000com_community_1com_community_10600col_collection_10210col_collection_10608col_collection_10611ddc:370doc-type:Textopen_accessdoc-type:bookstatus-type:publishedVersionddc:301
Mariak, Volker
Matt, Eduard
Universität Bremen, SFB 186 Statuspassagen und Risikolagen im Lebensverlauf
2009-01-21T18:03:00Z
2012-08-29T22:24:59Z
2012-08-29T22:24:59Z
1993
2009-02-24T10:10:00Z
http://www.ssoar.info/ssoar/handle/document/4481
urn:nbn:de:0168-ssoar-44819
Das Arbeitspapier, das im Rahmen eines Teilprojekts des Sonderforschungsbereichs 186 "Statuspassagen und Risikolagen im Lebensverlauf" entstand, behandelt, zunächst nur bezogen auf männliche Jugendliche der Zielgruppe, "die Selektionsmaßstäbe und -entscheidungen betrieblicher AusbilderInnen sowie die subjektive Verarbeitung der Selektionserfahrungen durch Betroffene. Die beteiligten Deutungsmuster werden herausgestellt und im Rahmen von Überlegungen der sozialen Integration bzw. Ausgrenzung verortet. Offengelegt werden die Kriterien des Scheiterns, sowie jene Strategien, durch die die Beteiligten versuchen, das Geschehen nicht zu sozialen Ausgrenzungen führen zu lassen. Es zeigt sich, daß das Verhältnis von institutioneller Integration, Selektion und individueller Sozialisation für den Beruf eine prekäre Verlaufsstruktur des Übergangs ins Erwerbssystem vorzeichnet." (IAB2)
begutachtet
reviewed
Published Version
Veröffentlichungsversion
de
Sociology & anthropology
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Soziologie, Anthropologie
Jugendliche
Jugendsoziologie, Soziologie der Kindheit
Bildungswesen Sekundarstufe II
Bildungswesen quartärer Bereich, Berufsbildung
Secondary Education Sector Upper Level
Vocational Training, Adult Education
Sociology of the Youth, Sociology of Childhood
Auszubildender
Ausbildungserfolg
Selektion
Ausbildung
berufliche Sozialisation
Sozialisation
Beruf
Jugendlicher
Berufsbildung
Personaleinstellung
selection
adolescent
training
vocational education
socialization
hiring
training success
occupational socialization
apprentice
occupation
empirisch
empirical
Sozialisation und Selbst-Sozialisation in der beruflichen Ausbildung: über Selektionskriterien und -entscheidungen von AusbilderInnen und Jugendlichen
Socialization and self-socialization in vocational training: selection criteria and decisions of male and female instructors and adolescents
15
Arbeitspapier / Sfb 186
34
DEU
Bremen
Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung
Creative Commons - Attribution-Noncommercial-No Derivative Works
f
monograph
Arbeitspapier
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MD5
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document/4481
oai:gesis.izsoz.de:document/4481
2018-07-27 03:49:08.079
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/203712018-07-27T01:56:09Zcom_community_10200com_community_10000com_community_1com_community_10600com_community_11000col_collection_10215col_collection_10607col_collection_10608col_collection_11006status-type:acceptedVersiondoc-type:Textopen_accessdoc-type:articleddc:301ddc:300
Lotrean, Lucia Maria
Laza, Valeria
Ionut, Carmen
Vries, Hein de
2010-11-11T04:09:00Z
2012-08-29T22:28:59Z
2012-08-29T22:28:59Z
2010
2011-09-30T10:17:00Z
http://www.ssoar.info/ssoar/handle/document/20371
urn:nbn:de:0168-ssoar-203714
https://doi.org/10.1007/s10389-010-0317-y
Aim: The first goal of this study was to assess the prevalence of different health risk behaviours among Romanian young people. Next, the interrelationship between different health risk behaviours as well as age and gender differences with respect to health risk behaviours were examined. Subjects and methods: Self-administered questionnaires were completed by a sample of 1,598 junior high school students, senior high school students and university students from urban and rural areas of two counties of Romania. Results: The results showed that 31% of junior high school students, 59.7% of senior high school students and 64.8% of university students reported more than one risk behaviour. Many of the risk behaviours were likely to correlate with each other and the strongest correlation was found between smoking, alcohol-related behaviour and precocious sexual intercourse. Factor analysis revealed that among junior high school students all health risk behaviours loaded on one factor. In senior high school students and university students the risk behaviours split into two factors, based probably on their frequency and severity. Factor 1 comprised smoking, alcohol-related behaviours as well as precocious sexual intercourse, while factor 2 included less common behaviours: violence, delinquency and illicit drug use. No gender differences were observed regarding the relationship between health risk behaviours. Conclusion: The results stress the importance of developing prevention programmes among Romanian youth for the behaviours discussed. Further research is needed to identify how to best offer these programmes: as stand-alone programmes or as an integrated set of programmes and whether the same approach has to be taken for younger and older adolescents.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Sociology & anthropology
Secondary education
Social sciences, sociology, anthropology
Sozialwissenschaften, Soziologie
Sekundarbildung
Soziologie, Anthropologie
Health risk behaviours; Romanian adolescents; Health education
Secondary Education Sector Lower Level
Secondary Education Sector Upper Level
Health Policy
Medical Sociology
Bildungswesen Sekundarstufe I
Medizinsoziologie
Gesundheitspolitik
Bildungswesen Sekundarstufe II
Drogenkonsum
Gesundheit
Student
Prävention
Sexualverhalten
Tabakkonsum
Gesundheitspolitik
Geschlecht
Jugendlicher
Schülerin
Rumänien
Risikoverhalten
Schüler
Gesundheitsverhalten
Alkoholkonsum
Gesundheitserziehung
drug use
female pupil
student
tobacco consumption
pupil
prevention
Romania
sex behavior
alcohol consumption
health policy
gender
adolescent
health education
risk behavior
health behavior
health
empirisch
empirisch-quantitativ
anwendungsorientiert
empirical
applied research
quantitative empirical
Assessment of health risk behaviours and their interrelationships among young people from two counties of Romania
Bewertung gesundheitlichen Risikoverhaltens und deren Wechselbeziehungen zwischen jungen Menschen aus zwei Landkreisen in Rumänien
Journal of Public Health
18
4
403-411
DEU
PEER Licence Agreement (applicable only to documents from PEER project)
PEER Licence Agreement (applicable only to documents from PEER project)
f
article
journal article
Zeitschriftenartikel
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ssoar-jpublichealth-2010-4-lotrean_et_al-assessment_of_health_risk_behaviours.pdf
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MD5
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document/20371
oai:gesis.izsoz.de:document/20371
2018-07-27 03:56:09.692
SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/191352018-10-25T10:33:19Zcom_community_10600com_community_10000com_community_1com_community_30300com_community_30000col_collection_10603col_collection_10608col_collection_10610col_collection_30302ddc:900ddc:370doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Colonna, Fanny
2010-10-11T14:06:00Z
2012-08-29T22:53:34Z
2012-08-29T22:53:34Z
2008
2010-10-11T14:54:00Z
0172-6404
http://www.ssoar.info/ssoar/handle/document/19135
urn:nbn:de:0168-ssoar-191357
https://doi.org/10.12759/hsr.33.2008.2.285-295
'When dealing with the question of Algerian 'elites' - a term which, by the way, is never used locally - a basic contradiction will become apparent. 'National' they were indeed, those new social categories (doctors, engineers, teachers, lawyers, and so on) that the Colonial presence created, either directly or indirectly, among the French or the Arab population. But they became 'nationalistic', meaning that they sought to break completely with the Colonial power, only much later, when the guerilla warfare began in 1954. Focusing on the period between 1920 and 1954, and using archives and interviews, I will try to show today the essential role played by education, particularly by the 'Colonial system of education'. That system was a 'structuring machine' which irresistibly and lastingly contributed to reshaping society from top to bottom as well as the relationship between the two languages. And though the 1954 Revolution denied it, that structure is still alive and functioning today.' (author's abstract)|
begutachtet (peer reviewed)
peer reviewed
Published Version
Veröffentlichungsversion
en
Secondary education
History
Education
Sekundarbildung
Geschichte
Bildung und Erziehung
University Education
Secondary Education Sector Upper Level
Social History, Historical Social Research
Macroanalysis of the Education System, Economics of Education, Educational Policy
Bildungswesen tertiärer Bereich
Makroebene des Bildungswesens
Sozialgeschichte, historische Sozialforschung
Bildungswesen Sekundarstufe II
Algerien
Elite
Hochschule
politische Elite
Student
Schulabschluss
Nordafrika
Sprache
Französischunterricht
arabische Länder
Afrika
Ingenieur
Kolonialismus
hoch Qualifizierter
Ausbildung
Richter
Sprachkenntnisse
Beruf
Akademiker
Entwicklungsland
Lehrer
Nationalismus
frankophones Afrika
Kolonialpolitik
Algeria
French language instruction
student
school graduation
colonialism
engineer
training
university
Africa
nationalism
colonial policy
political elite
teacher
Arab countries
language
elite
judge
French-speaking Africa
highly qualified worker
occupation
knowledge of languages
academic
North Africa
developing country
empirisch
empirisch-qualitativ
historisch
historical
empirical
qualitative empirical
Training the national elites in Colonial Algeria 1920-1954
Ausbildung der nationalen Eliten im kolonialen Algerien 1920-1954
Historical Social Research
33
2
285-295
DEU
Creative Commons - Attribution 4.0
Creative Commons - Namensnennung 4.0
t
article
journal article
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document/19135
oai:gesis.izsoz.de:document/19135
2018-10-25 12:33:19.163
SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/195552018-07-27T00:28:21Zcom_community_10600com_community_10000com_community_1col_collection_10603col_collection_10607col_collection_10608ddc:370doc-type:Textopen_accessdoc-type:bookstatus-type:publishedVersion
Horn, Daniel
Universität Mannheim, Mannheimer Zentrum für Europäische Sozialforschung (MZES)
2010-10-14T12:02:00Z
2012-08-29T22:53:34Z
2012-08-29T22:53:34Z
2008
2010-11-26T12:50:00Z
http://www.ssoar.info/ssoar/handle/document/19555
http://www.mzes.uni-mannheim.de/publications/wp/wp-107.pdf
urn:nbn:de:0168-ssoar-195552
"In this paper I combine a theoretically developed construction of the school to work transition literature, namely the stratification and standardization dimensions of the education system, and the more data oriented inequality of opportunity research of the economics of education. I collect several possible indicators for both dimensions to compare the countries: utilizing the PISA 2003 data and some other OECD sources I run multilevel analysis to test the effect of the collected country level stratification and standardization indicators on the inequality and on the effectiveness of education. Inequality of opportunity is indicated by the size of the parental background effect on the PISA literacy scores, while effectiveness is the literacy score adjusted for parental background and other individual characteristics. The results show that stratification associates strongly and positively with the inequality of educational opportunity, while standardization in general seems to enhance equality. I reject that stratification would increase effectiveness, and the association between standardization and effectiveness is not straightforward. The most robust finding of the study is that the early age of selection links closely with high inequality of opportunity." (author's abstract)
Published Version
Veröffentlichungsversion
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Bildungssystem
Secondary Education Sector Lower Level
Secondary Education Sector Upper Level
Macroanalysis of the Education System, Economics of Education, Educational Policy
Makroebene des Bildungswesens
Bildungswesen Sekundarstufe I
Bildungswesen Sekundarstufe II
education
course of education
educational opportunity
cause
social stratification
level of education attained
equal opportunity
deprivation
standardization (meth.)
inequality
labor market
context analysis
social background
demand for education
educational content
PISA study
returns on education
level of education
educational institution
education deficit
participation in education
soziale Herkunft
Bildungsdefizit
Kontextanalyse
Bildungseinrichtung
Bildungsertrag
Bildungsabschluss
Bildungsniveau
Bildungsinhalt
Bildung
Arbeitsmarkt
Bildungsverlauf
Benachteiligung
soziale Schichtung
Chancengleichheit
Bildungsbeteiligung
PISA-Studie
Bildungschance
Bildungsbedarf
Ursache
Standardisierung
Ungleichheit
empirisch
empirisch-quantitativ
empirical
quantitative empirical
Age of selection counts: a cross-country comparison of educational institutions
Das Alter zählt bei der Selektion: ein länderübergreifender Vergleich von Bildungsinstitutionen
107
Arbeitspapiere / Mannheimer Zentrum für Europäische Sozialforschung
25
DEU
Mannheim
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
f
monograph
Arbeitspapier
working paper
t
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ssoar-2008-horn-age_of_selection_counts_a.pdf
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https://www.ssoar.info/ssoar/bitstream/document/19555/1/ssoar-2008-horn-age_of_selection_counts_a.pdf
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MD5
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document/19555
oai:gesis.izsoz.de:document/19555
2018-07-27 02:28:21.845
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/310342018-10-25T10:34:36Zcom_community_10600com_community_10000com_community_1com_community_30300com_community_30000col_collection_10607col_collection_10608col_collection_30302ddc:900doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Schoon, Ingrid
2012-06-20T15:59:00Z
2012-08-29T22:55:02Z
2012-08-29T22:55:02Z
2010
2012-06-21T10:44:00Z
0172-6404
http://www.ssoar.info/ssoar/handle/document/31034
urn:nbn:de:0168-ssoar-310342
https://doi.org/10.12759/hsr.35.2010.2.99-119
"Dieser Artikel untersucht Veränderungen in den Bildungszielen bei drei britischen Alterskohorten die 1958, 1970 bzw. 1989/90 geboren worden sind. In einem Pfadmodell werden die Zusammenhänge zwischen elterlicher Bildung, den eigenen Schulleistungen, der Schulmotivation und den Bildungszielen von jungen Leuten und ihren Eltern in einem sich wandelnden sozialen Kontext untersucht. Die Befunde zeigen, dass die Bildungsziele zwischen 1974 und 2006 deutliche angestiegen sind. In der jüngsten Kohorte hängen die Bildungsziele im Alter von 16 Jahren weniger stark mit der Bildung der Eltern oder mit den eigenen Schulleistungen zusammen, was darauf hindeutet, dass weiterführende Bildung immer mehr zur Norm wird. Es gibt allerdings eine weiterhin bestehende soziale Ungleichheit in den Schulleistungen und weiter steigende Geschlechtsunterschiede in den Bildungszielen, wobei Mädchen gegenüber Jungen höhere Ambitionen bei den Bildungszielen haben. Diese Befunde werden auf dem Hintergrund von sich wandelnden Normen und Erwartungen von jungen Leuten in einem sich wandelndem sozio-historischen Kontext diskutiert." (Autorenreferat)
"This paper examines changing educational expectations in three British age cohorts born in 1958, 1970 and 1989/90. A pathway model is tested to examine the associations between parental education, academic attainment, school motivation and education expectations among young people and their parents in a changing social context. The findings suggest that educational expectations have increased considerably between 1974 and 2006. In the most recent cohort education expectations at age 16 are more loosely linked to parental education and previous academic attainment, suggesting that expectations for further education are becoming the norm. Furthermore, there are persisting social inequalities in attainment, as well as an increasing gender gap in expectations, with girls being more ambitious regarding their educational goals than boys. Findings are discussed in terms of changing norms and expectations for young people in a changing socio-historical context." (author's abstract)
begutachtet (peer reviewed)
peer reviewed
Published Version
Veröffentlichungsversion
en
Secondary education
History
Sekundarbildung
Geschichte
Secondary Education Sector Lower Level
Secondary Education Sector Upper Level
Social History, Historical Social Research
Bildungswesen Sekundarstufe I
Sozialgeschichte, historische Sozialforschung
Bildungswesen Sekundarstufe II
cohort analysis
future perspective
goal of education
social inequality
parent education
adolescent
model
girl
boy
comparison
path analysis
Great Britain
academic achievement
gender-specific factors
social change
secondary school
Junge
Kohortenanalyse
Jugendlicher
Pfadanalyse
weiterführende Schule
Elternbildung
Schulleistung
Bildungsziel
geschlechtsspezifische Faktoren
Modell
Mädchen
Großbritannien
sozialer Wandel
soziale Ungleichheit
Zukunftsperspektive
Vergleich
empirisch
empirisch-quantitativ
historisch
historical
empirical
quantitative empirical
Planning for the future: changing education expectations in three British cohorts
Zukunftspläne: Veränderungen in den Bildungszielen bei drei britischen Kohorten
Historical Social Research
35
2
99-119
DEU
Creative Commons - Attribution 4.0
Creative Commons - Namensnennung 4.0
t
article
journal article
Zeitschriftenartikel
SOLIS;ADIS
GESIS
3
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10042102
10057383
10038124
30302
10608
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ORIGINAL
ssoar-hsr-2010-no_2__no_132-schoon-planning_for_the_future_changing.pdf
application/pdf
629096
https://www.ssoar.info/ssoar/bitstream/document/31034/1/ssoar-hsr-2010-no_2__no_132-schoon-planning_for_the_future_changing.pdf
871b9b3ed8ccd47d5c7cd74f0d3694ec
MD5
1
document/31034
oai:gesis.izsoz.de:document/31034
2018-10-25 12:34:36.135
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/132302018-07-27T02:15:06Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614status-type:acceptedVersionddc:370doc-type:Textopen_accessdoc-type:article
Scharfenberg, Franz-Josef
Bogner, Franz X.
