Aktuelle Inhaltsverzeichnisse ausgewählter ... · 4 Zeitschrifteninhaltsdienst November 2018 Grundschule Heft 8, 2018 „Die Kunst des Präsentierens – wie Kinder von Beginn an

Aktuelle Inhaltsverzeichnisse ausgewählter Fachzeitschriften

Ausgabe November 2018

BQ-F: Forschungskooperation und Datengewinnungsstrategie

2 Zeitschrifteninhaltsdienst November 2018

In dieser Ausgabe:

Inhalt Educational Researcher ........................................................................................................................... 3

Grundschule ............................................................................................................................................ 4

International Review of Education .......................................................................................................... 6

Journal für LehrerInnenbildung ............................................................................................................... 7

Journal of Studies in International Education ......................................................................................... 8

Psychologische Rundschau ...................................................................................................................... 9

School Effectiveness and School Improvement .................................................................................... 10

Stadtforschung und Statistik ................................................................................................................. 11

Unterrichtswissenschaft ........................................................................................................................ 13

Zeitschrift für Bildungsverwaltung ........................................................................................................ 14

Zeitschrift für Evaluation ....................................................................................................................... 16


Educational Researcher

47. Jahrgang, Heft 7 (2018)

Link zum aktuellen Heft mit Abstracts: http://journals.sagepub.com/toc/edra/47/7

MATTHEW RONFELDT, STACEY L. BROCKMAN, SHANYCE L. CAMPBELL Does Cooperating Teachers’ Instructional Effectiveness Improve Preservice Teachers’ Future Per-

formance? [Abstract:]

ROBERT C. PIANTA, ARYA ANSARI Does Attendance in Private Schools Predict Student Outcomes at Age 15? Evidence From a Longi-

tudinal Study [Abstract:]

DI XU, SABRINA SOLANKI, PETER MCPARTLAN, BRIAN SATO

EASEing Students Into College: The Impact of Multidimensional Support for Underprepared Stu-dents [Abstract:]

SEAN KELLY, ANDREW M. OLNEY ET AL. Automatically Measuring Question Authenticity in Real-World Classrooms [Abstract:]

ALYSIA D. ROEHRIG, DEVIN SOPER, BRADLEY E. COX, GLORIA P. COLVIN

Changing the Default to Support Open Access to Education Research [Abstract:]

http://journals.sagepub.com/toc/edra/47/7


Grundschule

Heft 8, 2018 „Die Kunst des Präsentierens – wie Kinder von Beginn an lernen, ihre Arbeitsergeb-nisse anderen vorzustellen“

Link zum aktuellen Heft mit Abstract: https://www.westermann.de/zeitschriften/grundschule/die-grundschule/anlage/4607102/Praesentieren-von-Anfang-an-Praesentationen-haben-in-Schule-und-Gesellschaft-einen-hohen-Stellenwert-Je-frueher-Schuelerinnen-und-Schueler-lernen-vor-einem-Publikum-zu-sprechen-und-verschiedenen-Praesentationsformen-einzusetzen-desto-einfacher-haben-sie-e

Basis

ASTRID DÖRNHOFF UND BERND DÜHLMEIER Präsentieren von Anfang an [Abstract:]

NINA WILKENING

So macht Präsentieren Spaß – Zehn Tipps für Lehrer und Schüler [Abstract:]

Aus der Schule

ANNA UNCKEL Show and tell: Presentations in English [Abstract:]

HENRIETTE DAUSEND

Interessant präsentieren – mit PowerPoint und Co. [Abstract:]

DORIS SCHÜLER

Kunst im Treppenhaus [Abstract:]

Kompakt FRAUKE RODRIGUEZ

Präsentationen bewerten und beurteilen [Abstract:]

ASTRID DÖRNHOFF

Bücher vorstellen - Präsentieren lernen [Abstract:]

SOPHIE ERBA

Präsentieren mit Lapbooks [Abstract:]

Hintergrund GEORG STÖCKLI

Präsentieren - eine besondere Herausforderung für Schüchterne [Abstract:]

BRÍD NÍ CHATHAÍN

Mündlich präsentieren - Hürden überwinden [Abstract:]

ANDREA SCHNIEDER UND MATTHIAS HESSE Präsentieren: Die nächste Stufe meistern [Abstract:]

RONALD HERZOG Wissen als Geschenk verpackt [Abstract:]

Debatte

LAURA MILLMANN

Die Zeit wird knapp im Kampf gegen den Lehrermangel [Abstract:]

Magazin WOLFRAM CREMER

https://www.westermann.de/zeitschriften/grundschule/die-grundschule/anlage/4607102/Praesentieren-von-Anfang-an-Praesentationen-haben-in-Schule-und-Gesellschaft-einen-hohen-Stellenwert-Je-frueher-Schuelerinnen-und-Schueler-lernen-vor-einem-Publikum-zu-sprechen-und-verschiedenen-Praesentationsformen-einzusetzen-desto-einfacher-haben-sie-e






Der kollegiale Rat [Abstract:]


International Review of Education

Volume 64, Issue 5 (2018)

Link zum aktuellen Heft mit Abstracts: https://link.springer.com/journal/11159/64/5/page/1

