Zeitschrift fur bildungsforschung最新文献_第3页

Aktuelle Buchveröffentlichungen von Mitgliedern der ÖFEB. ofeb成员的最新书稿。

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 DOI: 10.1007/s35834-022-00374-2

引用次数: 0

Editorial. 社论

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-06-10 DOI: 10.1007/s35834-022-00341-x

Ferdinand Eder, Stefan Brauckmann-Sajkiewicz, Georg Krammer, Angelika Paseka

引用次数: 0

[The COVID-19 pandemic in the school year 2020/21: How did the basic cognitive abilities of primary school children develop?] 【2020/21学年新冠肺炎大流行：小学生的基本认知能力是如何发展的？】

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-09-20 DOI: 10.1007/s35834-022-00358-2

Wolfram Rollett, Thomas Leitgeb, Katja Scharenberg

{"title":"[The COVID-19 pandemic in the school year 2020/21: How did the basic cognitive abilities of primary school children develop?]","authors":"Wolfram Rollett, Thomas Leitgeb, Katja Scharenberg","doi":"10.1007/s35834-022-00358-2","DOIUrl":"10.1007/s35834-022-00358-2","url":null,"abstract":"In current empirical educational research, one important question is how the societal measures taken to contain the COVID-19 pandemic affected students' cognitive development. This also raises the question whether disadvantaged student groups suffered particular disadvantages in their cognitive development depending on their individual characteristics or family background. We analyzed a data set of 104 students of three Austrian elementary schools (Grade 3). Students' basic cognitive abilities were assessed by two subscales (inductive reasoning, numerical thinking) of the Cognitive Abilities Test 1-3 (KFT 1-3; Heller and Geisler 1983). We also analyzed effects of students' individual characteristics and indicators of their home learning environment. Basic cognitive abilities were assessed at the beginning and end of the 2020/21 school year and thus before and after societal and school-related measures to contain the second and third pandemic waves in Austria (including contact restrictions, school closures, distance learning and quarantine measures). According to intelligence research (Rindermann 2011), an age-appropriate development in students' mean test performance of about d = 0.40 would have been expected over the nine-months study period. Empirically, however, there were no significant changes in the average and heterogeneity of students' test performances. At the same time, children from homes with a higher parental educational background and those with more digital devices and internet access showed a significantly higher development. The findings thus indicate that, on average, the children did not develop as positively in the school year characterized by pandemic containment measures as would have been expected. Beyond this, our results indicate cognitive losses among disadvantaged student groups.","PeriodicalId":75351,"journal":{"name":"Zeitschrift fur bildungsforschung","volume":"12 2","pages":"353-368"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9485789/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9910316","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

Practical learning opportunities and changes in teachers' self-efficacy beliefs: Does the development of bachelor student teachers' competence differ before and during COVID-19? 实践学习机会与教师自我效能信念的变化：新冠肺炎前后学士生教师能力的发展是否不同？

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-09-07 DOI: 10.1007/s35834-022-00357-3

Johannes König, Kristina Gerhard, Daniela J Jäger-Biela

{"title":"Practical learning opportunities and changes in teachers' self-efficacy beliefs: Does the development of bachelor student teachers' competence differ before and during COVID-19?","authors":"Johannes König, Kristina Gerhard, Daniela J Jäger-Biela","doi":"10.1007/s35834-022-00357-3","DOIUrl":"10.1007/s35834-022-00357-3","url":null,"abstract":"This article investigates changes in student teachers' teacher self-efficacy beliefs (SEBs) as part of their competence development during their three-year bachelor's program and how these changes can be explained through practical learning opportunities. Using two bachelor's student teacher cohorts who studied during and prior to COVID-19, differences in the development of their competence are analyzed longitudinally over three time points. Unexpectedly, no increase in SEBs was observed; rather, a significant decline was identified, with little practical relevance for the cohort who had studied before and medium practical relevance for the cohort who studied during the pandemic. At the end of their bachelor's program, students in the cohort who studied before the pandemic reported slightly higher levels of SEBs than those who had to study during the pandemic. A path model indicates that studying during the pandemic negatively impacted both practical learning opportunities and changes in student teachers' SEBs, whereas practical learning opportunities positively impacted SEBs changes. The findings' implications for practical learning opportunities in initial teacher education are discussed.","PeriodicalId":75351,"journal":{"name":"Zeitschrift fur bildungsforschung","volume":"12 2","pages":"217-234"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9449953/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9910317","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