Klautke, Siegfried
2010-09-01T04:20:00Z
2012-08-29T22:55:19Z
2012-08-29T22:55:19Z
2008
2010-09-02T17:00:00Z
http://www.ssoar.info/ssoar/handle/document/13230
urn:nbn:de:0168-ssoar-132309
https://doi.org/10.1080/09500690701213898
Our research objectives focussed on monitoring (i) students' activities during experimental teaching phases in an out-of-school gene technology lab; (ii) potential relationships with variables such as work group size and cognitive achievement. Altogether, we videotaped 20 work groups of A-level 12th graders (N = 67) by continuous recording of their lab-work phases. Subsequent analysis revealed nine categories characterizing the students' most relevant activities. Intra- and inter-observer objectivity as well as reliability scores confirmed the good fit of this categorization. Based on the individual time budgets generated, we extracted four clusters derived from students' prevalent activities. A cross-tabulation of two cluster analysis methods independently used showed a high level of agreement. Clusters were labelled as (i) 'all-rounders' (members of which applied similar portions of time to the main activities), (ii) 'observers' (members' dominating activity focussed on in-group observation of the lab-work), (iii) 'high-experimenters' (members predominantly engaged in specific hands-on activities), and (iv) 'passive students' (members mainly engaged in activities with no experimental relation). Particularly, we found members of clusters 1 and 2 in four-person work groups while members of clusters 3 and 4 were prevalent in three-person groups. During the educational intervention, students of all clusters improved their cognitive achievement on a short-term and a long-term schedule. However, only the 'all-rounders' revealed a high level of persistent (long-term) knowledge with no decrease rate at all. We draw conclusions with respect to work group sizes as well as to organisational aspects of experimental lessons.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
biotechnology education; video analysis; hands-on experiments; out-of-school learning
Secondary Education Sector Upper Level
Curriculum, Teaching, Didactics
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
A category-based video-analysis of students' activities in an out-of-school hands-on gene technology lesson
International Journal of Science Education
30
4
451-467
GBR
PEER Licence Agreement (applicable only to documents from PEER project)
PEER Licence Agreement (applicable only to documents from PEER project)
f
article
journal article
Zeitschriftenartikel
SOLIS;ADIS
http://www.peerproject.eu/
3
10608
10614
171
32
370
373
7
2
1
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ORIGINAL
ssoar-ijse-2008-04-scharfenberg_et_al-a_category-based_video-analysis_of_students.pdf
application/pdf
354671
https://www.ssoar.info/ssoar/bitstream/document/13230/1/ssoar-ijse-2008-04-scharfenberg_et_al-a_category-based_video-analysis_of_students.pdf
37659f829346836d97abab0a7ffc6b22
MD5
1
document/13230
oai:gesis.izsoz.de:document/13230
2018-07-27 04:15:06.253
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/132342018-07-27T02:15:10Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614status-type:acceptedVersionddc:370doc-type:Textopen_accessdoc-type:article
Cokelez, Aytekin
Dumon, Alain
Taber, Keith Stephen
2010-09-01T04:21:00Z
2012-08-29T22:55:19Z
2012-08-29T22:55:19Z
2008
2010-09-03T13:59:00Z
http://www.ssoar.info/ssoar/handle/document/13234
urn:nbn:de:0168-ssoar-132349
https://doi.org/10.1080/09500690701308458
The purpose of this study is to identify how upper secondary school French students (grade 10 to 12) interpret chemical transformation with regards to the changes within molecules and atoms and in terms of intramolecular and/or intermolecular bond breaking. In order to identify and describe the students' assimilated knowledge, four questions were asked to 930 students using a written questionnaire submitted a long time after the related teaching took place. There is much research into student learning in the concept areas discussed here (atoms and molecules, chemical change, chemical bonding) as reviewed in the paper. The present study presents data from an educational system where limited work has been reported in the international literature. The French system has its own unique curriculum, and is taught in the national language (where much of the existing research has concerned learning in Anglophile systems). The research reported here found that French secondary students experienced many similar difficulties in understanding these key scientific concepts to those that have been reported elsewhere, showing the cross-cultural nature of the key educational issues. However, it is also suggested that some of the specific characteristics identified here are linked to the ordering and language used in the French curriculum, and such cultural idiosyncrasies may offer useful insights into both problematic and valuable aspects of science pedagogy.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
conceptual development; misconception; secondary school; alternative conception; chemistry education
Secondary Education Sector Upper Level
Curriculum, Teaching, Didactics
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
Upper secondary French students, chemical transformations and the "register of models": a cross-sectional study
International Journal of Science Education
30
6
807-836
GBR
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article
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3
10608
10614
171
32
370
373
7
2
1
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ssoar-ijse-2008-06-cokelez_et_al-upper_secondary_french_students.pdf
application/pdf
345563
https://www.ssoar.info/ssoar/bitstream/document/13234/1/ssoar-ijse-2008-06-cokelez_et_al-upper_secondary_french_students.pdf
a4ecebe305f9d33aceda6913efabddff
MD5
1
document/13234
oai:gesis.izsoz.de:document/13234
2018-07-27 04:15:10.709
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/254292018-07-25T20:59:05Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614status-type:acceptedVersionddc:370doc-type:Textopen_accessdoc-type:article
Taber, Keith Stephen
Tan, Daniel Kim Chwee
2011-06-16T02:55:00Z
2012-08-29T22:55:20Z
2012-08-29T22:55:20Z
2011
2011-06-16T09:33:00Z
http://www.ssoar.info/ssoar/handle/document/25429
urn:nbn:de:0168-ssoar-254297
https://doi.org/10.1080/09500691003709880
The present study contributes to the constructivist research programme (RP) into learning science by comparing patterns in responses from two groups of learners - senior high schools students and pre-service teachers - in the same educational context (Singapore), to a diagnostic instrument relating to the topic of ionisation energies. This topic is currently included in the curriculum for 16-19 year-old students studying chemistry in Singapore (and elsewhere). The comparison shows that although (a) graduate pre-service teachers offered some types of incorrect responses less frequently than high school students; (b) they retained high levels of alternative conceptions commonly found among high school students; and - of particular note - (c) certain alternative conceptions were found to be more common among the graduates. This suggest the intuitive appeal of certain alternative conceptions is such that they can readily be reproduced down ‘generations’ of learners. The findings are explored in terms of a range of conceptual resources that have been developed within the constructivist RP. The analysis suggests that the curriculum sets out inappropriate target knowledge for senior high school students, given the nature of the subject matter and the prior learning of the students. It is also suggested that it may be fruitful to consider conceptual learning in terms analogous to the RP found in science, and that from this perspective certain insidious alternative conceptions can be understood as derived from commitments that are taken-for-granted and protected from explicit challenge by a protective belt of refutable auxiliary conceptions.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Alternative conception; Chemistry education; Conceptual change; Teacher knowledge; Misconception; Research programme
Secondary Education Sector Upper Level
Curriculum, Teaching, Didactics
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
The insidious nature of ‘hard core’ alternative conceptions: Implications for the constructivist research programme of patterns in high school students' and pre-service teachers' thinking about ionisation energy
International Journal of Science Education
33
2
259-297
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f
article
journal article
Zeitschriftenartikel
SOLIS;ADIS
http://www.peerproject.eu/
3
10608
10614
171
32
370
373
7
2
1
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ssoar-ijse-2011-2-taber_et_al-the_insidious_nature_of_hard.pdf
application/pdf
531687
https://www.ssoar.info/ssoar/bitstream/document/25429/1/ssoar-ijse-2011-2-taber_et_al-the_insidious_nature_of_hard.pdf
ea2842f3ab62df415bcf406a6c187eae
MD5
1
document/25429
oai:gesis.izsoz.de:document/25429
2018-07-25 22:59:05.3
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/280392018-07-27T00:49:08Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614status-type:acceptedVersionddc:370doc-type:Textopen_accessdoc-type:book
Fernández Plaza, José Antonio
Ruiz-Hildalgo, Juan Francisco
Rico Romero, Luis
Universidad de Granada, Departamento de Didáctica de la Matemática
2011-12-19T12:19:00Z
2012-08-29T22:55:20Z
2012-08-29T22:55:20Z
2011
2011-12-19T12:50:00Z
http://www.ssoar.info/ssoar/handle/document/28039
http://funes.uniandes.edu.co/1852/1/Fern%C3%A1ndez-Plaza2011Significados.pdf
urn:nbn:de:0168-ssoar-280395
Se trata de un estudio exploratorio y descriptivo llevado a cabo con estudiantes del primer curso de bachillerato de un instituto de la provincia de Granada con el objetivo de describir los significados del concepto de límite finito de una función en un punto que ponen de manifiesto al enfrentarse con tareas que vinculan varios sistemas de representación, tanto en formato de respuesta abierta como de elección múltiple cerrada. El instrumento utilizado fue un cuestionario que incluían tareas provenientes de investigaciones previas como propuestas por los investigadores. El análisis de las respuestas abiertas fundamentado en el análisis conceptual previo de los términos claves "aproximar", "tender", "alcanzar", "rebasar" y "límite" que emergen de las respuestas de los estudiantes concluyendo con que los escolares hacen uso de un lenguaje poco elaborado y con persistencia de significados coloquiales informados ya por Cornu, Monaghan y Tall, si bien el apoyo gráfico es un aliciente para una argumentación más fluida y precisa de los escolares. El análisis de las respuestas de elección múltiple refleja la existencia de contradicciones establecidas por los escolares cuando asignan propiedades simbólicas a diferentes tipos de gráficas, de hecho, las frecuencias asociadas a los distintos casos se corresponden con la complejidad que a priori pueden tener dichas gráficas.
begutachtet
reviewed
Postprint
Postprint
es
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Límite de una función en un punto; significado de un concepto matemático; bachillerato; sistemas de representación; imagen conceptual/ definición conceptual; APOE
Secondary Education Sector Upper Level
Curriculum, Teaching, Didactics
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
Significados puestos de manifiesto por estudiantes de bachillerato respecto al concepto de límite finito de una función en un punto: estudio exploratorio
Meanings of the concept of finite limit of a function at one point, as demonstrated by students in Bachillerato; exploratory study
ESP
Granada
Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung
Creative Commons - Attribution-Noncommercial-No Derivative Works
f
monograph
Monographie
monograph
123
t
SOLIS;ADIS
Departamento de didáctica de la matemática. Universidad de Granada
3
10608
10614
20
314
370
373
2
2
2
CERTAIN
CERTAIN_RETAINED
ORIGINAL
ssoar-2011-fernandez_plaza_et_al-significados_puestos_de_manifiesto_por.pdf
application/pdf
3008603
https://www.ssoar.info/ssoar/bitstream/document/28039/1/ssoar-2011-fernandez_plaza_et_al-significados_puestos_de_manifiesto_por.pdf
1b4b15e32af5dd13a6113f2783792913
MD5
1
document/28039
oai:gesis.izsoz.de:document/28039
2018-07-27 02:49:08.83
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/132382018-07-27T02:53:33Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614status-type:acceptedVersionddc:370doc-type:Textopen_accessdoc-type:article
Buty, Christian
Mortimer, Eduardo
2010-09-01T04:22:00Z
2012-08-29T22:55:20Z
2012-08-29T22:55:20Z
2008
2010-09-03T14:06:00Z
http://www.ssoar.info/ssoar/handle/document/13238
urn:nbn:de:0168-ssoar-132388
https://doi.org/10.1080/09500690701466280
In this paper we aim at establishing a link between two theoretical frames: modelling and its use in the design and analysis of scientific teaching sequences, and the communicative approaches as they alternate in classroom activities. In this case study, we follow the interactions between the teacher and a pair of students during an entire teaching sequence in Optics (grade 11). We focus on the way the teacher managed the dialogicity and the modelling processes in the classroom discourse. A qualitative analysis shows some difficulties in such an achievement, and their consequences on students' meaning making.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
qualitative research; model-based learning; physics education; discourse; high school
Secondary Education Sector Upper Level
Curriculum, Teaching, Didactics
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
Dialogic/Authoritative Discourse and Modelling in a High School Teaching Sequence on Optics
International Journal of Science Education
30
12
1635-1660
GBR
PEER Licence Agreement (applicable only to documents from PEER project)
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article
journal article
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SOLIS;ADIS
http://www.peerproject.eu/
3
10608
10614
171
32
370
373
7
2
1
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ORIGINAL
ssoar-ijse-2008-12-buty_et_al-dialogicauthoritative_discourse_and_modelling_in.pdf
application/pdf
350407
https://www.ssoar.info/ssoar/bitstream/document/13238/1/ssoar-ijse-2008-12-buty_et_al-dialogicauthoritative_discourse_and_modelling_in.pdf
4ed18931ff7cba8a560dd72a71392467
MD5
1
document/13238
oai:gesis.izsoz.de:document/13238
2018-07-27 04:53:33.479
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/134272018-07-25T16:29:05Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614status-type:acceptedVersionddc:370doc-type:Textopen_accessdoc-type:article
Grace, Marcus
2010-09-09T06:00:00Z
2012-08-29T22:55:20Z
2012-08-29T22:55:20Z
2009
2010-09-13T15:08:00Z
http://www.ssoar.info/ssoar/handle/document/13427
urn:nbn:de:0168-ssoar-134275
https://doi.org/10.1080/09500690701744595
The conservation of biodiversity is an important socio-scientific issue, often regarded as a precondition to sustainable development, and the foundation for citizens’ understanding of conservation issues can be laid down in formal school education.
This research focuses on decision-making discussions about biological conservation issues among 131 15-16 year old students, to address two main research questions:
1. Can peer-group decision-making discussions, in a normal science lesson setting, help develop students’ personal reasoning in relation to conservation issues? 2. Are there features common to high-quality discussions about conservation which might be readily identified by classroom teachers?
Findings indicate the positive value of students taking part in these short decision-making discussions, guided by a structured framework, as part of their normal science classroom activities. Students increase their quality of personal reasoning, and modify their solutions to the issues. The study begins to uncover features about students, as individuals and as members of discussion groups, which can be associated with high quality decision-making about conservation issues, and which teachers might realistically identify. The work calls for the need to cultivate these features, and integrate them appropriately with learning about the scientific concepts that underpin the theory and practice of conservation management. Such integration will facilitate the development of teaching strategies for dealing effectively with the complex topic of biological conservation; not just in terms of science content, but also in terms of how students are expected to engage with the issues.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Secondary Education Sector Upper Level
Curriculum, Teaching, Didactics
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
Developing high quality decision-making discussions about biological conservation in a normal classroom setting
International Journal of Science Education
31
4
551-570
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article
journal article
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1
10608
10614
171
32
370
373
7
2
1
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ssoar-ijse-2009-04-grace-developing_high_quality_decision-making_discussions.pdf
application/pdf
320351
https://www.ssoar.info/ssoar/bitstream/document/13427/1/ssoar-ijse-2009-04-grace-developing_high_quality_decision-making_discussions.pdf
d93969ea82d96bbfd2812c0f555d88bb
MD5
1
document/13427
oai:gesis.izsoz.de:document/13427
2018-07-25 18:29:05.908
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/134302018-07-25T19:04:27Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614status-type:acceptedVersionddc:370doc-type:Textopen_accessdoc-type:article
Adbo, Karina
Taber, Keith Stephen
2010-09-09T06:09:00Z
2012-08-29T22:55:21Z
2012-08-29T22:55:21Z
2009
2010-09-13T13:56:00Z
http://www.ssoar.info/ssoar/handle/document/13430
urn:nbn:de:0168-ssoar-134305
https://doi.org/10.1080/09500690701799383
The results presented here derive from a longitudinal study of Swedish upper secondary science students’ (16-19 years of age) developing understanding of key chemical concepts. The informants were 18 students from two different schools. The aim of the present study was to investigate the mental models of matter at the particulate level that learners develop. Data was collected using semi-structured interviews based around the students’ own drawings of the atom, and of solids, liquids, and gases. The interview transcripts were analysed to identify patterns in the data that offer insight into aspects of student understanding. The findings are discussed in the specific curriculum context in Swedish schools. Results indicate that the teaching model of the atom (derived from Bohr’s model) commonly presented by teachers and textbook authors in Sweden gives the students an image of a disproportionately large and immobile nucleus, emphasises a planetary model of the atom and gives rise to a chain of logic leading to immobility in the solid state and molecular breakdown during phase transitions. The findings indicate that changes in teaching approaches are required to better support learners in developing mental models that reflect the intended target knowledge.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Secondary Education Sector Upper Level
Curriculum, Teaching, Didactics
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
Learners’ mental models of the particle nature of matter: a study of 16 year-old Swedish science students
International Journal of Science Education
31
6
757-786
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article
journal article
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1
10608
10614
171
32
370
373
7
2
1
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ssoar-ijse-2009-06-adbo_et_al-learners_mental_models_of_the.pdf
application/pdf
457375
https://www.ssoar.info/ssoar/bitstream/document/13430/1/ssoar-ijse-2009-06-adbo_et_al-learners_mental_models_of_the.pdf
d45d469f01d2812dd3a3a89bf2a4ce70
MD5
1
document/13430
oai:gesis.izsoz.de:document/13430
2018-07-25 21:04:27.986
SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/134322018-07-25T16:29:37Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614status-type:acceptedVersionddc:370doc-type:Textopen_accessdoc-type:article
Tsaparlis, Georgios
Papaphotis, Georgios
2010-09-09T06:15:00Z
2012-08-29T22:55:21Z
2012-08-29T22:55:21Z
2009
2010-09-13T14:36:00Z
http://www.ssoar.info/ssoar/handle/document/13432
urn:nbn:de:0168-ssoar-134325
https://doi.org/10.1080/09500690801891908
This study tested for deep understanding and critical thinking about basic quantum chemical concepts taught at twelfth grade (age 17-18). Our aim was to achieve conceptual change in students. A quantitative study was conducted first (n = 125), and following this 23 selected students took part in semi-structured interviews either individually or in small groups that were allowed to interact under the coordination of the investigators. The planetary Bohr model was strongly favored, while the probabilistic nature of the orbital concept was absent from many students’ minds. Other students held a hybrid model. In some cases, students did not accept that the electron cloud provides a picture of the atom. Many students had not understood the fundamental nature of the uncertainty principle. Finally, the mathematical description of the formation of molecular orbitals caused problems in the case of destructive (antibonding) overlap of atomic orbitals. Our approach to conceptual change employed active and co-operative forms of learning, that are consistent with social-cultural constructivism, and to Vygotsky’s zone of proximal development. It proved effective in a number of cases, and ineffective in others. The variation in students’ approaches was explained on the basis of Ausubel’s theory about meaningful and rote learning and of the ability to employ higher-order cognitive skills. Nevertheless, the methodology used can be useful for all students, irrespective of their behavior in traditional written exams.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Secondary Education Sector Upper Level
Curriculum, Teaching, Didactics
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
High-School Students’ Conceptual Difficulties and Attempts at Conceptual Change: The Case of Basic Quantum Chemical Concepts
International Journal of Science Education
31
7
895-930
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article
journal article
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1
10608
10614
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32
370
373
7
2
1
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ssoar-ijse-2009-07-tsaparlis_et_al-high-school_students_conceptual_difficulties_and.pdf
application/pdf
634994
https://www.ssoar.info/ssoar/bitstream/document/13432/1/ssoar-ijse-2009-07-tsaparlis_et_al-high-school_students_conceptual_difficulties_and.pdf
e2a31b6cbd8ee1ba3ac731656c655453
MD5
1
document/13432
oai:gesis.izsoz.de:document/13432
2018-07-25 18:29:37.88
SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/134372018-07-25T16:29:44Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614status-type:acceptedVersionddc:370doc-type:Textopen_accessdoc-type:article
Berger, Roland
Hänze, Martin
2010-09-09T06:30:00Z
2012-08-29T22:55:21Z
2012-08-29T22:55:21Z
2009
2010-09-13T13:44:00Z
http://www.ssoar.info/ssoar/handle/document/13437
urn:nbn:de:0168-ssoar-134371
https://doi.org/10.1080/09500690802116289
Twelfth grade physics classes with 344 students participated in a quasi-experimental study comparing two small-group learning settings. In the jigsaw classroom, in contrast to the cyclical rotation method, teaching expectancy as well as resource interdependence is established. The study is based on the Self-Determination Theory of motivation which states that the satisfaction of the ‘basic needs’ for experiencing autonomy, competence, and social relatedness is essential to promote intrinsic motivation. Regarding the experience of competence, a small effect in favour of the jigsaw classroom was found, whereas students in the cyclical rotation setting showed medium-sized benefits in experiencing autonomy. A path analysis revealed that these opposing effects balanced each other, that is, no effect from small-group method to intrinsic motivation was found.
In contrary to the motivational variables, achievement effects depended on the underlying study topic: based on scanning electron microscopy, the cyclical rotation setting outperformed jigsaw classroom, whereas an opposed trend is observed with regard to the microwave oven learning unit. The higher interestingness of the latter learning unit was revealed as a week mediator from study topic to academic achievement.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Secondary Education Sector Upper Level
Curriculum, Teaching, Didactics
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
Comparison of two small group learning methods in 12th grade physics classes focusing on intrinsic motivation and academic performance
International Journal of Science Education
31
11
1511-1527
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PEER Licence Agreement (applicable only to documents from PEER project)
f
article
journal article
Zeitschriftenartikel
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1
10608
10614
171
32
370
373
7
2
1
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ORIGINAL
ssoar-ijse-2009-11-berger_et_al-comparison_of_two_small_group.pdf
application/pdf
195062
https://www.ssoar.info/ssoar/bitstream/document/13437/1/ssoar-ijse-2009-11-berger_et_al-comparison_of_two_small_group.pdf
f04d39118f6e707f1b3f5dd0fa38fd47
MD5
1
document/13437
oai:gesis.izsoz.de:document/13437
2018-07-25 18:29:44.302
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/134422018-07-27T01:55:17Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614col_collection_10615status-type:acceptedVersionddc:370doc-type:Textopen_accessdoc-type:article
Kind, Vanessa
2010-09-09T06:45:00Z
2012-08-29T22:55:21Z
2012-08-29T22:55:21Z
2009
2011-10-17T14:00:00Z
http://www.ssoar.info/ssoar/handle/document/13442
urn:nbn:de:0168-ssoar-134429
https://doi.org/10.1080/09500690802226062
Teachers' subject matter knowledge (SMK) is one factor contributing to teaching "successfully", as this provides a basis from which pedagogical content knowledge develops.