STEPHEN ROCHE What’s the score? Assessing the impacts and outcomes of lifelong learning [Abstract:]

INA ELISABETH RÜBER ET AL. Lifelong learning – lifelong returns? A new theoretical framework for the analysis of civic returns

on adult learning [Abstract:]

PHILIP POWELL, ANITA WALSH Mutualising the university: achieving community impact through an ecosystem [Abstract:]

SAMUEL AMPONSAH, BEATRICE AYORKOR TORTO, SAMUEL KOFI BADU-NYARKO Ghanaian mature students’ motivation to pursue degree programmes through distance education

[Abstract:]

AI TAM PHAM LE

The contributions of community learning centres (CLCs) to personal and community development in Myanmar [Abstract:]

LINE KUPPENS, ARNIM LANGER

Peut-on apprendre la paix à l’école ? Une évaluation du cours « Éducation aux droits de l’homme

et à la citoyenneté » (EDHC) en Côte d’Ivoire post-conflit [Abstract:]

GABRIELE RABKIN ET AL. Hamburg’s Family Literacy project (FLY) in the context of international trends and recent evalua-

tion findings [Abstract:]

BOOK REVIEW

Jyri Manninen Lifelong learning participation in a changing policy context: An interdisciplinary theory (by Ellen

Boeren)

SAOUMA BOUJAOUDE

Inside education: Exploring the art of good learning (by Stephen O’Brian)

ALAN TUCKETT Learning as development: Rethinking international development in a changing world [by Daniel

A. Wagner)

STEPHANIE BENGTSSON

Schooling and education in Lebanon: Syrian and Syrian Palestinian refugees inside and outside the camps (by Nina Maadad)

https://link.springer.com/journal/11159/64/5/page/1


Journal für LehrerInnenbildung


Kein Link verfügbar.

BERNHARD HAUSER UND VOLKER BANK

Editoiral – Wie Feuer und Wasser miteinander auskommen sollen

VOLKER BANK

Ökonomie der Lehrerbildung Konzeptionelle Vorüberlegungen mit Daten aus den deutschen Bundesländern

STEFAN DENZLER UND STEFAN C. WALTER

Bildungsökonomische Sicht auf die Lehrerbildung in der Schweiz

BARBARA NEUNTEUFL, TATJANA ATANASOSKA UND NORA CECHOVSKY

Universitäre Einsparungen durch Unterstützung der Studierenden

SILKE ANGER UND STEPHAN THOMSON Die Schulzeitverkürzung am Gymansium

Fakten und Ergebnisse im Spiegel politischer Entscheidungen

MICHAEL ZUTAVERN

Gefahrenpotenzial finanzieller Rahmenbedingungen in der Lehrerbildung – Ein Erfahrungsbericht

Stichwort

KARL-HEINZ DAMMER Lehrkräfte nach Maß?

Leistung und verborgene Risiken der Kompetenzorientierung in der Lehrerbildung


Journal of Studies in International Education


Link zum aktuellen Heft mit Abstracts:

http://journals.sagepub.com/toc/jsia/22/5

MATHEUS BATALHA NERY Science Without Borders’ Contributions to Internationalization of Brazilian Higher Education [Ab-

stract:]

KARIN A. C. JOHNSON

9/11 and International Student Visa Issuance [Abstract:]

ALIYA KUZHABEKOVA, JACK LEE Relocation Decision of International Faculty in Kazakhstan [Abstract:]

WONDWOSEN TAMRAT, DAMTEW TEFERRA Internationalization of Ethiopian Higher Education Institutions: Manifestations of a Nascent Sys-

tem [Abstract:]

AGATHA I. NNAZOR

A Sociological Framework for Understanding the Participation of African Higher Education Institu-tions in Transnational Education [Abstract:]

DELL HOREY, TRACY FORTUNE ET AL.

Global Citizenship and Higher Education: A Scoping Review of the Empirical Evidence [Abstract:]

http://journals.sagepub.com/toc/jsia/22/5


Psychologische Rundschau


Link zum aktuellen Heft ohne Abstracts: https://econtent.hogrefe.com/toc/pru/69/4

THORSTEN MEISER ET AL. Positionspapier zur Rolle der Psychologischen Methodenlehre in Forschung und Lehre

Kommentare zu Meiser, T. et al. (2018). Positionspapier zur Rolle der Psychologischen Methoden-lehre in Forschung und Lehre

THORSTEN MEISER ET AL.

Stellungnahme zum Diskussionsforum

MARIO GOLLWITZER ET AL.

Die Datenmanagement-Empfehlungen der DGPs: Ein Zwischenstand

Nachrichten: Deutsche Gesellschaft für Psychologie e.V. – DGPs

Berufsverband Deutscher Psychologinnen und Psychologen e.V.

