Zeitschrift fur bildungsforschung最新文献_第2页

Flucht, Migration und kommunale Schulsysteme 难民教会系统

Zeitschrift fur bildungsforschung Pub Date : 2022-03-07 DOI: 10.1515/9783839460160

Judith Jording

引用次数: 0

»Flow« und Imaginative Bildung 伴»和«Imaginative教育

Zeitschrift fur bildungsforschung Pub Date : 2022-02-03 DOI: 10.14361/9783839460931

Laura Medrow

引用次数: 0

[Is this (already) hate speech?-A qualitative study on the understanding of hate speech among educational school staff]. 这已经是仇恨言论了吗?——关于教育学校工作人员对仇恨言论理解的定性研究]。

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 DOI: 10.1007/s35834-022-00367-1

Cindy Ballaschk, Friederike Schulze-Reichelt, Sebastian Wachs, Norman Krause, Alexander Wettstein, Julia Kansok-Dusche, Ludwig Bilz, Wilfried Schubarth

引用次数: 2

[Digitalisation in a haste?] [匆忙中的数字化？]

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-07-21 DOI: 10.1007/s35834-022-00347-5

Gerlinde Janschitz, Elisabeth Zehetner, Karina Fernandez

{"title":"[Digitalisation in a haste?]","authors":"Gerlinde Janschitz, Elisabeth Zehetner, Karina Fernandez","doi":"10.1007/s35834-022-00347-5","DOIUrl":"10.1007/s35834-022-00347-5","url":null,"abstract":"The Covid 19 pandemic hit the Austrian school system in spring 2020, bringing a range of new challenges. The following phases of school closures and distance learning also promoted digitalisation processes in schools. In this context, technical equipment and digital competences of students gain importance, which bears the risk that a digital divide deepens already existing inequalities in education. This article therefore examines digitalisation in schools during the pandemic and takes a closer look at digital inequalities during distance learning. We use data from an interview study with teachers, school administrators, employees of psychosocial support systems at schools, as well as students. The findings of this study show that Covid-related school closures and distance learning go along with an expansion and a certain consolidation of teaching and learning by digital means. Yet, we see persisting problems which are linked with structural inequalities. There were no catch-up processes for socially disadvantaged students as a result of digitalisation. Rather, the factors that were already decisive for the profound inequalities in the Austrian education system before the pandemic, such as socioeconomic status, educational level of the parents, and cultural capital, continue to be of major importance for distance learning and the use of digital media in schools.","PeriodicalId":75351,"journal":{"name":"Zeitschrift fur bildungsforschung","volume":"12 2","pages":"387-406"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9302214/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9910320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

[Does the COVID-19 pandemic take its toll? The influence of COVID-19 induced anxiety on the social-emotional development of 12- to 13-year-olds in Austria]. [新冠肺炎大流行会造成损失吗？新冠肺炎引发的焦虑对奥地利12至13岁儿童社交情绪发展的影响]。

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-05-05 DOI: 10.1007/s35834-022-00336-8

Mathias Krammer, Gerald Tritremmel, Martin Auferbauer, Lisa Paleczek

{"title":"[Does the COVID-19 pandemic take its toll? The influence of COVID-19 induced anxiety on the social-emotional development of 12- to 13-year-olds in Austria].","authors":"Mathias Krammer, Gerald Tritremmel, Martin Auferbauer, Lisa Paleczek","doi":"10.1007/s35834-022-00336-8","DOIUrl":"10.1007/s35834-022-00336-8","url":null,"abstract":"During the COVID-19 pandemic, students have been severely affected by measures such as school closures and homeschooling. While it is obvious that these measures influenced students' academic achievement, there is also reason to believe that students' social-emotional development has been impacted.The present study investigates (1) the extent to which students in Austrian secondary school (12 to 13 years old) feel stressed by the COVID-19 pandemic, and (2) how the different levels of stress affect their social-emotional development. The focus of this study is on the development of problematic behavior (internalized and externalized behavior problems) and prosocial behavior. In total, 774 students participated in the study and 650 students took part in three different times of measurement, with the last time of measurement taking place just before the second school closure as a measure in the COVID-19 pandemic.Almost 20% of the respondents show higher stress-levels in terms of COVID-19 induced anxiety. Students with higher stress-levels also display a more negative development in their internalized behavior problems. Likewise, for students' development of externalized behavior problems, a trend in this direction was demonstrated, yet less pronounced. Students who reported a higher stress-level also developed more prosocial behavior. Yet, we could not statistically verify this due to violation of statistical prerequisites.","PeriodicalId":75351,"journal":{"name":"Zeitschrift fur bildungsforschung","volume":"12 1","pages":"43-60"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9069953/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10285321","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

[School Closures - an Ethical Challenge]. [学校关闭--伦理挑战]。

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-10-10 DOI: 10.1007/s35834-022-00364-4

Dagmar Schulze Heuling, Christoph Helm

引用次数: 0

Editorial. 社论

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-09-26 DOI: 10.1007/s35834-022-00362-6

Ferdinand Eder, Stefan Brauckmann-Sajkiewicz, Georg Krammer, Andreas Bach, Gerda Hagenauer