UK-based trainee science teachers teach all sciences to age 14 and often up to age 16. Trainees have specialist science knowledge in chemistry, physics or biology from their degrees. Other sciences may not have been studied since school. Thus, trainee science teachers often teach "outside specialism". The extent to which teaching within and outside specialism influences successful teaching, ensuring learning objectives are achieved, was investigated.
Sources 71 trainees use for preparing within and outside specialism science lessons for 11-14s and 11-16s and effects on teacher self-confidence of working in these two domains were probed by questionnaire and interview. All trainees responded to open and closed questions, and Likert scale statements exploring preferences for teaching, self-confidence, handling subject-related questions within and outside specialism, and attitudes towards learning new SMK. A sub-group of 12 participated in individual semi-structured interviews.
Results are counter-intuitive: trainees teach more successful lessons outside specialism, particularly in the early stages. This relates to using a richer range of SMK sources, including, crucially, advice from experienced colleagues. Within specialism, trainees report an inability to select appropriate knowledge and /or strategies and a sense of conflict in teaching inaccurate information. Some "anxious" trainees rely heavily on extant materials for outside specialism teaching. "Super-confident" trainees able to teach any science focus on selection of appropriate instructional strategies and realise early on the need to transform SMK.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
pedagogical content knowledge; pre-service; qualitative research; science education; teacher development; subject matter knowledge
Secondary Education Sector Upper Level
Teachers, Students, Pupils
Curriculum, Teaching, Didactics
Lehrende, Erziehende, Lernende
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
A conflict in your head: an exploration of trainee science teachers' subject matter knowledge development and its impact on teacher self-confidence
International Journal of Science Education
31
11
1529-1562
GBR
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PEER Licence Agreement (applicable only to documents from PEER project)
f
article
journal article
Zeitschriftenartikel
SOLIS;ADIS
http://www.peerproject.eu/
3
10608
10614
10615
171
32
370
373
7
2
1
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ORIGINAL
ssoar-ijse-2009-11-kind-a_conflict_in_your_head.pdf
application/pdf
767244
https://www.ssoar.info/ssoar/bitstream/document/13442/1/ssoar-ijse-2009-11-kind-a_conflict_in_your_head.pdf
2567cfa1cbc8fb22455ee303c67685c5
MD5
1
document/13442
oai:gesis.izsoz.de:document/13442
2018-07-27 03:55:17.56
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/134452018-07-25T19:33:17Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614status-type:acceptedVersionddc:370doc-type:Textopen_accessdoc-type:article
García Franco, Alejandra
Taber, Keith Stephen
2010-09-09T06:54:00Z
2012-08-29T22:55:22Z
2012-08-29T22:55:22Z
2009
2010-09-13T11:46:00Z
http://www.ssoar.info/ssoar/handle/document/13445
urn:nbn:de:0168-ssoar-134457
https://doi.org/10.1080/09500690802307730
Particle models of matter are widely recognised as being of fundamental importance in many branches of modern science, and particle ideas are commonly introduced and developed in the secondary school curriculum. However, research undertaken in a range of national contexts has identified significant learning difficulties in this topic, and suggests that notions of particles that match scientific models are generally only attained over periods of some years. The implementation of a National Curriculum in Science in England was followed by increasingly prescriptive guidance to teachers. This culminated in a framework for teaching lower secondary science, which identified ‘particles’ as one of five key ideas for organising teaching and learning of science to all 11-14 year olds. In this curriculum context, a basic particle model is introduced at the start of secondary education, and consolidated by being revisited in various contexts over three years. However National Tests suggest that only a minority of pupils attain levels of understanding matching target knowledge. The present paper reports an interview study that explored how a sample of English secondary students explained phenomena commonly met in school science. It was found that students generally used the notion of particles, although most of their particle-based explanations reflected alternative conceptions that have been reported in previous research. It is concluded that a curriculum strategy of early introduction and regular application during the early secondary years is not of itself sufficient to support the desired progression in thinking with particle models, and more sophisticated research-informed pedagogy is needed.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Secondary Education Sector Upper Level
Curriculum, Teaching, Didactics
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
Secondary students' thinking about familiar phenomena: learners' explanations from a curriculum context where 'particles' is a key idea for organising teaching and learning
International Journal of Science Education
31
14
1917-1952
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f
article
journal article
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1
10608
10614
171
32
370
373
7
2
1
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ORIGINAL
ssoar-ijse-2009-14-garcia_franco_et_al-secondary_students_thinking_about_familiar.pdf
application/pdf
1096325
https://www.ssoar.info/ssoar/bitstream/document/13445/1/ssoar-ijse-2009-14-garcia_franco_et_al-secondary_students_thinking_about_familiar.pdf
7f36f245455a56cb0520b56183d1c85c
MD5
1
document/13445
oai:gesis.izsoz.de:document/13445
2018-07-25 21:33:17.469
SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/233582018-07-27T03:44:28Zcom_community_10600com_community_10000com_community_1com_community_30000col_collection_10608col_collection_30100status-type:acceptedVersiondoc-type:Textopen_accessdoc-type:articleddc:100
Molinatti, Grégoire
Girault, Yves
Hammond, Constance
2011-03-24T02:52:00Z
2012-08-29T22:55:22Z
2012-08-29T22:55:22Z
2010
2011-03-24T09:17:00Z
http://www.ssoar.info/ssoar/handle/document/23358
urn:nbn:de:0168-ssoar-233587
https://doi.org/10.1080/09500691003622612
The present study analyses decision-making and argumentation by high school students in a debate situation on a socioscientific issue, the use of embryonic stem cells in research and therapy. We tested the influence on the debates of two different contexts. Adolescent students at the high school level in the same grade (mean age 16.4 years) from rural and urban zones of Provence, France participated in three debate sessions. During the first session students listed the background questions they want to ask the expert(s). They were also required to identify one or two major issues that would serve as an outline for the future debate. They then discussed these with the expert(s) during the second session and took note of the answers. During this session, control groups met with a neuroscientist whereas the experimental "contextualized" group met with the same neuroscientist together with a representative of an association of patients suffering from a neurodegenerative disease. Analysis of the students' arguments and decision-making revealed that contextualization introduced dynamism in the students' exchanges: they paid more attention to their peers' arguments and were more motivated to argue their own opinion. However, this type of contextualization may contribute to reinforcing ideology in scientific progress.
Keywords: debate, socioscientific issue, argumentation, contextualization, expertise, decision-making, human embryonic stem cells.
begutachtet (peer reviewed)
peer reviewed
Postprint
Postprint
en
Secondary education
Philosophy
Sekundarbildung
Philosophie
contextualization; debate; decision-making; expertise; human embryonic stem cells; socio-scientific issue; biotechnology education; ethics; qualitative research; science education
Secondary Education Sector Upper Level
Philosophy, Ethics, Religion
Philosophie, Theologie
Bildungswesen Sekundarstufe II
argumentation
Argumentation
High school students debate the use of embryonic stem cells: the influence of context on decision making
International Journal of Science Education
32
16
2235-2251
GBR
PEER Licence Agreement (applicable only to documents from PEER project)
PEER Licence Agreement (applicable only to documents from PEER project)
f
article
journal article
Zeitschriftenartikel
SOLIS;ADIS
http://www.peerproject.eu/
3
10036740
10608
30100
171
32
100
373
7
2
1
CERTAIN
CERTAIN_RETAINED
ORIGINAL
ssoar-ijse-2010-16-molinatti_et_al-high_school_students_debate_the.pdf
application/pdf
250726
https://www.ssoar.info/ssoar/bitstream/document/23358/1/ssoar-ijse-2010-16-molinatti_et_al-high_school_students_debate_the.pdf
b94b43fc71a8e6880e14a2414b6bc389
MD5
1
document/23358
oai:gesis.izsoz.de:document/23358
2018-07-27 05:44:28.13
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/200562022-02-15T20:00:26Zcom_community_10100com_community_10000com_community_1com_community_10600col_collection_10105col_collection_10608doc-type:Textopen_accessdoc-type:bookstatus-type:publishedVersionddc:300
Schimpl-Neimanns, Bernhard
Zentrum für Umfragen, Methoden und Analysen -ZUMA-
2010-11-04T16:22:00Z
2012-08-30T06:47:44Z
2012-08-30T06:47:44Z
2006
2010-11-05T10:10:00Z
http://www.ssoar.info/ssoar/handle/document/20056
urn:nbn:de:0168-ssoar-200565
'In diesem Beitrag wird am Beispiel des Besuchs der Klassenstufen 11-13 allgemein bildender Schulen die Qualität der Bildungsangaben im Mikrozensus 1996 diskutiert. Ergänzend zum Schulbesuch werden auf Basis des Mikrozensuspanels erstmals Analysen zur Antwortkonsistenz der Angaben zum allgemeinen Schulabschluss vorgestellt. Vergleiche mit den Populationsdaten aus der amtlichen Bildungsstatistik zum Schulbesuch lassen Erhebungs- und Abgrenzungsprobleme im Mikrozensus erkennen. Teilweise sind Schüler beruflicher Schulen entgegen den Definitionen des Mikrozensus als Besucher allgemein bildender Schulen erfasst. Zudem ist eine gravierende Übererfassung bei den unter 18-jährigen Oberstufenschülern festzustellen, die auf eine problematische Unterscheidung der Klassenstufen 5-10 vs. 11-13 bzw. der Sekundarstufen I und II verweist. Die mit dem Mikrozensuspanel berechneten Übergangsraten der Bildungsabschlüsse zwischen verschiedenen Zeitpunkten weisen zumeist eine Stabilität von über 80 Prozent auf. Im Vergleich zu Ergebnissen sozialwissenschaftlicher Umfragen spricht dies für eine ausreichende bis gute Datenqualität des allgemeinen Schulabschlusses.' (Autorenreferat)
'By the example of academic secondary school attendance the paper addresses data quality issues in the reporting of education data in the German Microcensus 1996. In addition to school attendance, new analyses on item stability of data on general educational certificates based on the German Microcensus-Panel are presented. A comparison of the Microcensus data with data from official Education Statistics points to certain limitations in data collection and definitions used in the Microcensus. It is not possible to distinguish adequately between students or graduates from general education schools and those from vocational schools. The Microcensus estimates a much higher enrollment of upper secondary level pupils aged under 18 than the Education Statistic. This suggests difficulties of respondents to differentiate lower from upper secondary levels (grades 5-10 vs. 11-13). Transition rates of the general educational attainment based on Microcensus-Panel data between different time points show a stability of over 80 per cent for the most categories. Compared with results of science based surveys this indicates sufficient to good data quality.' (author's abstract)|
begutachtet
reviewed
Published Version
Veröffentlichungsversion
GML
de
Secondary education
Social sciences, sociology, anthropology
Sozialwissenschaften, Soziologie
Sekundarbildung
Secondary Education Sector Upper Level
Methods and Techniques of Data Collection and Data Analysis, Statistical Methods, Computer Methods
Erhebungstechniken und Analysetechniken der Sozialwissenschaften
Bildungswesen Sekundarstufe II
Bundesrepublik Deutschland
Datengewinnung
Mikrozensus
Oberstufe
Schulabschluss
Datenverarbeitung
Datenqualität
Methode
Sekundarstufe I
Bildungsabschluss
allgemein bildende Schule
Bildung
Antwortverhalten
Schulbesuch
Analyseverfahren
Sekundarstufe II
Datenaufbereitung
education
school graduation
secondary education upper level
data preparation
school attendance
Federal Republic of Germany
general education school
data quality
level of education attained
microcensus
secondary education lower level
method
analysis procedure
response behavior
data capture
data processing
secondary education upper level (Oberstufe)
empirisch
empirisch-quantitativ
anwendungsorientiert
Evaluation
evaluation
empirical
applied research
quantitative empirical
Zur Datenqualität der Bildungsangaben im Mikrozensus
Quality of educational data in the microcensus
2006/03
ZUMA-Arbeitsbericht
21
DEU
Mannheim
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
t
monograph
Arbeitspapier
working paper
t
WGL
SOLIS;ADIS
GESIS
true
3
10039348
10055811
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300
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CERTAIN
CERTAIN_RETAINED
ORIGINAL
ssoar-2006-schimpl-neimanns-zur_datenqualitat_der_bildungsangaben_im.pdf
application/pdf
288757
https://www.ssoar.info/ssoar/bitstream/document/20056/1/ssoar-2006-schimpl-neimanns-zur_datenqualitat_der_bildungsangaben_im.pdf
3683a4f096afa3b2d4b83d387ead023a
MD5
1
document/20056
oai:gesis.izsoz.de:document/20056
2022-02-15 21:00:26.557
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/333002018-07-27T02:25:05Zcom_community_10600com_community_10000com_community_1col_collection_10601col_collection_10608ddc:370doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Yepifanova, Marina
Zhelezovsky, Boris
2013-02-21T15:04:00Z
2013-02-21T15:04:00Z
2012
2218-7405
http://www.ssoar.info/ssoar/handle/document/33300
urn:nbn:de:0168-ssoar-333002
It is theoretically proved and experimentally possibility of maintenance of
continuity of formation of socially significant hierarchy of motives of the learning of
senior pupils by means of multimedia technology proves to be true at training to the
physicist.
The pedagogical category of continuity as one of important didactic principles
is discussed. On the basis of the wide pedagogical experiment which has captured a
number of educational institutions, efficiency of multimedia technology is shown at
formation of hierarchy of motives of the learning of the schoolboys, having socially
significant orientation.
Introduction possibility in pedagogical researches of modern statistical
measures of estimation is discussed and their efficiency with reference to a problem
of continuity of formation of motives of the learning of senior pupils is shown
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
ru
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Bildungswesen Sekundarstufe II
Allgemeines, spezielle Theorien und Schulen, Methoden, Entwicklung und Geschichte der Erziehungswissenschaft
Secondary Education Sector Upper Level
Basic Research, General Concepts and History of Education and Pedagogics
Schüler
Oberstufe
Lernen
computerunterstützter Unterricht
computerunterstütztes Lernen
Multimedia
Motivation
Bildungsforschung
pupil
secondary education upper level (Oberstufe)
learning
computer-aided instruction
computer aided learning
multimedia
motivation
educational research
20500
Statistical estimation of continuity of formation of socially significant hierarchy of motives of the learning of senior pupils by means of multimedia
technology of training
Статистическое оценивание преемственности формирования социально значимой иерархии мотивов учения старшеклассников посредством мультимедийной технологии обучения
Modern Research of Social Problems
1
12
RUS
Digital Peer Publishing Licence - Basismodul
Basic Digital Peer Publishing Licence
article
Zeitschriftenartikel
journal article
formal und inhaltlich fertig erschlossen
10038598
10046171
10042988
10040397
10040398
10049359
10036462
10038441
10608
10601
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32
370
373
4
1
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CERTAIN
CERTAIN_RETAINED
ORIGINAL
ssoar-mrsp-2012-1-yepifanova_et_al-Statistical_estimation_of_continuity_of.pdf
ssoar-mrsp-2012-1-yepifanova_et_al-Statistical_estimation_of_continuity_of.pdf
application/pdf
1195060
https://www.ssoar.info/ssoar/bitstream/document/33300/1/ssoar-mrsp-2012-1-yepifanova_et_al-Statistical_estimation_of_continuity_of.pdf
b13d46d1b49fe79ffc5e4cdd7378af05
MD5
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LICENSE
license.txt
license.txt
text/plain; charset=utf-8
312
https://www.ssoar.info/ssoar/bitstream/document/33300/2/license.txt
3f9bdc622ea18a1e418977de256298ce
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2
document/33300
oai:gesis.izsoz.de:document/33300
2018-07-27 04:25:05.345
SSOAR - Social Science Open Access Repository
admin@ssoar.info
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oai:gesis.izsoz.de:document/332732020-05-12T10:45:55Zcom_community_10600com_community_10000com_community_1col_collection_10608doc-type:Textopen_accessdoc-type:bookstatus-type:publishedVersion
Gärtner, Holger
Institut für Schulqualität der Länder Berlin und Brandenburg e.V. (ISQ)
2013-02-20T16:13:05Z
2013-02-20T16:13:05Z
2007
http://www.ssoar.info/ssoar/handle/document/33273
urn:nbn:de:0168-ssoar-332730
de
Secondary education
Sekundarbildung
Zentralabitur; Ergebnisbericht; ISQ
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Berlin
Bundesrepublik Deutschland
Abitur
Schulabschluss
Prüfung
Leistungsbewertung
Leistungskurs
Gymnasium
Gesamtschule
Kolleg
Privatschule
Berlin
Federal Republic of Germany
secondary school graduation certificate
school graduation
examination
performance assessment
advanced course
secondary school (Gymnasium)
comprehensive school
course of lectures
private school
10600
10700
Zentralabitur Berlin 2007: Ergebnisbericht
begutachtet
reviewed
Veröffentlichungsversion
Published Version
DEU
Berlin
Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung
Creative Commons - Attribution-Noncommercial-No Derivative Works
monograph
Verzeichnis, Liste, Dokumentation
list
62
Institut für Schulqualität der Länder Berlin und Brandenburg e.V.
formal und inhaltlich fertig erschlossen
10038266
10037571
10034377
10039348
10036989
10036172
10050967
10046170
10045139
10049172
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10608
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373
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CERTAIN_RETAINED
ORIGINAL
ssoar-2007-gartner-Zentralabitur_Berlin_2007_Ergebnisbericht.pdf
ssoar-2007-gartner-Zentralabitur_Berlin_2007_Ergebnisbericht.pdf
Pdf-Dokument
application/pdf
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https://www.ssoar.info/ssoar/bitstream/document/33273/1/ssoar-2007-gartner-Zentralabitur_Berlin_2007_Ergebnisbericht.pdf
e8733107176a998ba30a04eae03f97eb
MD5
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LICENSE
license.txt
license.txt
text/plain; charset=utf-8
312
https://www.ssoar.info/ssoar/bitstream/document/33273/2/license.txt
3f9bdc622ea18a1e418977de256298ce
MD5
2
document/33273
oai:gesis.izsoz.de:document/33273
2020-05-12 12:45:55.091
SSOAR - Social Science Open Access Repository
admin@ssoar.info
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oai:gesis.izsoz.de:document/332512020-05-12T10:45:30Zcom_community_10600com_community_10000com_community_1col_collection_10608doc-type:Textopen_accessdoc-type:bookstatus-type:publishedVersion
Emmrich, Rico
Institut für Schulqualität der Länder Berlin und Brandenburg e.V. (ISQ)
2013-02-19T13:04:03Z
2013-02-19T13:04:03Z
2009
http://www.ssoar.info/ssoar/handle/document/33251
urn:nbn:de:0168-ssoar-332512
de
Secondary education
Sekundarbildung
Zentralabitur; Ergebnisbericht; ISQ
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Berlin
Bundesrepublik Deutschland
Abitur
Prüfung
Leistungsbewertung
Leistungskurs
Gymnasium
Privatschule
Gesamtschule
Schulabschluss
Berlin
Federal Republic of Germany
secondary school graduation certificate
examination
performance assessment
advanced course
secondary school (Gymnasium)
private school
comprehensive school
school graduation
10700
Zentralabitur Berlin 2008: Ergebnisbericht
begutachtet
reviewed
Veröffentlichungsversion
Published Version
DEU
Berlin
Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung
Creative Commons - Attribution-Noncommercial-No Derivative Works
monograph
Verzeichnis, Liste, Dokumentation
list
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SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/332752020-05-12T10:45:44Zcom_community_10600com_community_10000com_community_1col_collection_10608doc-type:Textopen_accessdoc-type:bookstatus-type:publishedVersion
Merki, Katharina Maag
Appius, Stephanie
Jäger, Daniela Julia
Institut für Schulqualität der Länder Berlin und Brandenburg e.V. (ISQ)
2013-02-20T16:19:37Z
2013-02-20T16:19:37Z
2009
http://www.ssoar.info/ssoar/handle/document/33275
urn:nbn:de:0168-ssoar-332758
de
Secondary education
Sekundarbildung
Zentralabitur; Ergebnisbericht; ISQ
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Berlin
Bundesrepublik Deutschland
Abitur
Prüfung
Schulabschluss
Leistungsbewertung
Leistungskurs
Gymnasium
Kolleg
Gesamtschule
Privatschule
Berlin
Federal Republic of Germany
secondary school graduation certificate
examination
school graduation
performance assessment
advanced course
secondary school (Gymnasium)
course of lectures
comprehensive school
private school
10600
Zentralabitur Berlin 2009: Ergebnisbericht
begutachtet
reviewed
Veröffentlichungsversion
Published Version
in Kooperation mit dem Institut für Erziehungswissenschaft an der Universität Zürich
DEU
Berlin
Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung
Creative Commons - Attribution-Noncommercial-No Derivative Works
monograph
Verzeichnis, Liste, Dokumentation
list
71
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Emmrich, Rico
Heinig, Elisa
Institut für Schulqualität der Länder Berlin und Brandenburg e.V. (ISQ)
2013-02-20T16:16:35Z
2013-02-20T16:16:35Z
2010
http://www.ssoar.info/ssoar/handle/document/33274
urn:nbn:de:0168-ssoar-332741
de
Secondary education
Sekundarbildung
Zentralabitur; Ergebnisbericht; ISQ
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Berlin
Bundesrepublik Deutschland
Abitur
Prüfung
Leistungsbewertung
Leistungskurs
Gymnasium
Privatschule
Kolleg
Gesamtschule
Schulabschluss
Berlin
Federal Republic of Germany
secondary school graduation certificate
examination
performance assessment
advanced course
secondary school (Gymnasium)
private school
course of lectures
comprehensive school
school graduation
10600
10700
Zentralabitur Berlin 2010: Ergebnisbericht
begutachtet
reviewed
Veröffentlichungsversion
Published Version
DEU
Berlin
Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung
Creative Commons - Attribution-Noncommercial-No Derivative Works
monograph
Verzeichnis, Liste, Dokumentation
list
73
Institut für Schulqualität der Länder Berlin und Brandenburg e.V.