Nachrichten aus Instituten und Institutionen

Veranstaltungen und Ankündigungen

NATHALIE MEUWLY, DOMINIK SCHOEBI, HANS-WERNER BIERHOFF

TBS-TK Rezension. Fragebogen zur Partnerschaftsdiagnostik (FPD; 2., neu normierte und erwei-terte Auflage)

https://econtent.hogrefe.com/toc/pru/69/4


School Effectiveness and School Improvement


Link zum aktuellen Heft mit Abstracts: https://www.tandfonline.com/toc/nses20/current

BENT SORTKAER & DAVID REIMER Classroom disciplinary climate of schools and gender – evidence from the Nordic countries [Ab-

stract:]

ANTHONY KELLY & COLUM ELLIOTT-KELLY

Towards a philosophy of equity in educational effectiveness research: moving from utilitarianism to a Rawlsian paradigm [Abstract:]

FAN LI ET AL.

Ability tracking and social trust in China’s rural secondary school system [Abstract:]

SUSANNE SCHWAB

Wo intends to learn and who intends to leave? The intention to leave education early among stu-dents from inclusive and regular classes in primary and secondary schools [Abstract:]

PAUL WILFRED ARMSTRONG & MEL AINSCOW School-to-school support within a competitive education system: views from the inside [Abstract:9

SELCUK DOGAN & ALYSON ADAMS

Effect of professional learning communities on teachers and students: reporting updated results

and raising questions about research design [Abstract:]

JERICH FADDAR ET AL. School self-evaluation: self-perception or self-deception? The impact of motivation and socially

desirable responding on self-evaluation results [Abstract:]

https://www.tandfonline.com/toc/nses20/current


Stadtforschung und Statistik

Heft 2 (2018)

Link zum aktuellen Heft ohne Abstracts: https://www.schibri.de/?a=bookviewer&ISBN=sta_2-2018

Schwerpunkt

TIMO MUNZINGER Herausforderungen eines strategischen Flächenmanagements und Konsequenzen für ein Flächen-

informations- und Monitoringsystem

THOMAS PREUß

Was leisten Informations- und Monitoringsysteme für ein strategisches Flächenmanagement?

GISELA BECKMANN, FABIAN DOSCH Das Siedlungsflächenmonitoring des Bundes zwischen Anspruch und Praxis

HENNING ROSER

Das Berliner Wohnbauflächen-Informationssystem (WoFIS) – Erfahrungen mit einem neuen Ar-

beitsinstrument für die integrierte Stadtentwicklungsplanung

JULIA KALLWEIT, STEFAN THABE Systematische Raumbeobachtung in Dortmund

TOBIAS BERG, JULIA GOTTLIEB, MICHAEL STEINHOFF, PETER VORKÖTTER Strategisches Flächenmanagement in Solingen – Sachstand, Einbindung und Nutzen eines

ExWoSt-Forschungsfeldes

NORA REBMANN, PHILIPP WALTER

Das Nachhaltige Bauflächenmanagement Stuttgart (NBS) – Organisierte Innenentwicklung in Stuttgart

EDUARD KOHLEBER, CHRISTOPH TRINEMEIER

Regionale Siedlungsentwicklung der Metropolregion Rhein-Neckar-Aufbau und die Nutzung des „Raum + Monitor“ und seine Bedeutung für die kommunale Sieldungsentwicklung

Stadtforschung MATTHIAS SCHULZE-BÖING

„Man muss sich Sisyphos als glücklichen Menschen vorstellen“ Ein Konzept für kommunale Integ-rationspolitik

Statistik und Informationsmanagement CHRISTIAN STEIN

Wählerwanderungsanalysen mit dem KOWAHL-Verfahren – Einordnung, Methodik und Umset-zung

SEBASTIAN SCHMIDT

Open Source-Daten als Chance – Messung der Radwegenetzlänge auf Basis von OpenStreetMap-

Daten

Historie GABRIELE STURM

Vor 100 Jahren erhielten Frauen in Deutschland das Wahlrecht

Entdeckt

WZB veröffentlicht neue Segregationsstudie zu deutschen Großstädten

https://www.schibri.de/?a=bookviewer&ISBN=sta_2-2018



Unterrichtswissenschaft

Heft 4 (2018)

Link zum Verlag mit Abstracts: https://www.beltz.de/fachmedien/erziehungs_und_sozialwissenschaften/zeitschriften/unterrichtswissenschaft/show/Journal.html

CORNELIA GRÄSEL / JASMIN DECRISTAN / JOHANNES KÖNIG Adaptiver Umgang mit Heterogenität im Unterricht [Abstract:]

ANNE PIEZUNKA / TINA SCHAFFUS / MICHAEL GROSCHE

Vier Definitionen von schulischer Inklusion und ihr konsensueller Kern. Ergebnisse von Expertenin-

terviews mit Inklusionsforschenden [Abstract:]

JOHANNES KÖNIG / KRISTINA GERHARD / CONNY MELZER / ANNA-MARIA RÜHL / JULIE ZENNER Erfassung von pädagogischem Wissen für inklusiven Unterricht bei angehenden Lehrkräften: Test-

konstruktion und Validierung [Abstract:]

SARAH STRAUSS / JOHANNES KÖNIG

Berufsbezogene Überzeugungen von angehenden Lehrkräften zur inklusiven Bildung [Abstract:]