The genesis of the teacher habitus-a longitudinal study with Swiss primary teacher students. 教师习惯的成因——对瑞士小学教师学生的纵向研究。

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-08-23 DOI: 10.1007/s35834-022-00350-w

Julia Košinár, Anna Laros

{"title":"The genesis of the teacher habitus-a longitudinal study with Swiss primary teacher students.","authors":"Julia Košinár, Anna Laros","doi":"10.1007/s35834-022-00350-w","DOIUrl":"https://doi.org/10.1007/s35834-022-00350-w","url":null,"abstract":"The teacher habitus concept offers a theoretical figure for the classification and interpretation of professionalization processes-especially from a vocational-biographical perspective. Milieu of origin and school biography are important for the genesis of the teacher's habitus, since images of school life are already created in them, which are relevant for later professional action in the form of implicit orientations and explicit ideas. In the article, interview data from a longitudinal survey (3t) of primary teacher-students (N = 24), which were analyzed using the documentary method, are related to this concept. It turns out that the school biography is used as an argument for the choice of study, and frames the experience in the first internship. In the further course of the study, the professional requirements are increasingly classified against the background of one's own skills and their concepts of the teaching profession. It can be seen, that students deal with requirements and arising crises and address their practice teacher in a very diverse way. Types of students and their habitus were identified at each time of the survey. For t2 (end of 2nd year) these were distinguished as: delimitation, extension, development, exploration and probation. On the basis of two contrastive case analyzes of the types \"extension\" and \"development\" it is shown how important one's own school experience is and how differently the genesis of a teacher's habitus takes place. The results illustrate the relevance of a (school) biographical reflection that should be given space to enable future teachers to access their implicit, action-guiding orientations and to make their own student habitus accessible to reflection.","PeriodicalId":75351,"journal":{"name":"Zeitschrift fur bildungsforschung","volume":" ","pages":"255-274"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9612879/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"40657857","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

Editorial. 社论。

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 DOI: 10.1007/s35834-022-00371-5

Ferdinand Eder, Stefan Brauckmann-Sajkiewicz, Angelika Paseka

引用次数: 0

[Drop-out in adult basic education and literacy-Pandemic-related challenges and theoretical perspectives]. [成人基础教育和扫盲辍学与流行病相关的挑战和理论观点]。

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-05-30 DOI: 10.1007/s35834-022-00338-6

Marie Bickert, Jana Arbeiter, Lena Sindermann, Veronika Thalhammer

{"title":"[Drop-out in adult basic education and literacy-Pandemic-related challenges and theoretical perspectives].","authors":"Marie Bickert, Jana Arbeiter, Lena Sindermann, Veronika Thalhammer","doi":"10.1007/s35834-022-00338-6","DOIUrl":"10.1007/s35834-022-00338-6","url":null,"abstract":"The field of adult basic education and literacy occupies a central position in supporting social participation of vulnerable groups. The Covid-19 pandemic brings new transformational processes that also affect the risk factors of drop-out in adult basic education and literacy. Drop-out can be studied as an amplifier of social inequality, which gains new relevance especially in the context of pandemic-related learning conditions. Thus, this paper highlights pandemic-related challenges for the field with particular attention to drop-out. Using a multi-level analysis procedure (expert interviews & narrative literature review), it can be shown that the factors \"media literacy and media access\", \"continuity and course structure\" as well as \"trust and course retention\" are already known risk factors of drop-out, but take on a new significance regarding pandemic-related changes. It can be shown that pandemic-related transformational processes have an effect of a burning glass on already existing problems in the field of adult basic education and literacy. Thus, the pedagogical task of appropriately shaping unpredictable changes takes on special significance in order to counteract the increase of social inequalities.","PeriodicalId":75351,"journal":{"name":"Zeitschrift fur bildungsforschung","volume":"12 1","pages":"61-79"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9150386/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9963945","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

[Associations between students' social background, mode of instruction and learning outcomes during the pandemic]. [疫情期间学生的社会背景、教学模式和学习结果之间的关联]。