formal und inhaltlich fertig erschlossen
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Heinig, Elisa
Emmrich, Rico
Harych, Peter
Institut für Schulqualität der Länder Berlin und Brandenburg e.V. (ISQ)
2013-02-20T16:10:02Z
2013-02-20T16:10:02Z
2012
http://www.ssoar.info/ssoar/handle/document/33272
urn:nbn:de:0168-ssoar-332722
de
Secondary education
Sekundarbildung
Zentralabitur; Ergebnisbericht; ISQ
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Berlin
Bundesrepublik Deutschland
Abitur
Prüfung
Leistungsbewertung
Leistungskurs
Gymnasium
Kolleg
Privatschule
Gesamtschule
Schulabschluss
Berlin
Federal Republic of Germany
secondary school graduation certificate
examination
performance assessment
advanced course
secondary school (Gymnasium)
course of lectures
private school
comprehensive school
school graduation
10600
10700
Zentralabitur Berlin 2011: Ergebnisbericht
begutachtet
reviewed
Veröffentlichungsversion
Published Version
DEU
Berlin
Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung
Creative Commons - Attribution-Noncommercial-No Derivative Works
monograph
Verzeichnis, Liste, Dokumentation
list
75
Institut für Schulqualität der Länder Berlin und Brandenburg e.V.
formal und inhaltlich fertig erschlossen
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2020-05-12 12:45:29.691
SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/420112018-07-27T01:09:37Zcom_community_10600com_community_10000com_community_1col_collection_10607col_collection_10608doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Konovalov, Igor
2015-02-26T14:51:02Z
2015-02-26T14:51:02Z
2013
2304-120X
http://www.ssoar.info/ssoar/handle/document/42011
urn:nbn:de:0168-ssoar-420110
The article is devoted to the issues of modernization of physical education of students of secondary special educational institutions music profile, search for the most effective organizational and pedagogical conditions for the diversification of the processa physical culture in the system of secondary professional education
begutachtet
reviewed
Published Version
Veröffentlichungsversion
ru
Secondary education
Sekundarbildung
special secondary educational establishments of musical profile, organizational and pedagogical conditions
Secondary Education Sector Lower Level
Secondary Education Sector Upper Level
Bildungswesen Sekundarstufe I
Bildungswesen Sekundarstufe II
Sportpädagogik
Pädagogik
Sekundarbereich
pedagogics
secondary education
physical education
10600
Organizational-pedagogical conditions of optimization of process of physical
training of students of the musical secondary special educational institutions
Организационно-педагогические условия оптимизации процесса физического воспитания сту-дентов музыкальных средних специальных учебных заведений
Koncept (Kirov): Scientific and Methodological e-magazine
2
1-7
DEU
Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung
Creative Commons - Attribution-Noncommercial-No Derivative Works
article
journal article
Zeitschriftenartikel
formal und inhaltlich fertig erschlossen
10036487
10053487
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ssoar-kirov-2013-2-konovalov-Organizational-pedagogical_conditions_of_optimization_of.pdf
ssoar-kirov-2013-2-konovalov-Organizational-pedagogical_conditions_of_optimization_of.pdf
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https://www.ssoar.info/ssoar/bitstream/document/42011/1/ssoar-kirov-2013-2-konovalov-Organizational-pedagogical_conditions_of_optimization_of.pdf
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2018-07-27 03:09:37.713
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oai:gesis.izsoz.de:document/425442020-08-10T18:19:22Zcom_community_10200com_community_10000com_community_1com_community_10600com_community_10700col_collection_10208col_collection_10608col_collection_10706ddc:150doc-type:Textopen_accessdoc-type:bookstatus-type:publishedVersionddc:301
Heineck, Guido
Wölfel, Oliver
Institut für Arbeitsmarkt- und Berufsforschung der Bundesagentur für Arbeit (IAB)
2012-01-05T18:06:00Z
2015-04-09T08:21:40Z
2015-04-09T08:21:40Z
2010
2012-05-21T17:53:00Z
http://www.ssoar.info/ssoar/handle/document/42544
https://hdl.handle.net/10419/57434
"In zahlreichen Studien zeigt sich der Einfluss von Risikobereitschaft auf individuelles Verhalten in unterschiedlichen Bereichen wie etwa Rauchen, Portfolioinvestitionen und auch Bildungsentscheidungen. Es gibt jedoch kaum Evidenz darüber, ob und welchen Einfluss Risikoeinstellungen von Eltern auf das Bildungsverhalten von Kindern ausüben. In der vorliegenden Studie untersuchen wir nun die Auswirkungen der elterlichen Risikoeinstellung auf die Sekundärschulwahl von Kindern. Die Ergebnisse deuten auf keinen großen Einfluss der väterlichen Risikoeinstellung hin, jedoch auf substantiell negative Auswirkungen mütterlicher Risikoaversion auf die Wahl des Gymnasiums." (Autorenreferat)
"It is well known that individuals' risk attitudes are related to behavioral outcomes such as smoking, portfolio decisions, and also educational attainment, but there is barely any evidence on whether parental attitudes affect the educational attainment of dependent children. We add to this literature and examine whether parents’ risk attitudes relate to children’s secondary school track choice in Germany where tracking occurs at age ten and has a strong binding character. Our results indicate mainly no effects of paternal risk preferences but a strong negative impact of maternal risk aversion on children's enrollment in upper secondary school." (author's abstract)
begutachtet
reviewed
Veröffentlichungsversion
Published Version
true
en
Sociology & anthropology
Secondary education
Psychology
Sekundarbildung
Psychologie
Soziologie, Anthropologie
Bildungs- und Erziehungssoziologie
Bildungswesen Sekundarstufe II
Sozialpsychologie
Sociology of Education
Secondary Education Sector Upper Level
Social Psychology
Risikoverhalten
Bildung
Schulwahl
Entscheidung
Einfluss
Eltern
Ausbildungswahl
SOEP
risk behavior
education
school choice
decision
influence
parents
choice of vocational training
SOEP
10600
10700
10200
Parental risk attitudes and children's secondary school track choice
19/2010
IAB Discussion Paper: Beiträge zum wissenschaftlichen Dialog aus dem Institut für Arbeitsmarkt- und Berufsforschung
31
DEU
Nürnberg
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
f
monograph
Arbeitspapier
working paper
USB Köln
formal und inhaltlich fertig erschlossen
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2020-08-10 20:19:22.255
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/426302018-07-27T01:26:11Zcom_community_10600com_community_10000com_community_1com_community_11000col_collection_10608col_collection_11006doc-type:Textopen_accessdoc-type:bookstatus-type:publishedVersionddc:300
Mäder, Susanne
Gehrig, Matthias
Fritschi, Tobias
Univation - Institut für Evaluation Dr. Beywl & Associates GmbH
Büro für arbeits- und sozialpolitische Studien BASS AG
2012-03-27T09:37:00Z
2015-04-16T07:35:33Z
2015-04-16T07:35:33Z
2011
2012-06-06T17:30:00Z
http://www.ssoar.info/ssoar/handle/document/42630
urn:nbn:de:0168-ssoar-426302
de
Secondary education
Social sciences, sociology, anthropology
Sozialwissenschaften, Soziologie
Sekundarbildung
Gesundheitspolitik
Bildungswesen Sekundarstufe II
Health Policy
Secondary Education Sector Upper Level
Kosten-Nutzen-Analyse
Ausbildung
Berufsbildung
Sozialwesen
Gesundheitswesen
Bewertung
Beruf
Berufsbild
cost-benefit analysis
training
vocational education
social welfare
health care delivery system
evaluation
occupation
occupational image
10600
11000
Evaluation des Modellprojekts "Servicehelfer im Sozial- und Gesundheitswesen" im Auftrag der Robert Bosch Stiftung: Kurzfassung des Abschlussberichts
unbekannt
unknown
Veröffentlichungsversion
Published Version
false
DEU
Köln
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
f
monograph
Kurzbericht
abridged report
46
USB Köln
formal und inhaltlich fertig erschlossen
10035476
10037045
10037053
10058534
10035401
10036171
10038285
10038405
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ssoar-2011-mader_et_al-Evaluation_des_Modellprojekts_Servicehelfer_im.pdf
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2018-07-27 03:26:11.109
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/426312018-07-27T01:26:02Zcom_community_10600com_community_10000com_community_1com_community_11000com_community_20100com_community_20000col_collection_10608col_collection_11006col_collection_20101col_collection_20102doc-type:Textddc:330open_accessdoc-type:bookstatus-type:publishedVersionddc:300
Gehrig, Matthias
Oesch, Thomas
Stettler, Peter
Büro für arbeits- und sozialpolitische Studien BASS AG
2012-03-27T09:50:00Z
2015-04-16T07:46:47Z
2015-04-16T07:46:47Z
2010
2012-06-06T17:35:00Z
http://www.ssoar.info/ssoar/handle/document/42631
urn:nbn:de:0168-ssoar-426313
de
Wirtschaft
Sozialwissenschaften, Soziologie
Sekundarbildung
Secondary education
Social sciences, sociology, anthropology
Economics
Berufsforschung, Berufssoziologie
Arbeitsmarktforschung
Gesundheitspolitik
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Health Policy
Occupational Research, Occupational Sociology
Labor Market Research
Ausbildung
Berufsbildung
Pflegeperson
Gesundheitspolitik
Bildungspolitik
Personalbedarf
Schweiz
Gesundheitswesen
Arbeitsmarktpolitik
Kosten-Nutzen-Analyse
Finanzierung
Lohn
Einkommen
Mangelberuf
Politikberatung
Kanton Graubünden
training
vocational education
caregiver
health policy
educational policy
staffing requirement
Switzerland
health care delivery system
labor market policy
cost-benefit analysis
funding
wage
income
shortage occupation
political consulting
Canton of Grisons
20100
10600
11000
Pflegeausbildung und Pflegepersonalmangel im Kanton Graubünden: empirische Analysen, ökonomische Bewertung und Politikempfehlungen; Schlussbericht
unbekannt
unknown
Veröffentlichungsversion
Published Version
false
CHE
Bern
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
f
monograph
Abschlussbericht
final report
159
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SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/368122020-04-20T18:24:54Zcom_community_10600com_community_10000com_community_1com_community_20100com_community_20000col_collection_10608col_collection_10611col_collection_20102ddc:370doc-type:Textddc:330open_accessdoc-type:bookstatus-type:publishedVersion
Henseler, Kurt
Schönbohm-Wilke, Wiebke
Universität Bremen, Institut Technik und Bildung (ITB)
2008-10-24T19:33:00Z
2013-12-17T16:11:22Z
2013-12-17T16:11:22Z
2005
2012-07-12T14:25:00Z
1615-3138
http://www.ssoar.info/ssoar/handle/document/36812
urn:nbn:de:0168-ssoar-368122
Ziel dieser Veröffentlichung ist es, die wissenschaftlichen Forschungen, Fragestellungen und Diskussionen, die von der Abteilung Arbeits- und Berufsorientierung und dem Institut für Technische Bildung in Oldenburg der Universität Oldenburg zu dem Thema 'Übergang Schule-Beruf' angestoßen und geführt wurden, in systematischer Form zu bündeln, und damit einen Beitrag zur Lösung der Übergangsproblematik zu leisten. Im ersten Abschnitt mit dem Titel 'Studienergebnisse zum Thema Schule - Beruf' wird das Thema Übergang Schule-Beruf aus Sicht der unterrichtenden Lehrer vorgestellt. Die Ergebnisse basieren auf qualitativen Interviews, die mit Fachlehrern für das Fach Arbeit/ Wirtschaft geführt und anschließend ausgewertet wurden. In dem zweiten Beitrag werden unter dem Titel 'Stärken und Schwächen der schulischen Berufsorientierung aus Sicht der Fachlehrer für Arbeit/Wirtschaft' konkrete Maßnahmen zur Berufsorientierung an verschiedenen Schulen in den Landkreisen Friesland, Wittmund, Aurich und Ammerland sowie in den kreisfreien Städten Emden, Oldenburg, Delmenhorst und Wilhelmshaven summarisch vorgestellt und kritisch beleuchtet. Unter 'Perspektiven für die berufliche Ausbildung aus Sicht der Beteiligten' analysieren einige ausgewählte Persönlichkeiten der Übergangs-Thematik als Sprecher ihrer Berufsgruppen die Perspektiven und Zukunftsaussichten für die berufliche (Aus-)Bildung aus den unterschiedlichen Blickwinkeln. In den nächsten drei Beiträgen werden mögliche Ursachen für Defizite der aktuellen Berufsorientierung und Erwartungen an die Berufsorientierung durch Vertreter der Bauwirtschaft, der Metall- und Elektroindustrie und des Handwerks erläutert. Im letzten Schwerpunkt 'Forschungsvorhaben' werden zwei Projekte vorgestellt, die sich wissenschaftlich mit der Übergangsproblematik auseinander setzen und Umsetzungsmodelle für die Praxis liefern. (IAB)
begutachtet
reviewed
Veröffentlichungsversion
Published Version
de
Wirtschaft
Sekundarbildung
Bildung und Erziehung
Secondary education
Economics
Education
Berufsforschung, Berufssoziologie
Bildungswesen Sekundarstufe II
Bildungswesen quartärer Bereich, Berufsbildung
Secondary Education Sector Upper Level
Vocational Training, Adult Education
Occupational Research, Occupational Sociology
Jugendlicher
Berufseinmündung
Berufsorientierung
Berufsberatung
Ausbildungsplatz
Angebot
Ausbildungsförderung
allgemein bildendes Schulwesen
Eltern
Berufsvorbereitung
berufsbildendes Schulwesen
Berufsschule
Berufsbildungspolitik
Ausbildung
Eignung
Bundesrepublik Deutschland
adolescent
career start
vocational guidance
vocational counseling
traineeship
supply
government promotion of vocational training
general education system
parents
vocational preparation
vocational school system
part-time vocational school
vocational education policy
training
aptitude
Federal Republic of Germany
empirisch
empirical
Und nach der Schule? Beiträge zum "Übergang Schule-Beruf" aus Theorie und Praxis
And after school? Contributions to the "transition from school to an occupation" from theory and practice
53
ITB-Arbeitspapier
94
DEU
Bremen
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
f
collection
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2020-04-20 20:24:54.429
SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/386052018-10-08T09:08:58Zcom_community_10600com_community_10000com_community_1col_collection_10602col_collection_10607col_collection_10608col_collection_10614ddc:370doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Schwaiger, Marika
Neumann, Ursula
2014-05-13T09:52:39Z
2014-05-13T09:52:39Z
2011
1862-5002
http://www.ssoar.info/ssoar/handle/document/38605
urn:nbn:de:0168-ssoar-386051
de
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Unterricht, Didaktik
Lehre und Studium, Professionalisierung und Ethik, Organisationen und Verbände der Erziehungswissenschaft
Bildungswesen Sekundarstufe I
Bildungswesen Sekundarstufe II
Curriculum, Teaching, Didactics
Training, Teaching and Studying, Professional Organizations of Education and Pedagogics
Secondary Education Sector Lower Level
Secondary Education Sector Upper Level
Kind
Jugendlicher
Migrationshintergrund
Bundesrepublik Deutschland
Schulerfolg
soziale Herkunft
Benachteiligung
Bildungswesen
Spracherwerb
Sprachförderung
interkulturelle Erziehung
Lehrerbildung
Förderunterricht
Bildungschance
child
adolescent
migration background
Federal Republic of Germany
school success
social background
deprivation
education system
language acquisition
language promotion
intercultural education
teacher training
remedial education
educational opportunity
Sprachbildung für Kinder und Jugendliche mit Migrationshintergrund im Interkulturellen
Schülerseminar [iks] an der Universität Hamburg
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research
6
2
206-212
DEU
Creative Commons - Attribution-ShareAlike 4.0
Creative Commons - Namensnennung, Weitergabe unter gleichen Bedingungen 4.0
article
Zeitschriftenartikel
journal article
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ssoar-disk-2011-2-schwaiger_et_al-Sprachbildung_fur_Kinder_und_Jugendliche.pdf
ssoar-disk-2011-2-schwaiger_et_al-Sprachbildung_fur_Kinder_und_Jugendliche.pdf
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2018-10-08 11:08:58.88
SSOAR - Social Science Open Access Repository
admin@ssoar.info
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oai:gesis.izsoz.de:document/389422018-10-08T09:09:30Zcom_community_10200com_community_10000com_community_1com_community_10600col_collection_10208col_collection_10210col_collection_10608doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersionddc:301
Popp, Ulrike
2014-06-25T11:59:00Z
2015-11-04T16:16:18Z
2012
1862-5002
http://www.ssoar.info/ssoar/handle/document/38942
urn:nbn:de:0168-ssoar-389420
"Vor dem Hintergrund von Forschungsbefunden, nach denen formale Bildungsprozesse und Schulabschlüsse für Jugendliche an Bedeutung gewinnen, werden zwei jugendsoziologische Thesen einander gegenübergestellt. Die erste These konzentriert sich auf Kritik an einer Schul- bzw. Lernjugend, die zu lange den Erfahrungen des Erwerbslebens ferngehalten wird. Die zweite These verteidigt die Schule als Ort eines erweiterten Bildungsmoratoriums. Anhand einer qualitativen Interviewstudie mit Schüler/innen einer Berufsbildenden Höheren Schule wird genauer nach dem biografischen Stellenwert des Schulbesuches gefragt." (Autorenreferat)
Two theses on the sociology of adolescents are compared in light of research results showing that formal education and school leaving certificates have become more important for adolescents. The first criticizes that adolescents attend school for too many years and accordingly are kept from obtaining work experience for too long. The second defends school as an educational moratorium. In this qualitative study interviews with students from a vocational college were used to capture more precisely the perspective of students on the biographical importance of school attendance." (author's abstract)
begutachtet (peer reviewed)
peer reviewed
Published Version
Veröffentlichungsversion
gesis-solis-00575629
de
Sociology & anthropology
Secondary education
Sekundarbildung
Soziologie, Anthropologie
Bildungs- und Erziehungssoziologie
Jugendsoziologie, Soziologie der Kindheit
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Sociology of Education
Sociology of the Youth, Sociology of Childhood
Theorie
Bundesrepublik Deutschland
vergleichende Erziehungswissenschaft
Oberstufe
Methode
Sozialisation
Jugendlicher
schulische Sozialisation
Verschulung
Kritik
Lernen
Schülerin
Biographie
Schüler
Bildung
Schulbesuch
berufsbildende Schule
Schule
Jugendsoziologie
Zukunftsperspektive
female pupil
education
future perspective
school attendance
pupil
Federal Republic of Germany
learning
socialization
socialization at school
overemphasis on schooling
criticism
adolescent
method
school
youth sociology
theory
comparative education
biography
secondary education upper level (Oberstufe)