SUSANNE SCHWAB Interprofessionelle Lehrkraftkooperation im inklusiven Unterricht aus der Perspektive der Schülerin-

nen und Schüler [Abstract:]

https://www.beltz.de/fachmedien/erziehungs_und_sozialwissenschaften/zeitschriften/unterrichtswissenschaft/show/Journal.html

https://www.beltz.de/fachmedien/erziehungs_und_sozialwissenschaften/zeitschriften/unterrichtswissenschaft/show/Journal.html


Zeitschrift für Bildungsverwaltung

34. Jahrgang, Heft 2 (2018) „Fünftes Sankelmarker Gespräch zur Lehrerbildung. Digitalisierung der Welt. Herausforderungen für Schule und Lehrerbildung“

Link zum aktuellen Heft ohne Abstract: http://www.dgbv.de/zeitschrift-zbv.html

UWE CHRISTIANSEN Zum Einstieg: Berichte aus der Praxis

Fragenblock 1: Stichwort „Realität - Virtualität“

Wie verändern die elektronischen Medien die Weltwahrnehmung? Wie sind diese

Veränderungen zu werten (Nutzen - Gefahren)? Welche Produkte, Technologien, Konzepte spielen gegenwärtig für Schule und Unterricht eine Rolle? Welche Trends

sind erkennbar? Worauf haben wir uns einzustellen?

WERNER REINHART Zur Einführung: Die Digitalisierung der Welt – Herausforderungen für Schule und Lehrerbildung

THOMAS KNAUS Me, my Tablet and I – Herausforderungen des „digitalen“ Zeitalters für Schule und universitäre

Lehrendenbildung

IRA DIETHELM

Digitalisierung und Schule: zwischen Buzzword-Bingo und Allgemeinbildungsauftrag

Fragenblock 2: Stichwort „Lernen/E-Learning“ Lernpsychologischer Aspekt: Wie verändert sich das Lernen, verändern sich Lernkul-

tur, Wissensbildung und Wissensnutzung? Didaktischer Aspekt: Wie lassen sich die

elektronischen Medien für die Aufbereitung von Lerninhalten, die Gestaltung von Lernmaterialien, die Festlegung von Lernschritten und Sozialformen nutzen?

OLAF KÖLLER

Zur Einführung: Lernen/E-Learning

ULRIKE CRESS/BETTINA RENNER

Neue Metaphern für das Lernen – Was digitale Medien in der Schule alles leisten und verändern können

Fragenblock 3: Stichwort „Schule“

Welche Veränderungen für Aufgabe/Funktion und Gestalt der Schule ergeben sich

aus der Nutzung und dem Einsatz der elektronischen Medien? -Wie soll Schule künf-tig ausgestattet sein? Wie verändert sich die Lehrerrolle?

MERLE HUMMRICH

Zur Einführung

BIRGIT EICKELMANN

Schulen und Lehrerbildung in der digitalen Welt – Thesen zwischen Hype und Zukunftsfähigkeit

RALPH MÜLLER-EISELT/JULIA BEHRENS Lernen im digitalen Zeitalter – Erkenntnisse aus dem Monitor Digitale Bildung

Fragenblock 4: Stichwort „Lehrerbildung“ Welche Konsequenzen für die inhaltliche Ausgestaltung und die Struktur der Lehrer-

bildung sind aus den Antworten zu 1 bis 3 zu ziehen? Welche Erfahrungen sind be-reits gemacht worden? Aspekt „Aus-, Fort- und Weiterbildung“: Welche Funktion

http://www.dgbv.de/zeitschrift-zbv.html


können die elektronischen Medien in der Lehrerbildung übernehmen?

JOSEF KEUFFER Zur Einführung: Bildung in der digitalen Welt – Veränderungen in Schule, Fortbildung und Unter-

richt

CHRISTIAN FILK

Schule und Unterricht im digitalen Medienumbruch – Folgen und Konsequenzen für die drei Pha-sen der Lehrer/innenbildung

THOMAS RIECKE-BAULECKE

Fünf Thesen zur Diskussion über digitale Bildung aus anderer Veröffentlichung


Zeitschrift für Evaluation

Heft 2 (2018)

Link zum aktuellen Heft mit Abstracts: http://www.zfev.de/

KALLE HAUSS

Zur Anwendung inferenzstatistischer Methoden auf nicht probabilistische Stichproben und Voller-hebungen. Probleme und Lösungsansätze in der Evaluation

BENJAMIN FRONCEK, AGOSTINO MAZZIOTTA, PAMELA J. MCCANN, ILKA WÜRPEL, ANETTE ROHMANN

Evaluation in der psychosozialen Beratungsarbeit: Ein Survey zur Praxis der Evaluation aus Sicht

der Beratenden

STEFFEN WILD, ERNST DEUER, PHILIPP POHLENZ Studienerfolgsverständnis von hauptamtlichen Lehrkräften im Studienbereich Wirtschaft der Dua-

len Hochschule Baden-Württemberg (DHBW) – Ein Typisierungsversuch

LENA ZIMMER, TILL SEIPP, UWE SCHMIDT

Der Einfluss der Schul(leitungs)ebene auf die Nutzung von Evidenzen durch Lehrkräfte