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-08-24 DOI: 10.1007/s35834-022-00355-5

Ramona Obermeier, Sonja Lenz, Christoph Helm

{"title":"[Associations between students' social background, mode of instruction and learning outcomes during the pandemic].","authors":"Ramona Obermeier, Sonja Lenz, Christoph Helm","doi":"10.1007/s35834-022-00355-5","DOIUrl":"10.1007/s35834-022-00355-5","url":null,"abstract":"The COVID-19 pandemic has led to widespread school closures, which have been associated with massive changes in teaching and learning and student learning outcomes. While initial performance studies have examined learning losses due to the school closures, there are few findings to date that provide evidence on key predictors of the development of other student outcomes (stress experience, learning gain, learning time) during the school closures. This study approaches these questions by retrospectively predicting student self-assessments in these student outcomes for the periods before and during school closures by social background (academic household, language spoken at home) and instructional design (open vs. traditional). The multilevel regression models presented are motivated by theories of educational inequality and concepts of open instruction. In addition, the hypotheses tested are based on recent survey studies on COVID-19 and school. Results calculated on the basis of data from N = 1566 upper secondary school students show higher values in the retrospectively assessed stress experience of students without German as their native language than for children with German as their native language during school closures. With regard to the retrospectively self-assessed learning gain and learning time, however, there are no correlations with social background (beyond the differences in the baseline values before COVID). With respect to the relations between open instruction and student outcomes, it appears that students from traditional instruction report statistically significant higher learning time during school closures than students in open instruction. Students in open instruction, however, do not rate their learning gain to be lower than traditionally taught students despite less learning time.","PeriodicalId":75351,"journal":{"name":"Zeitschrift fur bildungsforschung","volume":"12 2","pages":"331-352"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9400575/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10285828","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

Educational inequality and COVID-19: Who takes advantage of summer schools and other remedial measures?: A latent mediation model analysis based on representative data from Austrian parents of school-aged children. 教育不平等与新冠肺炎：谁利用暑期学校和其他补救措施？：基于奥地利学龄儿童家长代表性数据的潜在中介模型分析。

Zeitschrift fur bildungsforschung Pub Date : 2022-01-01 Epub Date: 2022-09-16 DOI: 10.1007/s35834-022-00356-4

Alexandra Postlbauer, Christoph Helm, Cornelia S Große

{"title":"Educational inequality and COVID-19: Who takes advantage of summer schools and other remedial measures?: A latent mediation model analysis based on representative data from Austrian parents of school-aged children.","authors":"Alexandra Postlbauer, Christoph Helm, Cornelia S Große","doi":"10.1007/s35834-022-00356-4","DOIUrl":"10.1007/s35834-022-00356-4","url":null,"abstract":"In spring 2020, the COVID-19 pandemic triggered a global crisis with far-reaching effects, not least on education. Since the beginning of the pandemic, its impact on learning losses and increasing educational inequality has been widely discussed. While empirical evidence of rising educational inequality and learning loss is steadily growing, at the same time little is known about the families who are interested in remedial measures like summer schools to bridge the negative effects of the pandemic and school closures. The present study addresses this lack of research by providing an initial examination of the empirical evidence of mechanisms underlying parental choice of remedial measures. We take a closer look on which parents are particularly attracted by remedial measures by using cross-sectional data from a parent survey (N = 3590 parents) in Austria. The findings, illustrated via a series of latent mediation models, indicate that parents' intention to use remedial measures is predicted by parents' attitudes towards the implementation of remedial measures, parents' assessment of their child's learning engagement and of the quality of distance learning during school closures. Moreover, the intention to use remedial measures is significantly influenced by the family's socioeconomic status.Supplementary information: The online version of this article (10.1007/s35834-022-00356-4) contains supplementary material, which is available to authorized users.","PeriodicalId":75351,"journal":{"name":"Zeitschrift fur bildungsforschung","volume":"12 2","pages":"407-436"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9483411/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9910319","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

Atopien im Politischen 政治无党派

Zeitschrift fur bildungsforschung Pub Date : 2021-12-03 DOI: 10.1515/9783839452011

Werner Friedrichs Hg, Atopien im Politischen

引用次数: 0