vocational education school
descriptive study
empirical
qualitative empirical
empirisch
empirisch-qualitativ
deskriptive Studie
Zur biografischen Bedeutung der Schule im Jugendalter - jugendsoziologische Thesen und Befunde einer qualitativen Studie
Biographical importance of school in adolescence - results of a qualitative study and theses on the sociology of adolescents
Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research
7
1
75-87
DEU
Creative Commons - Attribution-ShareAlike 4.0
Creative Commons - Namensnennung, Weitergabe unter gleichen Bedingungen 4.0
article
journal article
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aDIS
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ssoar-disk-2012-1-popp-Zur_biografischen_Bedeutung_der_Schule.pdf
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SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/391382018-10-08T09:08:26Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10610ddc:370doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Dietrich, Julia
Lichtwarck-Aschoff, Anna
Kracke, Bärbel
2014-07-10T13:10:00Z
2016-01-04T09:23:58Z
2013
1862-5002
http://www.ssoar.info/ssoar/handle/document/39138
urn:nbn:de:0168-ssoar-391389
"Ziel der vorliegenden Tagebuchstudie war die Erfassung der Mikro-Entwicklungsprozesse von Commitment und Exploration im Übergang von der Schule in die Hochschule. Im Mittelpunkt stand die Untersuchung der Entwicklungsverläufe von 33 Abiturient/-innen im Zeitraum der Studienentscheidung nach dem Ende der Schulzeit. Den Jugendlichen wurde zwischen Abiturprüfung und Einschreibung an einer Hochschule wöchentlich ein standardisierter Fragebogen vorgelegt. Zusätzlich wurde am Ende des ersten Semesters an der Hochschule das akademische Wohlbefinden (Studienzufriedenheit, Passungserleben und Studienabbruchintentionen) mittels eines Follow-Up-Fragebogens erfasst. Die Datenauswertung der Tagebuchstudie zum Commitment ergab eine Zuordnung der Jugendlichen zu einem von drei theoretisch abgeleiteten Entwicklungsverläufen: Entschieden (Jugendliche, die sich bereits früh im Entscheidungsprozess auf nur eine Studienoption festgelegt hatten), Verengend (Jugendliche, die über die Zeit ihre Festlegung auf eine Option verengten) und Suchend (Jugendliche mit geringen und wechselnden Festlegungen). Es zeigten sich zudem Unterschiede zwischen diesen Gruppen im Explorationsverhalten während des Entscheidungsprozesses und hinsichtlich des akademischen Wohlbefindens. Suchende Jugendliche explorierten wenig in die Tiefe und berichteten geringeres akademisches Wohlbefinden als entschiedene und verengende Jugendliche." (Autorenreferat)
"In this weekly diary study we followed thirty-three adolescents through the transition from school to college and focused on the micro-level processes of commitment and exploration while adolescents decided on their college major. Between their final exams at school and their enrolment in college they completed standardized diaries once a week. Nine months later at the end of their first semester in college, adolescents reported on their academic well-being (satisfaction with college major, perceived fit regarding interests and expectations, and drop-out intentions). We assigned the participants to one of three theoretically derived commitment trajectories: decided (adolescents who had committed themselves to one option early in the process and implemented their choice), narrowing (adolescents who narrowed down to one favorite option), and searching (adolescents with low and changing commitments), and found meaningful differences in exploration processes and subsequent academic well-being. Searching adolescents explored particularly little in-depth information about their future studies and showed worse academic well-being than decided and narrowing adolescents." (author's abstract)
begutachtet (peer reviewed)
peer reviewed
Published Version
Veröffentlichungsversion
gesis-solis-00603837
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
University Education
Secondary Education Sector Upper Level
Bildungswesen tertiärer Bereich
Bildungswesen Sekundarstufe II
Bundesrepublik Deutschland
Hochschule
Zufriedenheit
Entwicklung
Gymnasium
Wohlbefinden
Exploration
Studium
Schulübergang
Akademiker
Abiturient
Studienwahl
Bindung
choice of studies
well-being
satisfaction
secondary school graduate
commitment
university
Federal Republic of Germany
development
exploration
studies (academic)
school transition
academic
secondary school (Gymnasium)
empirisch
empirisch-quantitativ
empirical
quantitative empirical
Deciding on a college major: commitment trajectories, career exploration, and academic well-being
Entschiedene vs. Suchende: Entwicklungsverläufe von Commitment und Exploration während des Übergangs Schule-Hochschule und akademisches Wohlbefinden im Studium
Diskurs Kindheits- und Jugendforschung / Discourse. Journal of Childhood and Adolescence Research
8
3
305-318
DEU
Creative Commons - Attribution-ShareAlike 4.0
Creative Commons - Namensnennung, Weitergabe unter gleichen Bedingungen 4.0
article
journal article
Zeitschriftenartikel
aDIS
Verlag Barbara Budrich
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2018-10-08 11:08:26.294
SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/401092018-10-08T09:04:20Zcom_community_10200com_community_10000com_community_1com_community_10600col_collection_10207col_collection_10214col_collection_10608doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersionddc:301
Lipp, Benjamin
2014-10-09T09:24:41Z
2014-10-09T09:24:41Z
2012
2198-9826
http://www.ssoar.info/ssoar/handle/document/40109
urn:nbn:de:0168-ssoar-401092
"Ein Amoklauf wie der am 11.03.2009 in Winnenden überrascht die Gesellschaft, in der er stattfindet. Er fungiert gewissermaßen als Bezugspunkt für die mediale Ausleuchtung beteiligter Organisationen, Milieus, Personen und schließlich des Täters selbst. Fragen werden gestellt, Erklärungen gesucht und Prognosen abgegeben, wie in Zukunft ein solches Ereignis verhindert werden kann. Diese Dynamik ist jedoch nicht nur auf der Ebene des medialen Diskurses, sondern auch in der Organisation Schule beobachtbar, namentlich in einem vorn Amoklauf nicht (direkt) betroffenen oberbayerischen Gymnasium. Der Diskurs - so lässt sich empirisch sehen - setzt sich auf mehr als einer Ebene fort. Um dies diskursanalytisch beobachten zu können, bedarf es einer organisationssoziologisch fundierten Erweiterung diskursanalytischer Werkzeuge. Im Rahmen dieses Beitrages soll dies anhand einer Synthese von Niklas Luhmanns Systemtheorie und Michel Foucaults Diskurstheorie geleistet werden. Zentraler Anknüpfungspunkt ist die operative Ausrichtung beider Theorien. Ziel ist es, erste Überlegungen zu einer operativ erweiterten Diskursanalyse anzustellen, um damit den Amoklauf-Diskurs nach Winnenden als Beispiel einer komplexen neuen Welt beschreiben zu können." (Autorenreferat)
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
gesis-solis-00602050
de
Sociology & anthropology
Secondary education
Sekundarbildung
Soziologie, Anthropologie
Secondary Education Sector Upper Level
Criminal Sociology, Sociology of Law
Organizational Sociology
Organisationssoziologie, Militärsoziologie
Kriminalsoziologie, Rechtssoziologie, Kriminologie
Bildungswesen Sekundarstufe II
Bundesrepublik Deutschland
Schule
Schüler
Organisationssoziologie
Täter
Medien
Organisationen
soziales Milieu
Diskursanalyse
Bayern
Gymnasium
Kriminalität
Foucault, M.
Systemtheorie
soziologische Theorie
Federal Republic of Germany
school
pupil
organizational sociology
offender
media
organizations
social milieu
discourse analysis
Bavaria
secondary school (Gymnasium)
criminality
Foucault, M.
system theory
sociological theory
anwendungsorientiert
empirisch
empirisch-qualitativ
Grundlagenforschung
Theorieanwendung
applied research
empirical
qualitative empirical
basic research
theory application
Amok und Organisation: empirische und theoretische Fährten auf dem Weg zu einer operativen Diskursanalyse
Amok and organization: empirical and theoretical tracks on the road to an operative discourse analysis
Soziologiemagazin : publizieren statt archivieren ; Sonderheft
2
27-41
Komplexe neue Welt: ausgewählte Beiträge vom 3. Studentischen Soziologiekongress 2011
DEU
Creative Commons - Attribution-ShareAlike 4.0
Creative Commons - Namensnennung, Weitergabe unter gleichen Bedingungen 4.0
article
Zeitschriftenartikel
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aDIS
Verlag Barbara Budrich
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SSOAR - Social Science Open Access Repository
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Wolf, Rainer
2014-02-18T15:17:00Z
2015-02-09T13:11:33Z
2015-02-09T13:11:33Z
2004
2014-05-08T10:45:00Z
http://www.ssoar.info/ssoar/handle/document/41731
urn:nbn:de:0168-ssoar-417314
de
Wirtschaft
Sozialwissenschaften, Soziologie
Sekundarbildung
Social sciences, sociology, anthropology
Secondary education
Economics
Migration, Sociology of Migration
Secondary Education Sector Upper Level
Occupational Research, Occupational Sociology
Berufsforschung, Berufssoziologie
Bildungswesen Sekundarstufe II
Migration
Erfolg
Schüler
Migrationshintergrund
berufsbildende Schule
Nationalität
Baden-Württemberg
Berufsvorbereitung
Berufskolleg
EU-Staat
Ausländer
Schülerzahl
politischer Einfluss
Schulabschluss
success
pupil
migration background
vocational education school
nationality
Baden-Württemberg
vocational preparation
vocational college
EU member state
alien
number of pupils
political influence
school graduation
20100
10300
10600
Der Erfolg ausländischer Schüler an beruflichen Schulen
unbekannt
unknown
Veröffentlichungsversion
Published Version
true
Statistisches Monatsheft Baden-Württemberg
8
3-8
DEU
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
f
article
USB Köln
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oai:gesis.izsoz.de:document/416702020-04-20T18:54:42Zcom_community_10200com_community_10000com_community_1com_community_10600col_collection_10208col_collection_10608doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersionddc:301
Schwarz-Jung, Silvia
2014-02-21T17:34:00Z
2015-02-04T15:05:23Z
2015-02-04T15:05:23Z
2012
2014-05-12T11:12:00Z
http://www.ssoar.info/ssoar/handle/document/41670
urn:nbn:de:0168-ssoar-416706
de
Sociology & anthropology
Secondary education
Sekundarbildung
Soziologie, Anthropologie
Bildungs- und Erziehungssoziologie
Bildungswesen Sekundarstufe II
Sociology of Education
Secondary Education Sector Upper Level
Baden-Württemberg
Bundesrepublik Deutschland
Gymnasium
weiterführende Schule
historische Entwicklung
Volksschule
Schulart
Schülerzahl
Privatschule
Realschule
Sonderschule
Mädchen
PISA-Studie
Bildungswesen
Integrationskonzept
Baden-Württemberg
Federal Republic of Germany
secondary school (Gymnasium)
secondary school
historical development
elementary school
school type
number of pupils
private school
intermediate school
special education school
girl
PISA study
education system
integration concept
10600
Von der "Höheren Schule" zur neuen "Hauptschule": das Gymnasium als neue Nummer 1
begutachtet
reviewed
Veröffentlichungsversion
Published Version
true
Statistisches Monatsheft Baden-Württemberg
4
6
DEU
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
f
article
Zeitschriftenartikel
journal article
USB Köln
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Klostermann, Tobias
2014-02-21T18:18:00Z
2015-02-03T07:27:53Z
2015-02-03T07:27:53Z
2011
2014-05-12T11:20:00Z
http://www.ssoar.info/ssoar/handle/document/41646
urn:nbn:de:0168-ssoar-416463
de
Landscaping and area planning
Social sciences, sociology, anthropology
Secondary education
Sozialwissenschaften, Soziologie
Sekundarbildung
Städtebau, Raumplanung, Landschaftsgestaltung
Wirtschafts- und Sozialgeographie
Raumplanung und Regionalforschung
Bildungswesen Sekundarstufe II
Economic and Social Geography
Area Development Planning, Regional Research
Secondary Education Sector Upper Level
Berufsbildung
Pendler
Stadt
ländlicher Raum
Baden-Württemberg
Bundesrepublik Deutschland
Öffentlicher Personennahverkehr
Gemeinde
Standortfaktoren
Berufsschule
regionaler Vergleich
Stadt-Umland-Beziehung
Verflechtung
vocational education
commuter
town
rural area
Baden-Württemberg
Federal Republic of Germany
public transport
municipality
location factors
part-time vocational school
regional comparison
city-suburban relationship
interconnection
10300
10600
20700
Pendlerströme an beruflichen Schulen zwischen den Stadt- und Landkreisen Baden-Württembergs
begutachtet
reviewed
Veröffentlichungsversion
Published Version
true
Statistisches Monatsheft Baden-Württemberg
12
10-15
DEU
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
f
article
Zeitschriftenartikel
journal article
USB Köln
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application/pdf
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2020-04-20 20:54:35.616
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Schwarz-Jung, Silvia
2014-02-25T16:37:00Z
2015-02-24T09:13:50Z
2015-02-24T09:13:50Z
2007
2014-05-14T11:17:00Z
http://www.ssoar.info/ssoar/handle/document/41927
urn:nbn:de:0168-ssoar-419272
de
Sociology & anthropology
Secondary education
Sekundarbildung
Soziologie, Anthropologie
Bildungs- und Erziehungssoziologie
Bildungswesen Sekundarstufe II
Sociology of Education
Secondary Education Sector Upper Level
Baden-Württemberg
Bundesrepublik Deutschland
weiterführende Schule
Aufnahmeprüfung
regionaler Unterschied
Hauptschule
Realschule
Wahl
Eltern
Lehrpersonal
Gymnasium
Baden-Württemberg
Federal Republic of Germany
secondary school
entrance examination
regional difference
Hauptschule
intermediate school
election
parents
teaching staff
secondary school (Gymnasium)
10600
Das Gymnasium wird immer mehr zur "Haupt-Schule"
begutachtet
reviewed
Veröffentlichungsversion
Published Version
true
Statistisches Monatsheft Baden-Württemberg
5
18-23
DEU
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
f
article
Zeitschriftenartikel
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USB Köln
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Andersson, Ingela
Wärvik, Gun-Britt
Thång, Per-Olof
2015-05-08T14:20:01Z
2015-05-08T14:20:01Z
2015
2197-8646
http://www.ssoar.info/ssoar/handle/document/42973
urn:nbn:de:0168-ssoar-429735
https://doi.org/10.13152/IJRVET.2.1.1
The article explores the major features of the Swedish Government’s new
initiative - a school based Upper Secondary Apprenticeship model. The analyses are
guided by activity theory. The analysed texts are part of the parliamentary reformmaking
process of the 2011 Upper Secondary School reform. The analyses unfold
how the Government, the Swedish Trade Union Confederation (LO), and the Confederation
of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship
as an activity in the 21st century. The conclusion highlights how three traditional
aspects of Swedish initial vocational education and training (IVET) collide in the
formation of Upper Secondary Apprenticeship – a curriculum of labour market based
apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of
school based apprenticeships. The emerging Upper Secondary Apprenticeship curriculum
foreshadows multifaceted educational trajectories where the learning targets,
and not the responsibility for the student’s learning are displaced from the school to
the workplace setting.
begutachtet (peer reviewed)
peer reviewed
Published Version
Veröffentlichungsversion
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
initial vocational education and training; school-based apprenticeships; activity theory
Secondary Education Sector Upper Level
Macroanalysis of the Education System, Economics of Education, Educational Policy
Makroebene des Bildungswesens
Bildungswesen Sekundarstufe II
Berufsorientierung
Bildungsverlauf
Schweden
berufsbildende Schule
Lehre
Berufsbildung
Bildungspolitik
Sekundarstufe II
vocational guidance
Sweden
educational policy
secondary education upper level
course of education
vocational education
vocational education school
apprenticeship
20100
Formation of Apprenticeships in the Swedish Education
System: Different Stakeholder Perspectives
International journal for research in vocational education and training
2
1
3-24
DEU
Creative Commons - Namensnennung, Nicht kommerz., Keine Bearbeitung
Creative Commons - Attribution-Noncommercial-No Derivative Works
article
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oai:gesis.izsoz.de:document/513562019-08-28T11:31:20Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10611ddc:370doc-type:Textopen_accessdoc-type:bookPartstatus-type:publishedVersion
Salchegger, Silvia
Glaeser, Anna
Widauer, Katrin
Bitesnich, Heidelinde
Schlögl, Peter
Stock, Michaela
Moser, Daniela
Schmid, Kurt
Gramlinger, Franz
2017-04-24T11:22:18Z
2017-04-24T11:22:18Z
2017
2016
978-3-7639-5763-7
https://www.wbv.de/artikel/6004552w172
http://www.ssoar.info/ssoar/handle/document/51356
urn:nbn:de:0168-ssoar-51356-4
https://doi.org/10.3278/6004552w172
Es wird anhand der PISA-2012-Daten gezeigt, dass die Fähigkeitskonstellation einen bedeutsamen Einfluss auf die Wahl einer höheren technischen Lehranstalt (HTL) hat: HTL werden eher dann gewählt, wenn sehr hohe mathematische bei gleichzeitig weniger hoch ausgeprägten sprachlichen Kompetenzen vorliegen - eine Fähigkeitskonstellation, die bei Burschen häufiger auftritt als bei Mädchen. Doch selbst unter Kontrolle des Fähigkeitsprofils wählen Burschen wesentlich häufiger eine HTL als Mädchen.
begutachtet (peer reviewed)
peer reviewed
Published Version
Veröffentlichungsversion
de
W. Bertelsmann Verlag
DEU
Bielefeld
51736
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Secondary Education Sector Upper Level
Vocational Training, Adult Education
Bildungswesen Sekundarstufe II
Bildungswesen quartärer Bereich, Berufsbildung
gender relations
Austria
secondary education upper level
school choice
vocational secondary school
mathematics
girl
PISA study
technical training
occupational choice
technical occupation
college for engineering
academic achievement
gender-specific factors
Österreich
Berufsbildende höhere Schule
Schulleistung
technische Ausbildung
Berufswahl
geschlechtsspezifische Faktoren
PISA-Studie
technischer Beruf
Mädchen
Geschlechterverhältnis
Schulwahl
Höhere technische Lehranstalt
Mathematik
Sekundarstufe II
Warum besuchen Mädchen mit Spitzenleistungen in Mathemathik so selten eine höhere technische Lehranstalt? Ursachen und Folgen von Geschlechterunterschieden bei der Schulwahl
Berufsbildung, eine Renaissance? Motor für Innovation, Beschäftigung, Teilhabe, Aufstieg, Wohlstand, ...