LUTZ THIEME

Ehrenamtsmanagement: Mehr Engagement oder Verdrängungseffekte? Eine haushaltstheoreti-sche Evaluationsstudie mit Daten des Sozio-oekonomischen Panels

http://www.zfev.de/


Abstract:

Increasingly, states and teacher education programs are establishing minimum requirements for cooper-ating teachers’ (CTs’) years of experience or tenure. Undergirding these policies is an assumption that to effec-tively mentor preservice teachers (PSTs), CTs must themselves be instructionally effective. We test this as-sumption using statewide administrative data on nearly 2,900 PSTs mentored by over 3,200 CTs. We find the first evidence, of which we are aware, that PSTs are more instructionally effective when they learn to teach with CTs who are more instructionally effective. Specifically, when their CTs received higher observational rat-ings and value-added to students’ achievement measures (VAMs), PSTs also received higher observational ratings and VAM during their first years of teaching; CTs’ years of teaching experience, though, were mostly unrelated to these outcomes. These findings have implications for teacher education program leaders and policymakers who seek to recruit and set requirements for CTs who are more likely to support PSTs’ future instructional effectiveness. Abstract:

By tracking longitudinally a sample of American children (n = 1,097), this study examined the extent to which enrollment in private schools between kindergarten and ninth grade was related to students’ academic, social, psychological, and attainment outcomes at age 15. Results from this investigation revealed that in unad-justed models, children with a history of enrollment in private schools performed better on nearly all outcomes assessed in adolescence. However, by simply controlling for the sociodemographic characteristics that selected children and families into these schools, all of the advantages of private school education were eliminated. There was also no evidence to suggest that low-income children or children enrolled in urban schools benefited more from private school enrollment. Abstract:

Extensive theoretical literature and qualitative evidence nominate learning communities as a promising strategy to improve persistence and success among at-risk populations, such as students who are academically underprepared for college-level coursework. Yet rigorous quantitative evidence on the impacts of these pro-grams is limited. This paper estimates the causal effects of a first-year STEM learning communities program on both cognitive and noncognitive outcomes at a large public 4-year institution. We use a regression discontinui-ty design based on the fact that students are assigned to the program if their math SAT score is below a threshold. Our results indicate that program participation increased the academic performance and sense of belonging for students around the cutoff. These results provide compelling evidence that learning communities can support at-risk populations when implemented with a high level of fidelity. Abstract:

Analyzing the quality of classroom talk is central to educational research and improvement efforts. In particular, the presence of authentic teacher questions, where answers are not predetermined by the teacher, helps constitute and serves as a marker of productive classroom discourse. Further, authentic questions can be cultivated to improve teaching effectiveness and consequently student achievement. Unfortunately, current methods to measure question authenticity do not scale because they rely on human observations or coding of teacher discourse. To address this challenge, we set out to use automatic speech recognition, natural language processing, and machine learning to train computers to detect authentic questions in real-world classrooms automatically. Our methods were iteratively refined using classroom audio and human-coded observational data from two sources: (a) a large archival database of text transcripts of 451 observations from 112 class-rooms; and (b) a newly collected sample of 132 high-quality audio recordings from 27 classrooms, obtained under technical constraints that anticipate large-scale automated data collection and analysis. Correlations between human-coded and computer-coded authenticity at the classroom level were sufficiently high (r = .602 for archival transcripts and .687 for audio recordings) to provide a valuable complement to human coding in research efforts. Abstract:

This essay explores factors underlying the underutilization of Open Access (OA) to make education re-search literature freely available online, where it can benefit a global audience of researchers, students, teach-ers, and policymakers. Situating this autobiographical self-study in the context of the broader global and schol-arly context, we use Bullough and Pinnegar’s (2001) setting-convocation-resolution approach to present our stories as points of departure for reflection, conversation, research, and action. We do so to raise awareness and enhance understanding of the complex and rapidly evolving legal, ethical, and practical issues surrounding public accessibility to scholarship. We also issue a call to action by outlining concrete, stakeholder-specific steps that would help OA become the new default for publication of education research. Abstract:

Präsentationen haben in Schule und Gesellschaft einen hohen Stellenwert. Je früher Schülerinnen und Schüler lernen, vor einem Publikum zu sprechen und verschiedenen Präsentationsformen einzusetzen, desto einfacher haben sie es später. Abstract:

Schritt für Schritt kann jeder Grundschüler und jede Grundschülerin das Präsentieren erlenen. Dazu braucht es vor allem klare Kriterien, sinnvolles Feedback und genug Gelegenheiten zum Üben.