引用次数: 0

[Increase of educational inequity at the transformation to higher secondary schools in connection with the COVID-19 pandemic: low achievers and low motivated students as particular risk group]. [新冠肺炎疫情导致向高中转学时教育不平等现象加剧：低成绩者和低动力学生是特殊的风险群体]。

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-08-12 DOI: 10.1007/s35834-022-00352-8

Claudia Schreiner, Christian Kraler, Fred Berger, Wolfgang Hagleitner, Livia Jesacher-Rößler, Susanne Roßnagl

{"title":"[Increase of educational inequity at the transformation to higher secondary schools in connection with the COVID-19 pandemic: low achievers and low motivated students as particular risk group].","authors":"Claudia Schreiner, Christian Kraler, Fred Berger, Wolfgang Hagleitner, Livia Jesacher-Rößler, Susanne Roßnagl","doi":"10.1007/s35834-022-00352-8","DOIUrl":"10.1007/s35834-022-00352-8","url":null,"abstract":"When learning at home, students face higher demands in regards of self-regulated learning compared to learning at school. In order to cope with the demands of distance learning, high levels of self-management, self-motivation, and self-organization are required. This can be-according to the resource model of coping with developmental tasks (Fend et al. 2009)-supported by familial, school-related and personal resources. Based upon this theoretical approach, a survey was conducted with 593 students just after their transition to upper secondary schools in autumn 2021 on distance learning and relevant resources. They spent about one month in the new school before they had to cope with a 4-month long period of distance learning. Four regression models were estimated using step-wise inclusion of the different resources described in the paper. The analyses confirm above all the great importance of personal resources (academic achievement, learning motivation, general self-efficacy) for coping with the demands of distance learning. Low achievers and low motivated students prove to be particularly at risk in the context of distance learning. Therefore, this vulnerable group requires special attention and support both, in future periods of remote teaching as well as following the pandemic.","PeriodicalId":75351,"journal":{"name":"Zeitschrift fur bildungsforschung","volume":"12 2","pages":"369-385"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9372934/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10285831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

[What role does social background and school type play in perceptions of digital feedback and academic self-concept during the COVID-19 pandemic?] [在新冠肺炎大流行期间，社会背景和学校类型在数字反馈和学术自我概念的认知中扮演什么角色？]

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-05-05 DOI: 10.1007/s35834-022-00335-9

Fabian Alexander Emde, Kira Elena Weber

{"title":"[What role does social background and school type play in perceptions of digital feedback and academic self-concept during the COVID-19 pandemic?]","authors":"Fabian Alexander Emde, Kira Elena Weber","doi":"10.1007/s35834-022-00335-9","DOIUrl":"10.1007/s35834-022-00335-9","url":null,"abstract":"How students perceive feedback shapes the impact of feedback on academic achievement and the development of academic self-concepts. The COVID-19 pandemic changed the framework of school learning and thus the opportunities for feedback in the classroom. In the present study, a sample of 668 students from different types of schools was used to investigate how often they received digital feedback from teachers and how they perceived the feedback. We analysed the role of school type and social background (socioeconomic status and migration background) in the perception of feedback and whether social background, school type, and perceived feedback can predict academic self-concept. In terms of school type, students in the higher academic track (Gymnasium) perceived their teachers' feedback as less fair, accepted it less, and saw less benefit in the feedback. The social background of students with and without a migration background did not play a significant role in their perception of the feedback. The results of a multiple regression model showed that socioeconomic status, perceived fairness, and usefulness of the feedback were positive predictors of academic self-concept in distance education. Thus, the present study provides preliminary evidence on the perception of digital feedback and its relationship to academic self-concept. The results imply that teachers should more strongly incorporate students' perceptions of feedback to especially enhance academic self-concept.","PeriodicalId":75351,"journal":{"name":"Zeitschrift fur bildungsforschung","volume":"12 1","pages":"23-42"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9069120/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9964406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-05-04 DOI: 10.1007/s35834-022-00333-x

Britta Klopsch, Carsten Rohlfs

{"title":"[School-related attitudes of children from educationally disadvantaged backgrounds in the corona pandemic].","authors":"Britta Klopsch, Carsten Rohlfs","doi":"10.1007/s35834-022-00333-x","DOIUrl":"10.1007/s35834-022-00333-x","url":null,"abstract":"There is widespread consensus that distance learning in lockdown discriminates children and young people from educationally disadvantaged backgrounds in particular. The gap between the privileged and the left-behind, which is already wide open in Germany, is widening more and more as a result of the COVID 19 pandemic. Empirical evidence for this pandemic-related effect is, however, still scarce, and the corresponding studies rarely include students themselves, and even less so those who are taught at schools in challenging situations. This paper reports on a quantitative study of elementary schools in particularly disadvantaged settings during the lockdown in spring 2021. It asks about individual attitudes and learning experiences of students during homeschooling. The goal was not to define a group of adolescents as disadvantaged and thus as disconnected, but to empirically investigate which individual factors, framework conditions, and mechanisms of action lead to some of these students being more successful in learning during the lockdown than others with initially equal starting conditions. The data analyses revealed four stable clusters, which are based on different forms of student agency and show potentials and opportunities to support students from educationally disadvantaged backgrounds individually-in homeschooling and in face-to-face teaching.","PeriodicalId":75351,"journal":{"name":"Zeitschrift fur bildungsforschung","volume":"12 1","pages":"5-22"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9065236/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10285320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0