172-183
Österreichische Berufsbildungsforschungskonferenz
5
Creative Commons - Namensnennung, Weitergabe unter gleichen Bedingungen 3.0
Creative Commons - Attribution-ShareAlike 3.0
incollection
Sammelwerksbeitrag
Konferenzbeitrag
collection article
conference paper
Steyr
W. Bertelsmann Verlag
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2019-08-28 13:31:20.768
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/547022019-07-10T11:23:32Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614ddc:370doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Stolojan, Vladimir
2017-11-14T11:03:58Z
2017-11-14T11:03:58Z
2017
1868-4874
https://journals.sub.uni-hamburg.de/giga/jcca/article/download/1043/1050
http://www.ssoar.info/ssoar/handle/document/54702
https://journals.sub.uni-hamburg.de/giga/jcca/article/view/1043
urn:nbn:de:gbv:18-4-10436
The last two years of Ma Ying-jeou’s (Ma Yingjiu) presidency saw the eruption of a controversy surrounding proposed revisions to the high school history curriculum. Although not the first time that the subject of history has exacerbated the tensions between holders of a China-centred view of Taiwan’s history and those favouring a more Taiwan-centred approach, this crisis, which took place mainly between 2014 and 2015, was undoubtedly the fiercest witnessed by the Taiwanese society in the sphere of educational issues. By putting the 2014–2015 dispute into perspective through a review of the different attempts made by the pro-Taiwan independence Chen Shui-bian (Chen Shuibian) and the pro-unification Ma Ying-jeou governments to edit the history curriculum, this article will underline the specificities of this particular controversy. This contribution will, therefore, help to shed new light not only on the perception of Taiwan’s history promoted by the Ma administration, but also the policy-making process which characterised the last years of Ma’s presidency.
begutachtet
reviewed
Published Version
Veröffentlichungsversion
en
Secondary education
Education
Sekundarbildung
Bildung und Erziehung
Secondary Education Sector Upper Level
Curriculum, Teaching, Didactics
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
history instruction
subject didactics
conception of history
Taiwan
curriculum
China
secondary school (Gymnasium)
national identity
Geschichtsbild
Taiwan
Curriculum
Gymnasium
China
Geschichtsunterricht
Fachdidaktik
nationale Identität
Curriculum Reform and the Teaching of History in High Schools during the Ma Ying-jeou Presidency
Journal of Current Chinese Affairs
46
1
101-130
Assessing the Administration of President Ma Ying-jeou
DEU
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2019-07-10 13:23:32.56
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/570852018-07-27T02:52:36Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614ddc:370doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Bala, Poonam
Kaur, Tanivir
Kaur, Maninder
2018-05-04T08:59:41Z
2018-05-04T08:59:41Z
2017
2300-2697
http://www.scipress.com/ILSHS.76.25.pdf
https://www.ssoar.info/ssoar/handle/document/57085
https://doi.org/10.18052/www.scipress.com/ILSHS.76.25
This is an experimental study conducted on the upper primary school students in the district of S.B.S Nagar, Punjab. The study was conducted on the students of 6th and 7th class of an international School. Total of 100 students were enrolled for this experimental study who met the inclusion criteria and were randomly divided into 2 equal groups by simple randomization technique. They received either the lecture method teaching or the smart class method teaching. For conducting the experiment, the investigator used pre-test and post-test comparison group design. For collection of data, a structured questionnaire and a structured teaching programme was used. t-test was used for analysis and interpretation of the data. The results of the study revealed that the lecture method of teaching was more effective as compared to a smart class method of teaching.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Sekundarbildung
Bildung und Erziehung
Secondary education
Education
Bildungswesen Sekundarstufe II
Unterricht, Didaktik
Secondary Education Sector Upper Level
Curriculum, Teaching, Didactics
Indien
Südostasien
Oberstufe
Schüler
Unterricht
Lehrmethode
India
Southeast Asia
secondary education upper level (Oberstufe)
pupil
teaching
teaching method
Study on effectiveness of lecture and smart class method of teaching on academic achievements among upper primary school students
International Letters of Social and Humanistic Sciences
76
25-29
CHE
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journal article
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2018-07-27 04:52:36.785
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/574412018-07-27T02:06:46Zcom_community_10600com_community_10000com_community_1col_collection_10603col_collection_10607col_collection_10608ddc:370doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Pandita, Ramesh
2018-06-04T07:14:03Z
2018-06-04T07:14:03Z
2015
2300-2697
http://www.scipress.com/ILSHS.49.123.pdf
https://www.ssoar.info/ssoar/handle/document/57441
urn:nbn:de:0168-ssoar-57441-7
https://doi.org/10.18052/www.scipress.com/ILSHS.49.123
Purpose: The present paper seeks to examine the enrolment and dropout percentage of children in India, supported with empirical findings up to secondary level. Although, the study is general in nature, but the emphasis has been laid on the girl child education, which is one of the greatest concerns in the Indian school education sector. Some of the aspects studied include, enrolment and dropout of children during the period of study, under both boys and girls category, their corresponding growth rate in enrolment, their corresponding decline rate in dropout and many other allied aspects.Scope: The study is confined to secondary level education and the findings have direct bearing on the Indian school education system. Given the population size of India and the socioeconomic conditions of the country, there is a need to observe caution, while generalizing the findings for other countries.Methodology/Approach: The present study is purely based on the analysis of secondary data retrieved from the official website of the Ministry of Human Resource and Development, Govt., of India. The data lasts for the decade 2001-02 to 2010-11 and was retrieved on October 02, 2014. Since the data on the website stands up-dated up to the year 2010-11, as such the findings simply reflect a trend in the enrolment and dropout percentage in India and may show variation by the time figures are updated.Findings: The study reveals that during the period of study, the enrolment percentage of girls has improved over two fold to that of boys. As, compared to 18,17% increase in the overall enrolment of boys, the enrolment percentage of girls increased by 40,52% during the decade. The corresponding growth surely reflects the changed mindset of male dominated Indian social setup towards the girl child. Even, the average annual dropout percentage of girls remained better to that of boys, as the girls recorded a corresponding decline in their dropout percentage by 3,53%, while as in case of boys the dropout percentage declined by 2,54% annually. Despite all these positives, the discouraging part is that compared to 57,39% boys, 60,39% girls' dropout by or before reaching the upper primary level and against 78,40% boys, 81,72% girls' dropout by or before reaching the secondary level.Social Implications: Given the new and changed world order, no country can afford to remain elusive of basic formal education, what is commonly known as elementary education and so holds true of India. The study is a positive indicator of the growing awareness among Indian masses towards the promotion of girl child education, but still there is lot yet to be done to reduce the dropout percentage between upper primary and secondary level for both boys in general and girls in particular.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Sekundarbildung
Bildung und Erziehung
Secondary education
Education
Bildungswesen Sekundarstufe I
Bildungswesen Sekundarstufe II
Makroebene des Bildungswesens
Secondary Education Sector Lower Level
Secondary Education Sector Upper Level
Macroanalysis of the Education System, Economics of Education, Educational Policy
Indien
Junge
Mädchen
Schulbildung
Abbrecher
Vergleich
Sekundarbereich
Einschulung
India
boy
girl
school education
drop-out
comparison
secondary education
school enrollment
Enrolment & dropout percentage among boys & girls up to secondary level in India: a comparative study
International Letters of Social and Humanistic Sciences
49
123-134
CHE
Creative Commons - Namensnennung 4.0
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journal article
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2018-07-27 04:06:46.71
SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/605412018-12-11T01:10:30Zcom_community_10600com_community_10000com_community_1com_community_20600com_community_20000col_collection_10608col_collection_20603doc-type:Textopen_accessdoc-type:articleddc:360status-type:publishedVersion
Anvik, Cecilie
Waldahl, Ragnhild Holmen
2018-12-10T07:52:29Z
2018-12-10T07:52:29Z
2018
2183-2803
https://www.ssoar.info/ssoar/handle/document/60541
https://www.cogitatiopress.com/socialinclusion/article/view/1525
https://doi.org/10.17645/si.v6i3.1525
Schools play a central role in preventing mental health problems from affecting the development and educational opportunities of youth. While school health and social pedagogical support services have expanded in many countries, they are still not considered sufficient in meeting the needs of vulnerable youth. We find particular challenges in the development of sustainable collaboration to support the target group. In this article, we present and analyze empirical data from ongoing trailing research on an interprofessional team focusing on the health and psychosocial conditions of students in various upper secondary schools in Norway. In the article, we discuss what conditions need to be in place for inter-professional collaboration to succeed in the efforts to support students at risk of dropping out of upper secondary school. The article is theoretically influenced by boundary literature and analyzes challenges and opportunities in boundary crossing between different professions and service areas. In the article, we argue for the need to spend time on establishing a reflecting understanding of which qualities the various actors possess and what they should contribute with to create a collaboration that constitutes more than the coordination of what already exists, thereby creating intersecting practices; so-called third spaces.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Soziale Probleme und Sozialdienste
Sekundarbildung
Social problems and services
Secondary education
collaboration; drop out; interprofessional team; support; vulnerable youth
Sozialwesen, Sozialplanung, Sozialarbeit, Sozialpädagogik
Bildungswesen Sekundarstufe II
Social Work, Social Pedagogics, Social Planning
Secondary Education Sector Upper Level
Norwegen
Sekundarstufe II
psychische Gesundheit
Schüler
Vulnerabilität
pädagogische Förderung
soziale Unterstützung
Intervention
Norway
secondary education upper level
mental health
pupil
vulnerability
pedagogical support
social support
intervention
Sustainable Collaboration to Support Vulnerable Youth: Mental Health Support Teams in Upper Secondary School
Social Inclusion
6
3
282-288
Vulnerable and Disadvantaged Groups: On the Margins of the Welfare State?
MISC
Creative Commons - Namensnennung 4.0
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article
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ssoar-socialinclusion-2018-3-anvik_et_al-Sustainable_Collaboration_to_Support_Vulnerable.pdf
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SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/619722019-04-04T00:10:48Zcom_community_10600com_community_10000com_community_1col_collection_10608doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Mohl, Erich
Illedits, Stefan
2019-04-03T08:06:43Z
2019-04-03T08:06:43Z
2016
1013-1469
https://www.ssoar.info/ssoar/handle/document/61972
urn:nbn:de:0168-ssoar-61972-6
Der vorliegende Artikel befasst sich mit Lehre mit Matura, einer ausschließlich auf Lehrlinge beschränkten Form der Berufsreifeprüfung. Anhand problemzentrierter Interviews wurden sowohl Lehrlinge als auch Lehrkräfte, die in dieser Ausbildungsform unterrichten, über (a) Unterstützungsmaßnahmen von Firmen, Schulen und Eltern, (b) die Bewältigung der Mehrfachbelastung, (c) den Umgang mit Lernschwierigkeiten/ -schwächen, (d) die Motive, eine Lehre mit Matura zu absolvieren, sowie (e) über erwünschte Systemverbesserungen befragt. Die Ergebnisse zeigen einen Reformbedarf auf, da trotz hoher staatlicher Fördermittel (6.000 €/ Lehrling) und hoher Teilnehmer/innenzahlen (2015: 11.000) vergleichsweise wenige Lehrlinge (2008–2014: 3.200) eine Lehre mit Matura abschlossen. Dieser Bedarf besteht aufgrund differierender Organisationskonzepte, oftmals mangelnder Kooperation und Organisationsfähigkeit der Akteure (Betriebe, Berufsschule, Trägerorganisationen), zu geringer Ausbildungsstunden, aber auch durch erhöhten Coaching-Bedarf.
The presented article deals with apprenticeships with matriculation, a limited form of the vocational matriculation examination exclusively for apprentices. Based on problem-centered interviews, a sample of teachers, who teach in this type of vocational training, as well as apprentices are being surveyed about (a) support measures for businesses, schools and parents; (b) overcoming multiple exposures; (c) how to handle learning difficulties & disabilities; (d) their motives to complete an apprenticeship with matriculation; and (e) required system improvements. The results show a need for reform, because despite high public investments (6.000 €/ apprentice) and a high number of participants (2015: 11.000), there is only a comparatively small number of successful apprentices (2008–2014: 3.200). This need for reform exists because of varying organisational concepts, frequently lacking cooperation and organisational capacity of the stakeholders (businesses, vocational college, host organisations), an insufficient number of training hours, and an increasing demand for coaching.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
de
Sekundarbildung
Secondary education
Berufsreifeprüfung; Lehre mit Matura, Unterstützungsmaßnahmen; Mehrfachbelastung; Motive; Lernschwierigkeiten
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Österreich
Matura
Auszubildender
Lehre
Lernschwierigkeit
Mehrfachbelastung
berufsbildendes Schulwesen
Berufsbildende höhere Schule
Organisation
Bildungsmotivation
Austria
Matura
apprentice
apprenticeship
learning difficulty
multiple stress
vocational school system
vocational secondary school
organization
educational motivation
Lehre mit Matura - Ein Erfolgsmodell für Österreich? Barrieren, Hindernisse und Hürden auf dem Weg zur Berufsreifeprüfung
SWS-Rundschau
56
2
201-226
AUT
Deposit Licence - Keine Weiterverbreitung, keine Bearbeitung
Deposit Licence - No Redistribution, No Modifications
article
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journal article
noch nicht fertig erschlossen
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document/61972
oai:gesis.izsoz.de:document/61972
2019-04-04 02:10:48.352
SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/622382019-04-17T00:10:49Zcom_community_10600com_community_10000com_community_1col_collection_10608doc-type:Textopen_accessdoc-type:book
Wetzelhütter, Daniela
Gamsjäger, Manuela
2019-04-16T12:52:37Z
2019-04-16T12:52:37Z
2019
https://www.ssoar.info/ssoar/handle/document/62238
urn:nbn:de:0168-ssoar-62238-9
Supplementary Material für Beitrag: Schülermitbestimmung im Kontext von Schulentwicklung: Wirkung von schulischen und klassenspezifischen Bedingungen. in: Erziehung & Unterricht, 2019 (3). Der Beitrag befasst sich mit Mitbestimmung von Schüler/innen im Kontext von Schulentwicklung. Auf Basis einer repräsentativen Stichprobe von Schüler/innen der Sekundarstufe II in Österreich wird untersucht, inwieweit schul- und klassenspezifische Merkmale Mitbestimmungsstrukturen in der Schule mitgestalten und in weiterer Folge für das Engagement sowie die Zufriedenheit der Schüler/innen ausschlaggebend sind. Die Ergebnisse zeigen, dass die Wahrnehmung des derzeitigen Angebotes und die Zufriedenheit durch Schulbeziehungen, Schulklima und erlebte demokratische Mitbestimmung beeinflusst wird, nicht jedoch das Engagement der Schüler/innen.
unbekannt
unknown
Unknown
unbekannt
de
Secondary education
Sekundarbildung
Secondary Education Sector Upper Level
Bildungswesen Sekundarstufe II
female pupil
Austria
secondary education upper level
pupil
participation
school climate
school development
involvement
Österreich
Engagement
Partizipation
Schulklima
Schülerin
Schüler
Sekundarstufe II
Schulentwicklung
29900
Schülermitbestimmung im Kontext von Schulentwicklung: Wirkung von schulischen und klassenspezifischen Bedingungen; Supplementary Material
AUT
Creative Commons - Attribution-ShareAlike 3.0
Creative Commons - Namensnennung, Weitergabe unter gleichen Bedingungen 3.0
monograph
Sonstiges
other
3
University of Applied Sciences Upper Austria
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ssoar-2019-wetzelhutter_et_al-Schulermitbestimmung_im_Kontext_von_Schulentwicklung.pdf
application/pdf
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document/62238
oai:gesis.izsoz.de:document/62238
2019-04-17 02:10:49.848
SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/717212021-02-26T01:10:34Zcom_community_10600com_community_10000com_community_1col_collection_10607col_collection_10608col_collection_10614ddc:370doc-type:Textopen_accessdoc-type:bookstatus-type:publishedVersion
Roß, Joachim
QUA-LiS NRW
2021-02-25T13:24:13Z
2021-02-25T13:24:13Z
2020
978-3-7639-6610-3
https://www.wbv.de/artikel/6004814w
https://www.ssoar.info/ssoar/handle/document/71721
urn:nbn:de:0168-ssoar-71721-3
https://doi.org/10.3278/6004814w
Die Beiträge stellen innovative Konzepte für einen kognitiv aktivierenden Unterricht in den MINT-Fächern vor. Die Autorinnen und Autoren präsentieren fächerübergreifende Unterrichtskonzepte, die die Lernenden motivieren und Impulse für nachhaltiges Lernen und bewusstes Handeln geben. Themen sind unter anderem ein differenzierter Mathematikunterricht, das mathematische Prüfungsgespräch im mündlichen Abitur, Chemie in heterogenen Lerngruppen, Neuroenhancement, kompetenzorientierter Informatikunterricht oder das Niedrigenergiehaus als Beispiel für projektorientierten Technikunterricht. Alle vorgestellten Konzepte und Materialien wurden von Lehrkräften im Projekt SINUS.NRW entwickelt und wissenschaftlich begleitet. Das SINUS-Projekt zur Steigerung der Effizienz des Unterrichts in den MINT-Fächern wurde von der Bund-Länder-Kommission für Bildungsplanung und Forschungsförderung initiiert und wird seit 2007 vom Land Nordrhein-Westfalen (NRW) fortgeführt.
begutachtet
reviewed
Veröffentlichungsversion
Published Version
de
wbv Media GmbH & Co. KG
DEU
Bielefeld
Beiträge zur Schulentwicklung | PRAXIS
Bildung und Erziehung
Sekundarbildung
Education
Secondary education
Distanzlernen; Kognitive Aktivierung; MINT-Fächer; Projektarbeit; Schulpädagogik
Unterricht, Didaktik
Bildungswesen Sekundarstufe I
Bildungswesen Sekundarstufe II
Curriculum, Teaching, Didactics
Secondary Education Sector Lower Level
Secondary Education Sector Upper Level
Schulentwicklung
fächerübergreifender Unterricht
Unterrichtspraxis
Curriculum
Fachdidaktik
Chemieunterricht
Mathematikunterricht
naturwissenschaftlicher Unterricht
Informatikunterricht
polytechnische Bildung
Lernmethode
Digitalisierung
Lehrerbildung
Sekundarstufe I
Sekundarstufe II
allgemein bildende Schule
Bildungsmotivation
Nordrhein-Westfalen
Bundesrepublik Deutschland
school development
interdisciplinary instruction
teaching practice
curriculum
subject didactics
chemistry instruction
mathematics instruction
natural science instruction
teaching of computer science
polytechnical education
learning method
digitalization
teacher training
secondary education lower level
secondary education upper level
general education school
educational motivation
North Rhine-Westphalia
Federal Republic of Germany
SINUS.NRW: Motivation durch kognitive Aktivierung; Impulse zur Weiterentwicklung des Unterrichts in den MINT-Fächern
Beiträge zur Schulentwicklung | PRAXIS
215
Creative Commons - Namensnennung, Weitergabe unter gleichen Bedingungen 4.0
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SSOAR - Social Science Open Access Repository
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oai:gesis.izsoz.de:document/769652022-01-26T20:02:05Zcom_community_10200com_community_10000com_community_1com_community_10600col_collection_10208col_collection_10605col_collection_10607col_collection_10608doc-type:Textddc:372open_accessdoc-type:bookPartstatus-type:publishedVersionddc:301
Bönisch, Markus
Stöger, Eduard
Peterbauer, Jakob
Statistik Austria
2022-01-26T08:11:19Z
2022-01-26T08:11:19Z
2014
978-3-902925-47-3
https://www.ssoar.info/ssoar/handle/document/76965
urn:nbn:de:0168-ssoar-76965-4
Erste Analysen der PIAAC-Daten weisen auf die hohe Relevanz des formalen Bildungssystems für den Aufbau der Schlüsselkompetenzen Lesen und Alltagsmathematik hin (vgl. Statistik Austria, 2013). Vor dem Hintergrund der Relevanz des Kompetenzerwerbs in der frühen Kindheit (vgl. Heckman, 2013) legt dieser Beitrag den Fokus bereits auf den Beginn der vorschulischen Betreuung und Erziehung, also den Kindergarten, und untersucht in einem nächsten Schritt die schulischen Bildungswege auf der Sekundarstufe I und II und deren Zusammenhang mit den bei PIAAC gemessenen Schlüsselkompetenzen.
begutachtet (peer reviewed)
peer reviewed
Published Version
Veröffentlichungsversion
de
Sociology & anthropology
Secondary education
Primary education (elementary education)
Sekundarbildung
Primar- und Elementarbildung
Soziologie, Anthropologie
Lesekompetenz; Mathematikkompetenz; Kompetenzentwicklung; Schlüsselkompetenzen; Grundkompetenzen; PIAAC 2011/12
Bildungs- und Erziehungssoziologie
Bildungswesen Sekundarstufe I
Bildungswesen Elementarbereich
Bildungswesen Sekundarstufe II
Secondary Education Sector Lower Level
Secondary Education Sector Upper Level
Elementary Education Sector
Sociology of Education
competence
early remedial education
secondary education upper level
course of education
vocational school system
vocational education
learning
general education
school type
level of education attained
qualification for key function
early childhood education and care
social background
mathematics
secondary education lower level
kindergarten
learning to read
Lesenlernen
Kindergarten
soziale Herkunft
berufsbildendes Schulwesen
Frühförderung
Sekundarstufe I
Lernen
Bildungsabschluss
frühkindliche Erziehung
Schulart
Bildungsverlauf
Allgemeinbildung
Kompetenz
Schlüsselqualifikation
Berufsbildung
Mathematik
Sekundarstufe II
20100
10600
10200
Auswirkungen unterschiedlicher Bildungslaufbahnen im vorschulischen und schulischen Bereich auf die PIAAC-Schlüsselkompetenzen
Schlüsselkompetenzen von Erwachsenen - Vertiefende Analysen der PIAAC-Erhebung 2011/12
10-29
AUT
Wien
Digital Peer Publishing Licence - Basismodul
Basic Digital Peer Publishing Licence
incollection
Sammelwerksbeitrag
collection article
formal und inhaltlich fertig erschlossen
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ssoar-2014-bonisch_et_al-Auswirkungen_unterschiedlicher_Bildungslaufbahnen_im_vorschulischen.pdf
ssoar-2014-bonisch_et_al-Auswirkungen_unterschiedlicher_Bildungslaufbahnen_im_vorschulischen.pdf
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https://www.ssoar.info/ssoar/bitstream/document/76965/1/ssoar-2014-bonisch_et_al-Auswirkungen_unterschiedlicher_Bildungslaufbahnen_im_vorschulischen.pdf
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document/76965
oai:gesis.izsoz.de:document/76965
2022-01-26 21:02:05.175
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/779032023-11-15T00:00:04Zcom_community_10600com_community_10000com_community_1com_community_20000com_community_1080400com_community_10800col_collection_10608col_collection_20200col_collection_1080404ddc:070doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersionddc:300
Greusing, Inka
Koca, Eda
Nahrwold, Lena
Niederstadt, Franziska
2022-03-09T06:29:13Z
2023-11-15T00:00:04Z
2021
0948-9975
https://www.ssoar.info/ssoar/handle/document/77903
urn:nbn:de:0168-ssoar-77903-9
https://doi.org/10.3224/fzg.v27i1.12
de
Sozialwissenschaften, Soziologie
Sekundarbildung
Publizistische Medien, Journalismus,Verlagswesen
Social sciences, sociology, anthropology
Secondary education
News media, journalism, publishing
Frauen- und Geschlechterforschung
Bildungswesen Sekundarstufe II
interaktive, elektronische Medien
Women's Studies, Feminist Studies, Gender Studies
Secondary Education Sector Upper Level
Interactive, electronic Media
Universität
Online-Medien
Schülerin
Electronic Learning
geschlechtsspezifische Faktoren
Gymnasium
Digitalisierung
university
online media
female pupil
electronic learning
gender-specific factors
secondary school (Gymnasium)
digitalization
Fortgeschrittene Einsteigerinnen*: Onlinelehre mit Schülerinnen* an einer TU
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
FZG - Freiburger Zeitschrift für GeschlechterStudien
27
1
139-142
Digitalisierung (geschlechter-)gerecht gestalten
DEU
Creative Commons - Namensnennung 4.0
Creative Commons - Attribution 4.0
article
Zeitschriftenartikel
journal article
Verlag Barbara Budrich
formal und inhaltlich fertig erschlossen
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ORIGINAL
ssoar-fzg-2021-1-greusing_et_al-Fortgeschrittene_Einsteigerinnen_Onlinelehre_mit_Schulerinnen.pdf
ssoar-fzg-2021-1-greusing_et_al-Fortgeschrittene_Einsteigerinnen_Onlinelehre_mit_Schulerinnen.pdf
application/pdf
147068
https://www.ssoar.info/ssoar/bitstream/document/77903/1/ssoar-fzg-2021-1-greusing_et_al-Fortgeschrittene_Einsteigerinnen_Onlinelehre_mit_Schulerinnen.pdf
142758284cdc9eb78f27bae127040a90
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license.txt
license.txt
text/plain; charset=utf-8
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https://www.ssoar.info/ssoar/bitstream/document/77903/2/license.txt
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oai:gesis.izsoz.de:document/77903
2023-11-15 01:00:04.954
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/850532023-02-07T06:28:13Zcom_community_10500com_community_10000com_community_1com_community_10600col_collection_10504col_collection_10608doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersionddc:320
Gong, Hee Jung
Hong, Jung Eun
2023-02-07T06:28:13Z
2023-02-07T06:28:13Z
2021
2227-7102
https://www.ssoar.info/ssoar/handle/document/85053
urn:nbn:de:0168-ssoar-85053-7
https://doi.org/10.3390/educsci11030096
This study is concerned with the central issues of community service engagement (CSE) in 21st century democratic societies around the world. To examine the factors influencing postsecondary education attainment’s relationship to CSE, this study utilized data from the Organization for Economic Co-operation and Development (OECD) countries using ordinary least square (OLS) and two-level hierarchical linear modeling (HLM) methods, including various factors for each country’s individual and country levels. The results show that attainment in postsecondary education at the individual level and investment and enrollments in tertiary education both have an influence on increasing CSE in 18 OECD countries. The present study is expected to contribute to an understanding of the relationship between postsecondary education and CSE across the world.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Sekundarbildung
Politikwissenschaft
Secondary education
Political science
postsecondary education; hierarchical linear model (HLM); PIAAC
Bildungswesen Sekundarstufe II
politische Willensbildung, politische Soziologie, politische Kultur
Secondary Education Sector Upper Level
Political Process, Elections, Political Sociology, Political Culture
bürgerschaftliches Engagement
Bildungsabschluss
OECD-Staat
Hochschulbildung
Zivildienst
Bildungsniveau
21. Jahrhundert
citizens' involvement
level of education attained
OECD member country
university level of education
community service
level of education
twenty-first century
Does Postsecondary Education Attainment Matter in Community Service Engagement? Evidence from Across 18 OECD Countries
Education Sciences
11
3
1-17
New Research and Trends in Higher Education
CHE
Creative Commons - Namensnennung 4.0
Creative Commons - Attribution 4.0
article
Zeitschriftenartikel
journal article
FDB
formal und inhaltlich fertig erschlossen
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ORIGINAL
ssoar-educscie-2021-3-gong_et_al-Does_Postsecondary_Education_Attainment_Matter.pdf
ssoar-educscie-2021-3-gong_et_al-Does_Postsecondary_Education_Attainment_Matter.pdf
application/pdf
592015
https://www.ssoar.info/ssoar/bitstream/document/85053/1/ssoar-educscie-2021-3-gong_et_al-Does_Postsecondary_Education_Attainment_Matter.pdf
fba53cb995ebec26658781c7480f8f8d
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LICENSE
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license.txt
text/plain; charset=utf-8
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https://www.ssoar.info/ssoar/bitstream/document/85053/2/license.txt
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USAGE_AGREEMENT
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oai:gesis.izsoz.de:document/85053
2023-02-07 07:28:13.886
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/880322023-07-27T11:14:36Zcom_community_10600com_community_10000com_community_1com_community_1080400com_community_10800col_collection_10608col_collection_1080410ddc:070doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Bozdağ, Çiğdem
2023-07-27T11:14:36Z
2023-07-27T11:14:36Z
2022
2183-2439
https://www.ssoar.info/ssoar/handle/document/88032
https://www.cogitatiopress.com/mediaandcommunication/article/view/5640/3001
https://doi.org/10.17645/mac.v10i4.5640
Media literacy has become a key concept for understanding how different citizens develop the capacity to participate in the mediatized society. One key question here is how media literacy education can support people of diverse backgrounds to have equal chances of benefiting from the media. Furthermore, as many schools are characterized by superdiversity, especially in bigger cities (Crul et al., 2013), there is also a need for research on media education and diversity. This article presents the findings of the research project INCLUDED, a participatory action research about media education in a secondary school in Germany. The project aims to analyse the everyday media use of young people with diverse cultural backgrounds living in a socio-economically disadvantaged neighbourhood and co-develop teaching modules on media literacy education integrating an intercultural perspective. The fieldwork of the project (January 2020–April 2021) included participatory observations (online and offline), teacher interviews, and focus groups with the students (13–15 years). The article will particularly focus on one teaching module that focused on TikTok and Instagram influencers. The students’ presentations in the classroom demonstrated how the diverse cultural backgrounds of the students also shaped the content that they consumed on social media. Analysing this teaching module as an example, this article discusses the benefits and challenges of designing a more inclusive and participatory approach to media education in the context of culturally diverse schools as an alternative to culture-blindness and over-emphasis of cultural differences.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Publizistische Medien, Journalismus,Verlagswesen
Sekundarbildung
News media, journalism, publishing
Secondary education
Instagram; TikTok; influencers; media education; media literacy
Medienpädagogik
Bildungswesen Sekundarstufe II
Media Pedagogics
Secondary Education Sector Upper Level
Soziale Medien
Diversität
Werbeträger
Medienkompetenz
Migrant
Jugend
Inklusion
Bundesrepublik Deutschland
Medienpädagogik
interkulturelle Faktoren
soziale Ungleichheit
Forschungsprojekt
Schule
kulturelle Differenz
social media
diversity
advertising medium
media skills
migrant
youth
inclusion
Federal Republic of Germany
media education
intercultural factors
social inequality
research project
school
cultural difference
Inclusive Media Education in the Diverse Classroom: A Participatory Action Research in Germany
Media and Communication
10
4
305-316
Inclusive Media Literacy Education for Diverse Societies
PRT
Creative Commons - Namensnennung 4.0
Creative Commons - Attribution 4.0
article
Zeitschriftenartikel
journal article
formal und inhaltlich fertig erschlossen
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ORIGINAL
ssoar-mediacomm-2022-4-bozdag-Inclusive_Media_Education_in_the.pdf
ssoar-mediacomm-2022-4-bozdag-Inclusive_Media_Education_in_the.pdf
application/pdf
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https://www.ssoar.info/ssoar/bitstream/document/88032/1/ssoar-mediacomm-2022-4-bozdag-Inclusive_Media_Education_in_the.pdf
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2023-07-27 13:14:36.313
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/880562023-07-27T13:34:43Zcom_community_10600com_community_10000com_community_1com_community_1080400com_community_10800col_collection_10606col_collection_10608col_collection_1080410ddc:070doc-type:Textddc:372open_accessdoc-type:articlestatus-type:publishedVersion
Supa, Markéta
Römer, Lucie
Hodboď, Vojtěch
2023-07-27T13:34:43Z
2023-07-27T13:34:43Z
2022
2183-2439
https://www.ssoar.info/ssoar/handle/document/88056
https://www.cogitatiopress.com/mediaandcommunication/article/view/5709/3004
https://doi.org/10.17645/mac.v10i4.5709
This article explores how the concepts of inclusion and experience can be approached and applied in educating children and youth about the media. Using a multiple-case study approach, we present three cases where media education programs were delivered to students in the Czech Republic. The first case is a three-month-long program aimed at nurturing students’ media literacy and encouraging their civic participation. It involved 17 vocational school students (ages 17–19) at risk of social exclusion. The second case is a three-hour workshop promoting children’s cooperation with their peers and civic engagement with media in a diverse society tested with 60 children (ages 10–11) in three classrooms in two public elementary schools. The third is a year-long media education program based on students’ guided self-reflection on their media experiences, attended by eight students (ages 15–17) at a private high school. Despite numerous differences in the programs (goals, activities, duration, context, student demographics, etc.) and their varied approaches to promoting inclusivity and the whole student experience, we argue that each one has the potential to contribute to creating a more inclusive society that respects diversity. We also believe that longer programs would be more successful in supporting children and youths’ immediate and future well-being.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Publizistische Medien, Journalismus,Verlagswesen
Sekundarbildung
Primar- und Elementarbildung
News media, journalism, publishing
Secondary education
Primary education (elementary education)
Medienpädagogik
Bildungswesen Sekundarstufe II
Bildungswesen Primarbereich
Media Pedagogics
Secondary Education Sector Upper Level
Primary Education Sector
Tschechische Republik
Kind
Diversität
Jugend
Inklusion
Medienpädagogik
Exklusion
Schulprogramm
Czech Republic
child
diversity
youth
inclusion
media education
exclusion
school program
Including the Experiences of Children and Youth in Media Education
Media and Communication
10
4
391-399
Inclusive Media Literacy Education for Diverse Societies
PRT
Creative Commons - Namensnennung 4.0
Creative Commons - Attribution 4.0
article
Zeitschriftenartikel
journal article
formal und inhaltlich fertig erschlossen
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ORIGINAL
ssoar-mediacomm-2022-4-supa_et_al-Including_the_Experiences_of_Children.pdf
ssoar-mediacomm-2022-4-supa_et_al-Including_the_Experiences_of_Children.pdf
application/pdf
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https://www.ssoar.info/ssoar/bitstream/document/88056/1/ssoar-mediacomm-2022-4-supa_et_al-Including_the_Experiences_of_Children.pdf
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oai:gesis.izsoz.de:document/88056
2023-07-27 15:34:43.148
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/862992023-04-18T13:09:47Zcom_community_10600com_community_10000com_community_1col_collection_10608doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Trentepohl, Sebastian
Waldeyer, Julia
Fleischer, Jens
Roelle, Julian
Leutner, Detlev
Wirth, Joachim
2023-04-18T13:09:47Z
2023-04-18T13:09:47Z
2022
2071-1050
https://www.ssoar.info/ssoar/handle/document/86299
urn:nbn:de:0168-ssoar-86299-5
https://doi.org/10.3390/su14095097
Time management is regarded as an important prerequisite for effective and efficient learning in higher education. However, university students' time management frequently proves to be deficient, especially with freshman students, who can therefore benefit from appropriate time management interventions. The aim of this study was to compare the effects of an intervention focused on imparting time management knowledge with those of an intervention focused on time management practice. We conducted an experiment with N = 118 university students who took part in a course over the duration of one semester. Participants with a time management deficit at the beginning of the semester (n = 88) were randomly assigned to one of three experimental conditions: (a) time management knowledge, (b) time management practice, (c) control group. Exam scores at the end of the semester were considered as an indicator of participants' academic performance. The results showed significant time management improvements for both time management intervention groups, but the time management practice group appeared superior. Academic performance was better in the time management practice group also, although the results were inconsistent. The effect of time management practice on academic performance was mediated by students' time management skills.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Sekundarbildung
Secondary education
time management; self-regulated learning; academic performance; ZIS 111
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Zeit
Zeitaufwand
Schüler
Sekundarstufe II
Lernen
Schulleistung
time
time expenditure
pupil
secondary education upper level
learning
academic achievement
How Did It Get So Late So Soon? The Effects of Time Management Knowledge and Practice on Students' Time Management Skills and Academic Performance
Sustainability
14
9
1-20
CHE
Creative Commons - Namensnennung 4.0
Creative Commons - Attribution 4.0
article
Zeitschriftenartikel
journal article
FDB
formal und inhaltlich fertig erschlossen
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ORIGINAL
ssoar-sustainability-2022-9-trentepohl_et_al-How_Did_It_Get_So.pdf
ssoar-sustainability-2022-9-trentepohl_et_al-How_Did_It_Get_So.pdf
application/pdf
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https://www.ssoar.info/ssoar/bitstream/document/86299/1/ssoar-sustainability-2022-9-trentepohl_et_al-How_Did_It_Get_So.pdf
8bf85e9b4b6d065bd35ce2807e6f49cc
MD5
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LICENSE
license.txt
license.txt
text/plain; charset=utf-8
0
https://www.ssoar.info/ssoar/bitstream/document/86299/2/license.txt
d41d8cd98f00b204e9800998ecf8427e
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oai:gesis.izsoz.de:document/86299
2023-04-18 15:09:47.273
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/895652023-10-09T14:25:52Zcom_community_10600com_community_10000com_community_1col_collection_10608doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Muhammad, Muhammad
Murniati, Murniati
Harun, Cut Zahri
2023-10-09T14:25:52Z
2023-10-09T14:25:52Z
2022
2413-9009
https://www.ssoar.info/ssoar/handle/document/89565
https://pathofscience.org/index.php/ps/article/view/1852/1108
https://doi.org/10.22178/pos.88-14
This research aims to know the management of educational facilities at SMK Negeri 1 Mesjid Raya. The type of research is a qualitative approach; data collection techniques used observation, interviews and documentation. Participants in this study were: school principals, deputy heads of facilities, deputy heads of curricula and teachers in charge of majors.The sampling technique used purposive sampling. Management of educational facilities at SMK Negeri 1 Mesjid Raya made various efforts using: 1) planning is carried out at the beginning of each year by holding an internal meeting with the development team; 2) procurement which is fully regulated by the school principal and asking competent parties to analyze it; 3) Storage using an empty building to maintain the quality of educational facilities; 4) Inventory which is only carried out in general notebooks without coding each item; 5) Elimination by looking at educational facilities that are no longer functioning so that there is no waste of budget to repair them; 6) The responsibility for arranging educational facilities is fully assigned to the teachers in charge of each department; 7) The suitability of teachers who teach does not meet the standards of Permendiknas No. 16 of 2007 because there are still teachers who teach not based on their major, so this dramatically affects the quality of learning; 8) Equipment for educational facilities still needs to be increased because the number of educational suggestions is inversely proportional to the number of students available. So the need for existing equipment will impact the quality of learning at SMK Negeri 1 Mesjid Raya.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Sekundarbildung
Secondary education
management of educational facilities; learning quality; model exploration; school management; education quality
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Bildungseinrichtung
Management
Bildung
Schulleitung
Schule
Qualität
Lernerfolg
Indonesien
educational institution
management
education
principal
school
quality
learning success
Indonesia
Educational Facilities Management in Increasing the Quality of Learning at SMK Negeri 1 Mesjid Raya, Indonesia
Path of Science
8
12
4015-4022
MISC
Creative Commons - Namensnennung 4.0
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ssoar-pos-2022-12-muhammad_et_al-Educational_Facilities_Management_in_Increasing.pdf
ssoar-pos-2022-12-muhammad_et_al-Educational_Facilities_Management_in_Increasing.pdf
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oai:gesis.izsoz.de:document/89565
2023-10-09 16:25:52.098
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/895612023-10-09T13:22:16Zcom_community_10600com_community_10000com_community_1col_collection_10607col_collection_10608col_collection_10615ddc:370doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Nasrun, Nasrun
Sudirman, Sudirman
Asrin, Asrin
2023-10-09T13:22:16Z
2023-10-09T13:22:16Z
2023
2413-9009
https://www.ssoar.info/ssoar/handle/document/89561
https://pathofscience.org/index.php/ps/article/view/2094/1128
https://doi.org/10.22178/pos.89-13
This study aims to determine the effect of work discipline on the work quality of private high school principals in East Lombok. The total sample is 45 school principals and uses the census. The method used for data collection is a questionnaire method. Data analysis used is descriptive analysis, prerequisite test and hypothesis testing, which includes linear regression analysis. The research results show that discipline significantly affects the quality of work of private high school principals in East Lombok Regency by 57.5% with p = 0.000. The more discipline increases, the work quality of school principals will also increase.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Bildung und Erziehung
Sekundarbildung
Education
Secondary education
Work Discipline; Work quality
Lehrende, Erziehende, Lernende
Bildungswesen Sekundarstufe I
Bildungswesen Sekundarstufe II
Teachers, Students, Pupils
Secondary Education Sector Lower Level
Secondary Education Sector Upper Level
Schulleitung
Gymnasium
Privatschule
Indonesien
Schulentwicklung
Arbeitsleistung
principal
secondary school (Gymnasium)
private school
Indonesia
school development
job performance
The Influence of Work Discipline on the Quality of Private School Principles in East Lombok, Indonesia
Path of Science
9
1
2057-2060
MISC
Creative Commons - Namensnennung 4.0
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journal article
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ssoar-pos-2023-1-nasrun_et_al-The_Influence_of_Work_Discipline.pdf
ssoar-pos-2023-1-nasrun_et_al-The_Influence_of_Work_Discipline.pdf
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SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/868182024-01-17T10:05:56Zcom_community_10500com_community_10000com_community_1com_community_10600col_collection_10504col_collection_10608col_collection_10614ddc:370doc-type:Textopen_accessdoc-type:bookPartstatus-type:publishedVersionddc:320
Weißeno, Georg
Busch, Matthias
Keuler, Charlotte
2023-06-05T07:56:35Z
2023-06-05T07:56:35Z
2023
2022
978-3-7344-1579-1
https://www.ssoar.info/ssoar/handle/document/86818
urn:nbn:de:0168-ssoar-86818-5
Der Politikunterricht fordert die Kompetenzen der Lernenden und der Lehrkräfte. Der Beitrag stellt zunächst die den Forschungen zugrunde liegenden Kompetenzmodelle vor. Anschließend werden die Ergebnisse zur professionellen Kompetenz der Gymnasiallehrkräfte berichtet. Der Blickwinkel liegt auf der Frage, ob sie die Anforderungen an kompetenzorientierten Politikunterricht erfüllen. Die folgenden Ergebnisse zur Politikkompetenz der Schüler/innen gehen insbesondere ein auf motivationale und partizipative Einstellungen in ihrer Bedeutung für den Lernerfolg im Wissen und bezüglich der Urteilsfähigkeit. Abschließend wird das Bild durch eine Betrachtung der Unterrichtsqualität aus der Schülerperzeption ergänzt.
begutachtet
reviewed
Veröffentlichungsversion
Published Version
de
Wochenschau Verlag
DEU
Frankfurt
Bildung und Erziehung
Politikwissenschaft
Sekundarbildung
Education
Political science
Secondary education
Politikdidaktik; Politikkompetenz; Unterrichtsqualität
Unterricht, Didaktik
politische Willensbildung, politische Soziologie, politische Kultur
Bildungswesen Sekundarstufe II
Curriculum, Teaching, Didactics
Political Process, Elections, Political Sociology, Political Culture
Secondary Education Sector Upper Level
Fachdidaktik
Kompetenz
Fachlehrer
politischer Unterricht
Unterrichtserfolg
Schüler
Gymnasium
Oberstufe
subject didactics
competence
subject teacher
teaching politics
effectiveness of teaching
pupil
secondary school (Gymnasium)
secondary education upper level (Oberstufe)
10500
Was wissen wir über den Politikunterricht in der gymnasialen Oberstufe?
Politische Bildung und Digitalität
Schriftenreihe der Gesellschaft für Politikdidaktik und Politische Jugend- und Erwachsenenbildung (GPJE)
158-166
Creative Commons - Namensnennung, Nicht-kommerz., Weitergabe unter gleichen Bedingungen 4.0
Creative Commons - Attribution-NonCommercial-ShareAlike 4.0
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Sammelwerksbeitrag
collection article
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ssoar-2023-weisseno-Was_wissen_wir_uber_den.pdf
ssoar-2023-weisseno-Was_wissen_wir_uber_den.pdf
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document/86818
oai:gesis.izsoz.de:document/86818
2024-01-17 11:05:56.569
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/909522023-12-08T12:46:17Zcom_community_10600com_community_10000com_community_1col_collection_10608doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Molitor, Katharina
Fabian, Paul
Thums, Kathrin
McElvany, Nele
2023-12-08T12:46:17Z
2023-12-08T12:46:17Z
2022
1862-5215
https://www.ssoar.info/ssoar/handle/document/90952
urn:nbn:de:0168-ssoar-90952-5
https://doi.org/10.1007/s11618-022-01096-x
Vorliegend wurde der Zusammenhang zwischen familiären Herkunftsvariablen, motivationalen Einflussfaktoren und dem Bildungserfolg für Schülerinnen und Schüler untersucht. Bildungserfolg wurde durch das Erreichen des Abiturs definiert. Dabei wurden sowohl die familiäre Herkunft (elterliche Bildung, elterlicher Berufsstatus, Migrationshintergrund) als auch motivationale Einflussfaktoren (Erfolgserwartungen, Wert von Bildung, Anstrengungsbereitschaft, leistungsbezogene Motivation) als mehrdimensionale Konzepte berücksichtigt. Mit längsschnittlichen Daten des Nationalen Bildungspanels (NEPS; N = 5409 Schülerinnen und Schülern) wurden Strukturgleichungsmodelle berechnet. Die Ergebnisse zeigten, dass der Einfluss familiärer Herkunftsmerkmale auf den erreichten Bildungsabschluss geringer war, wenn gleichzeitig motivationale Einflussfaktoren berücksichtigt wurden. Aus dem Mediationsmodell lässt sich ableiten, dass insbesondere das Aufbrechen des Zusammenhangs zwischen der elterlichen Bildung und den Erfolgserwartungen der Schülerinnen und Schüler in den Blick genommen werden sollte, um Bildungsungleichheit zu verringern.
The present study examined the relation between family background variables, motivational factors, and educational attainment (defined as obtaining the highest form of school-leaving certificate in Germany—the Abitur) among students who attended Gymnasium. A multifaceted concept of both family background variables (parental educational level, parental occupational status, and immigrant background) and motivational factors (expectation of success, value of education, effort, and performance-oriented motivation) was applied. Structural equation models were estimated using longitudinal data from the German National Educational Panel Study (NEPS; N = 5409 students). The results showed that the relation between family background variables and obtaining an Abitur was smaller when motivational factors were included. The mediation model results suggest that focusing on breaking the link between parental education and students’ expectations for success would be helpful for reducing educational inequality.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Sekundarbildung
Secondary education
ZIS 136
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Bildung
Erfolg
Bildungsungleichheit
Motivation
sozioökonomische Faktoren
Abitur
Schüler
Migrationshintergrund
Bildungsniveau
Eltern
education
success
educational inequality
motivation
socioeconomic factors
secondary school graduation certificate
pupil
migration background
level of education
parents
Is the relation between family background and obtaining an Abitur mediated by malleable motivational variables?
Wird der Zusammenhang zwischen familiärer Herkunft und Erreichen des Abiturs durch veränderbare motivationale Variablen mediiert?
Zeitschrift für Erziehungswissenschaft
25
2
471-492
DEU
Creative Commons - Namensnennung 4.0
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ssoar-zfe-2022-2-molitor_et_al-Is_the_relation_between_family.pdf
ssoar-zfe-2022-2-molitor_et_al-Is_the_relation_between_family.pdf
application/pdf
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oai:gesis.izsoz.de:document/90952
2023-12-08 13:46:17.108
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/896552023-10-11T15:32:20Zcom_community_10200com_community_10000com_community_1com_community_10600col_collection_10208col_collection_10608doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersionddc:301
Dewi, Via Risna
Murniati, Murniati
Usman, Nasir
2023-10-11T15:32:20Z
2023-10-11T15:32:20Z
2023
2413-9009
https://www.ssoar.info/ssoar/handle/document/89655
https://pathofscience.org/index.php/ps/article/downloadSuppFile/2456/214
https://doi.org/10.22178/pos.92-17
Management of educational facilities and infrastructure can be interpreted as utilising all existing components related to educational facilities and infrastructure in schools in supporting the educational process. This study describes the management of educational facilities and infrastructure supporting student learning activities in SMA Nagan Raya Regency. The method used is a descriptive analysis method with a qualitative approach - data collection techniques through observation, interviews, and documentation studies. The research subjects are the Principal, Vice Principal for Facilities and Infrastructure, and Teachers. The results showed that: 1) educational facilities and infrastructure planning is carried out during meetings involving the principal, vice-principals, and all teachers related to the school's needs in supporting student learning activities. 2) Procurement of educational facilities and infrastructure is carried out by considering the current needs at the school and adjusting to the available budget. If the procurement can be fulfilled with the BOS budget, then the procurement is done with the available BOS budget. 3) The inventory of educational facilities and infrastructure is adjusted to the condition of the facilities and infrastructure available at the school. 4) The school's needs carry out the distribution and utilisation of educational facilities and infrastructure. 5) Maintenance of educational facilities and infrastructure begins with checking the facilities and infrastructure available at the school. 6) Eliminating educational facilities and infrastructure in schools has never been implemented.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Soziologie, Anthropologie
Sekundarbildung
Sociology & anthropology
Secondary education
Student Learning Activities
Bildungs- und Erziehungssoziologie
Bildungswesen Sekundarstufe II
Sociology of Education
Secondary Education Sector Upper Level
Management
Bildung
Infrastruktur
Einrichtung
Bildungseinrichtung
Lernerfolg
management
education
infrastructure
facility
educational institution
learning success
Optimisation of Educational Facilities and Infrastructure Management in Supporting Student Learning Activities in Senior High Schools in Nagan Raya Regency, Indonesia
Path of Science
9
5
3057-3062
MISC
Creative Commons - Namensnennung 4.0
Creative Commons - Attribution 4.0
article
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journal article
formal und inhaltlich fertig erschlossen
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ORIGINAL
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ssoar-pos-2023-5-dewi_et_al-Optimisation_of_Educational_Facilities_and.pdf
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2023-10-11 17:32:20.783
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/899822023-10-23T07:41:37Zcom_community_10600com_community_10000com_community_1col_collection_10608doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Afdal, Masroel
Niswanto, Niswanto
Bahrun, Bahrun
2023-10-23T07:41:37Z
2023-10-23T07:41:37Z
2023
2413-9009
https://www.ssoar.info/ssoar/handle/document/89982
https://pathofscience.org/index.php/ps/article/downloadSuppFile/2455/213
https://doi.org/10.22178/pos.92-18
Providing quality education requires setting up a cooperative relationship to achieve the goals of the educational organisation. The coordination of supervisors and principals in academic supervision aims to improve the quality of learning with existing educational resources effectively and efficiently. This study aimed to find out: 1) the planning of the academic supervision programme of supervisors and principals; 2) strategies in implementing Academic Supervision of Supervisors and Principals; 3) obstacles to Academic Supervision of Supervisors and Principals to the Learning Quality Improvement Process at SMK Negeri 1 Al-Mubarkeya, Aceh Besar Regency.The subjects of this research are school supervisors, principals and teachers at SMK Negeri 1 Al-Mubarkeya Aceh Besar District - data analysis using descriptive qualitative, which includes data reduction, data presentation, and conclusion drawing. The study results are 1) The planning of the academic supervision programme by the principal is carried out at the beginning of the school year through a meeting with the teachers' council. The programme supervises learning devices, monitoring, learning process and learning outcomes assessment. 2) The strategy for implementing the academic supervision programme by the principal is carried out in four stages, namely: initial survey before conducting academic supervision, classroom visits, interviews outside the classroom and evaluation of the results of classroom visits and. 3) Obstacles in academic supervision, namely: limited time in supervising teachers, lack of personal, leadership and professional qualities, incentives from the government that are still lacking and, the motivation that is still lacking.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Sekundarbildung
Secondary education
Academy Supervision; Learning Quality
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Schulleitung
Supervision
Bildung
Lehrpersonal
Schulaufsicht
Leistungsbewertung
Schulentwicklung
Indonesien
principal
supervision
education
teaching staff
school inspectorate
performance assessment
school development
Indonesia
Coordination of Academic Supervision of Supervisors and Principals towards the Learning Quality Improvement Process at SMK Negeri 1 Al-Mubarkeya Aceh Besar District, Indonesia
Path of Science
9
5
3049-3056
MISC
Creative Commons - Namensnennung 4.0
Creative Commons - Attribution 4.0
article
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formal und inhaltlich fertig erschlossen
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ssoar-pos-2023-5-afdal_et_al-Coordination_of_Academic_Supervision_of.pdf
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2023-10-23 09:41:37.144
SSOAR - Social Science Open Access Repository
admin@ssoar.info
oai:gesis.izsoz.de:document/900062023-10-23T12:59:00Zcom_community_10600com_community_10000com_community_1col_collection_10608doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Jannah, Raudhatul
Jufri, Wahab
Setiadi, Dadi
2023-10-23T12:59:00Z
2023-10-23T12:59:00Z
2023
2413-9009
https://www.ssoar.info/ssoar/handle/document/90006
https://pathofscience.org/index.php/ps/article/downloadSuppFile/2540/225
https://doi.org/10.22178/pos.92-9
This study aimed to determine the form of community participation in implementing school-based management at SMA Negeri 2 Mataram. This study uses a qualitative approach using a case study form. Data sources in this study are school committee principals, committee secretaries, committee treasurers and members aware of community participation in implementing school-based management. Data collection techniques are observation, interviews, and study of documents/documentation. Data analysis techniques used the interactive model "Miles & Huberman". The results of the study show that the forms of community participation in the implementation of School-Based Management in SMA Negeri 2 Mataram are: 1) As a giver of opinion, the school committee plays an active role in providing consideration in the form of input and suggestions in the preparation of RKAS, special programs and management of education. 2) As support, this is in the form of raising public funds to finance the implementation of education and supporting students in carrying out the school's flagship program. 3) As a controller, this is in the form of controlling the course of the meeting in preparing the RKAS and controlling the teaching and learning activities in schools. 4) As a liaison, the school committee actively provides consideration through input and suggestions in preparing RKAS, flagship programs and education management.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
en
Sekundarbildung
Secondary education
Community Participation; School Based Management; Qualitative
Bildungswesen Sekundarstufe II
Secondary Education Sector Upper Level
Bildungsverwaltung
Schulprogramm
Verwaltung
education administration
school program
administration
Forms of Community Participation in the Implementation of School-Based Management at SMA Negeri 2 Mataram, Indonesia
Path of Science
9
5
3016-3022
MISC
Creative Commons - Namensnennung 4.0
Creative Commons - Attribution 4.0
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Lachmann, Paul
2023-08-23T07:24:15Z
2023-08-23T07:24:15Z
2022
2198-9826
https://www.ssoar.info/ssoar/handle/document/88699
urn:nbn:de:0168-ssoar-88699-3
https://doi.org/10.3224/soz.v15i2.05
In diesem Beitrag werden zentrale Ergebnisse des Projekts "Gestern wie heute - Haltung zeigen!" vorgestellt. Das Projekt ist als Reaktion auf die Präsenz der extremen Rechten im öffentlichen Raum, die Alltäglichkeit gruppenbezogener Menschenfeindlichkeit in Hessen sowie die schlechte Lage politischer Bildung an beruflichen Schulen entstanden. Einerseits versucht es, die Resilienz der einzelnen teilnehmenden Schüler*innen und ihr Bewusstsein für gemeinschaftliche Konfliktlösung zu stärken. Andererseits ist mit dem maßgeblich pädagogisch arbeitenden Projekt auch ein wissenschaftliches Interesse verbunden. Schüler*innen beruflicher Schulen (SbS) sind in Einstellungserhebungen selten vertreten. In Studien heißt es meist: Je geringer die formale Bildung, desto weniger stehen die Schüler*innen für demokratische Werte ein und stimmen eher extrem rechten Einstellungsmerkmalen zu. Dieser Beitrag versucht, anhand der Ergebnisse einer eigenen Einstellungserhebung sowie qualitativer Beobachtungen die Frage zu beantworten, ob diese Verallgemeinerungen auch auf die bisher unsichtbar gebliebene Schüler*innenschaft an beruflichen Schulen zutreffen. Im vorliegenden Projekt offenbaren sich strukturelle Benachteiligungen für SbS, zudem deuten sich konflikthafte Gleichzeitigkeiten in den Werthaltungen der Schüler*innen an.
begutachtet (peer reviewed)
peer reviewed
Veröffentlichungsversion
Published Version
de
Politikwissenschaft
Sekundarbildung
Political science
Secondary education
extreme Rechte; soziale Polarisierung
politische Willensbildung, politische Soziologie, politische Kultur
Bildungswesen Sekundarstufe II
Political Process, Elections, Political Sociology, Political Culture
Secondary Education Sector Upper Level
Polarisierung
Rechtsradikalismus
Ehrenamt
politische Bildung
Berufsschule
Projektunterricht
Bundesrepublik Deutschland
polarization
right-wing radicalism
honorary office
political education
part-time vocational school
project-oriented teaching
Federal Republic of Germany
Schüler*innen beruflicher Schulen - eine polarisierte Zielgruppe? Projekterfahrungen aus dem ländlichen Raum Osthessens
Soziologiemagazin : publizieren statt archivieren
15
2
60-73
Auseinanderdriften: Polarisierung, Radikalisierung und Konflikt
DEU
Creative Commons - Namensnennung 4.0
Creative Commons - Attribution 4.0
article
Verlag Barbara Budrich
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oai:gesis.izsoz.de:document/911852024-01-09T09:21:18Zcom_community_10600com_community_10000com_community_1col_collection_10608col_collection_10614ddc:370doc-type:Textopen_accessdoc-type:articlestatus-type:publishedVersion
Rebbe, Carmen
2024-01-09T09:21:18Z
2023
2750-1965
https://www.ssoar.info/ssoar/handle/document/91185
urn:nbn:de:0168-ssoar-91185-3
https://doi.org/10.3224/pl.v41i3-4.14
Im Beitrag wird am Beispiel eines politischen Redebeitrages aus der Perspektive des chinesischen Handelsministers eine Möglichkeit entwickelt, den aktuellen Diskurs über einen Klimazoll im sozialwissenschaftlichen Unterricht der Sekundarstufe II aufzugreifen und dabei insbesondere der Kontroversität des Lerngegenstandes Rechnung zu tragen. Die Anforderungen zielen darauf, die Rede nicht nur schriftlich zu gestalten, sondern auch im simulativen Setting zu halten.
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Education
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Unterricht, Didaktik
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Curriculum, Teaching, Didactics
Sozialwissenschaft
Fachdidaktik
Klimapolitik
Klimawandel
Unterricht
China
EU
social science
subject didactics
climate policy
climate change
teaching
China
EU
Sollte die EU einen Klimazoll einführen? - Eine politische Rede zur Kontroverse über einen CO2-Grenzausgleich aus der Perspektive des chinesischen Handelsministers gestalten
Politisches Lernen
41
3-4
64-66
DEU
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