Abstract:

Von der ersten Englischstunde an wird das Ziel verfolgt, die Kinder an einen kreativen und produktiven mündlichen Sprachgebrauch heranzuführen, der die Kommunikation in der Fremdsprache ermöglicht. Somit sollten im Englischunterricht verschiedene Präsentationsformen bereits ab dem dritten Schuljahr ihren festen Platz erhalten. Drei Beispiele. Abstract:

Die digitale Technik ermöglichen es, Inhalte spannend aufzubereiten und zu präsentieren. Doch nieman-dem nutzt eine Präsentation, bei der animierte Effekte, bunte Schrift und unzählige Bilder den Inhalt in den Hintergrund drängen. Deshalb muss auch das Präsentieren mit digitalen Medien frühzeitig erlernt werden. Abstract:

Im Kunstunterricht erstellen die Schülerinnen und Schüler regelmäßig eigene Werke. Diese sollten im Anschluss angemessen präsentiert werden. An der Nelson-Mandela-Schule wurde dafür das Konzept der "Treppenhausausstellungen" entwickelt. Abstract:

Inhalt, Gestaltung oder der Vortrag selbst - es gibt verschiedene Kriterien, die bei einer Präsentation betrachtet werden können. Tipps für eine transparente und wertschätzende Beurteilung. Abstract:

Das eigene Lieblingsbuch vorzustellen und zum Experten zu werden, wirkt bei Schülerinnen und Schülern oft als Motivationsmotor. Gleichzeitig bieten Buchvorstellungen Raum für ganz unterschiedliche Präsentations-formen. Ein paar Beispiele, wie die Präsentationskompetenz gestärkt werden kann. Abstract:

Der Arbeit mit Lapbooks eilt oft der Ruf einer zeitaufwendigen Bastelarbeit voraus. Dabei bietet der gezielte Einsatz dieser Methode eine motivierende und individuelle Form der Auseinandersetzung von Lernin-halten, die als Präsentation auch für andere Schülerinnen und Schüler von Nutzen sein können. Abstract:

Nervosität und Versagensängste sind häufige Begleiter bei Präsentationen. Für schüchterne Schülerinnen und Schüler stellen diese daher erst recht unangenehme Ereignisse dar. Abstract:

Schülerinnen und Schüler mit Förderbedarf haben die Möglichkeit, Aufgaben mündlich statt schriftlich zu präsentieren. Diese Präsentationen müssen jedoch gut vorbereitet werden - damit der Nachteilsausgleich nicht zu einem weiteren Hemmnis wird. Abstract:

Verschiedene Fähigkeiten sind nötig, um sachgerecht präsentieren zu können. Weiterführende Schulen bauen auf den in der Grundschule erworbenen Grundlagen auf, wie das Beispiel des Freiherr-vom-Stein-Gymnasiums Bünde zeigt. Abstract:

Damit Kinder präsentieren lernen, sollten Lehrerinnen und Lehrer ihnen ein Vorbild sein - Tipps für ge-lungene Präsentationen. Abstract:

Die Wut bei Eltern, Schülern und Pädagogen wächst, denn eine Lösung für den massiven Lehrermangel ist noch immer nicht in Sicht. Und die bisherigen Ansätze - immer mehr Seiteneinsteiger, größere Klassen, we-niger Unterricht - verschaffen höchstens ein bisschen Aufschub. Abstract:

Experten beantworten Lehrerfragen aus Pädagogik, Psychologie und Recht. Abstract:

Assessing the extent of learning, never mind its impact or outcome, is a thorny challenge. Schools face the problem that students learn differently, both in terms of style and pace. Universities and colleges face the problem of overreliance on examinations, which are inadequate to assess much of the knowledge and many of the skills required after graduation. In adult and non-formal education, the issue is further complicated by the fact that the desired outcomes are often more complex and less immediate than those of formal education. A primary school pupil hopes to achieve the necessary score to proceed to their preferred form of secondary education; the secondary student studies hard to achieve a score that will allow them to enter the workforce, higher education or vocational training; while the vocational or university student pursues a score that will translate into a respected qualification, which in turn may secure entry into their chosen profession. By con-trast, the adult learner balances a variety of hopes and desires: from acquiring knowledge for its own sake, to career progression, increased income, improved well-being, social contact, personal development, community engagement, and much more. In fact, one of the great attractions of adult learning is that we embark on the journey without quite knowing the destination. In the words of Manuel London,….. Abstract:

Education is associated with a wide range of positive outcomes such as higher wages and employability, but also with increased well-being or volunteering. While previous research focused mainly on returns on for-mal education in schools or universities, there has been a notable shift in recent years towards the analysis of returns on adult learning. While research has established theory-driven empirical evidence concerning labour market-related outcomes, it fails to identify and coherently explain non-monetary outcomes. The authors of this article review 13 empirical studies on different forms of civic participation as a return on engagement in adult learning. Individuals’ civic participation is one precondition to social cohesion and functioning citizenship at a societal level and thus a factor of high political and societal relevance. All the studies reviewed in this arti-cle suggest a positive association between adult learning and civic engagement. To what extent this association is causal, however, remains an open question. The authors argue that any efforts to identify such causality must begin with a number of theoretical assumptions about the mechanisms through which learning may in-


fluence civic participation. By linking the theoretical ideas of the studies reviewed with the literature on volun-teering, the authors suggest a new theoretical framework, which may guide further research. Abstract:

Public dissatisfaction with academic research, coupled with the rising costs of higher education (HE) and reduced government funding, are forcing academics to convince society of the benefits of their research. This article argues that pressures on higher education institutions (HEIs) in a market model create a need to be responsive to students and employers, and to demonstrate institutional impact. However, the assessment of this impact tends to be based on quantifiable data, statistics, etc. of the kind which work well for natural sci-ences, but pose challenges for social sciences. Thus, areas of impact are often overlooked which may be more immediate in their effect, and deliver benefits which go beyond those claimed for the current impact model. They derive from activities that involve formal learning in the curriculum, pre-labour market entry and execu-tive education; informal extra-curricular activities; organisational benefit generated by individual students’ activities and by the co-creation of knowledge in jointly tailored programmes; a range of enterprise activities supporting student innovation and creativity; and public engagement, creating a space for debate and the ex-change of views. Recognising this broad nature of impact across a range of contexts, the authors of this article suggest two mechanisms which might be helpful in thinking about identifying wider impact. The first, mutuality, involves co-operation between HEIs and their communities in a series of relationships, reaching beyond the transactional. The second, the development of an HEI-centred ecosystem – an intentional collaborative com-munity –, provides a vehicle which harnesses synergy to enhance impact on a set of stakeholders across a vari-ety of dimensions. The authors describe the characteristics of an ecosystem developed for an HEI in the United Kingdom (UK). Abstract:

Mature distance education students in Ghana, like part-time students all over the world, need to be motivated in order to enjoy their studies and succeed in what they do. In order to come up with incentives for such learners to join and complete a course, universities have to be aware of the characteristics and the socio-economic background of this group of learners and use an approach that best suits their needs at any given time. Based on Richard M. Ryan and Edward L. Deci’s self-determination theory, the authors of this article in-vestigate the factors that motivate mature students to engage in distance education and how their motivation is sustained throughout their studies. Using a survey questionnaire, the authors collected data from 210 ma-ture distance education students (106 males and 104 females; aged 30+) of the University of Ghana. Interest-ingly, some of the authors’ findings depart from the norm in terms of adult learners’ motivations and what extant literature holds as typified in the work of Ryan and Deci. Adult learners more generally are described in the literature as being mainly intrinsically motivated (e.g. by the desire to learn for its own sake, for the enjoy-ment it provides, or the feelings of accomplishment it evokes). Interestingly, this survey reveals that mature distance education students who were enrolled in a higher education programme offered by the University of Ghana were mainly extrinsically motivated, giving career development as their top reason for course selection. Abstract:

Community learning centres (CLCs) have been widely established in the Asia-Pacific region as locally managed institutions that offer non-formal educational opportunities and community development activities. Myanmar officially has more than 3,000 centres, which is one of the highest numbers in the region. This article examines the operation of CLCs and their contributions to personal and community development in Padaung, Myanmar. The author’s research is based on six weeks of fieldwork in Myanmar for data collection including semi-structured interviews, focus group discussions and informal conversations. Her findings suggest that CLCs can contribute to the improvement of both individuals’ quality of life and communities’ social capital, which facilitates mutually beneficial collective action. The findings also support the conclusion that CLCs can provide additional educational opportunities beyond the formal system, especially for adults and members of rural communities, e.g. farmers. However, due to constraints in terms of budget, implementing capacity and socio-economic factors, the outreach of CLC activities is still somewhat limited and has yet to reach its full potential. Abstract:

Can we learn peace at school? An evaluation of the “Human rights and Citizenship Education” (EDHC) course in post-conflict Ivory Coast – After the post-electoral crisis, the government of Ivory Coast introduced a course entitled “Human rights and citizenship education” (EDHC) to the lower secondary school curriculum to facilitate a societal transition to a culture of peace. This article, which examines the perceptions of course participants and their teachers, is based on a large-scale survey (n = 984), 25 focus groups and course observations carried out in Abidjan. An analysis of the course’s strengths and weaknesses from the point of view of the key players in the education system enables the authors to evaluate its effectiveness. They find that, despite the enthusi-asm around this course, its lack of depth is preventing a change of mentality. In addition, the message of peace that the course strives to convey is compromised by school violence. Abstract:

The authors of this article begin with an introduction to the holistic concept of family literacy and learn-ing and its implementation in various international contexts, paying special attention to the key role played by


the notions of lifelong learning and intergenerational learning. The international trends and experiences they outline inspired and underpinned the concept of a prize-winning Family Literacy project called FLY, which was piloted in 2004 in Hamburg, Germany. FLY aims to build bridges between preschools, schools and families by actively involving parents and other family members in children’s literacy education. Its three main pillars are: (1) parents’ participation in their children’s classes; (2) special sessions for parents (without their children); and (3) joint out-of-school activities for teachers, parents and children. These three pillars help families from mi-grant backgrounds, in particular, to develop a better understanding of German schools and to play a more active role in school life. To illustrate how the FLY concept is integrated into everyday school life, the authors showcase one participating Hamburg school before presenting their own recent study on the impact of FLY in a group of Hamburg primary schools with several years of FLY experience. The results of the evaluation clearly indicate that the project’s main objectives have been achieved: (1) parents of children in FLY schools feel more involved in their children’s learning and are offered more opportunities to take part in school activities; (2) the quality of teaching in these schools has improved, with instruction developing a more skills-based focus due to markedly better classroom management und a more supportive learning environment; and (3) children in FLY schools are more likely to have opportunities to accumulate experience in out-of-school contexts and to be exposed to environments that stimulate and enhance their literacy skills in a tangible way. Abstract:

The Science Without Borders (SWB) program is Brazil’s major international education initiative. Begun in 2011, the SWB program is a government-funded initiative that encourages Brazilian universities to structure international relations offices and make international education experiences accessible to Brazilian students. However, its initial stages were marked by problems. First, the author’s analysis focuses on the history of SWB’s implementation and pivotal moments in the program’s evolution with the objective of analyzing the available program data, balancing it with the author’s experience in managing international programs. In sequence, the author examines the key learning points from two international programs—European Union (EU) Erasmus Program and the U.S. 100,000 Strong initiative—with the objective of analyzing some of the best practices that could have assisted the SWB program in its initial implementation phase and in its future plans. Last, the author presents an analysis with key learning points on internationalization of higher education with the objective of analyzing the growing complexity in international education policies and the necessity of improvements in the current Brazilian strategy for internationalization. The author proposes that to ensure the SWB program’s effi-cacy, an independent evaluation and enhanced connection between Brazilian international education initia-tives and the country’s foreign policy will be necessary. Sustainability of the program and Brazil’s international education policies will necessitate additional efforts including cross-border education, comprehensive interna-tionalization, and internationalization at home strategies. In summary, the author presents recommendations to policymakers, scholars, and practitioners regarding transforming the SWB program into an international education national policy. Abstract:

International student migration to the United States markedly dropped after the September 11, 2001, attacks. Considering the interaction of immigration policy and student agency, this study examines how student visa issuances changed after 9/11 to determine whether there were significant changes to international stu-dent flows to the United States. Nonimmigrant visa data from the U.S. Department of State annual Report of the Visa Office from 1997 to 2006 were analyzed. Results show that while there was no initial significant differ-ence between the pre- and post-9/11 periods, when broken down by visa classification and by region, there were pronounced decreases in visa issuance. Findings suggest that negative effects by student visa type in all regions may have shifted worldwide student mobility trends in the post-9/11 era. Abstract:

This mixed-methods study uses Push and Pull model, as well as the Kaleidoscope career model, to close the gap in understanding of the experiences of international faculty who work in the Global South. Treating these faculty members as self-initiating expatriates pursuing a boundaryless career, the study reveals that one of the key push factors is shortage of jobs in the international market. While salary remains an important pull factor, nonmonetary motivations, such as the desire to contribute to change, are also important motivators. When making the decision to relocate, international faculty are balancing career consideration with the desires to remain truthful to their values and to fit the career with their personal lives. Most faculty expect to stay in the country for a short term, thus presenting challenges for institution building. They also anticipate that inter-national mobility will leave a positive effect on their careers. Abstract:

The changing landscape of higher education over the past few decades has increasingly brought interna-tionalization to the fore as one major manifestation of the educational systems of both developed and devel-oping countries alike. As part of this global trend, the Ethiopian higher education sector has, in the past decade, begun to exhibit some of the emerging trends of internationalization despite the paucity of data that portray the phenomenon in an organized manner. This study was conducted to address the prevailing deficiencies with particular focus on identifying the dominant manifestations of internationalization in Ethiopia’s public and


private higher education institutions. Data were drawn from nine public and six private institutions using ques-tionnaire and focus group discussion. The major findings of the study revealed that institutions consider inter-nationalization as an important activity for the purposes of promoting teaching and resource mobilization, international research projects, and academic quality and standards. However, in most of the surveyed univer-sities, internationalization was found to be more of an ad hoc and reactive process than a systematically admin-istered proactive undertaking. On the basis of the findings that portray the features of a nascent system, the need for cohesive policies, strategic directions, and operational efficiencies both at national and institutional levels has been projected. Abstract:

Transnational Education (TNE) has potential for expanding access to higher education in Africa, which has chronic high rates of unmet demand for access. Paradoxically, African higher education institutions (HEIs) have the least participation in TNE. There is a dearth of systematic understanding of the factors that influence the participation of African HEIs in TNE and the impacts of their participation at both institutional and societal levels. This article proposes a sociological framework for investigating the factors that enable or hinder the participation of African higher HEIs in TNE, and the impacts of their participation on the institutions themselves and their respective countries. The framework is constructed with societal and organizational factors disparate-ly identified through a purposive review of the literature. Abstract:

Student attainment of capabilities associated with global citizenship remains a priority for higher educa-tion institutions. We report on a scoping review of empirical studies to explore how global citizenship is under-stood and enacted in higher education. The 29 included studies span the arts, psychology and social sciences, professional degrees, purpose-designed global citizenship courses, and community development, service, and educational travel programs. Notwithstanding considerable diversity in study aims, methodology, and how global citizenship was described, we were able to discern an overarching framework to describe the theoretical contributions to global citizenship education. Our findings contribute to building conceptual clarity both for educators charged with developing curricula and for higher education researchers seeking to explore and eval-uate the outcomes of global citizenship education. Abstract:

Classroom disciplinary climate has emerged as a crucial factor with regard to student achievement. However, most previous studies have not explored potential gender differences in both students’ perceptions of the classroom disciplinary climate and the association between classroom disciplinary climate and student learning. Using data from the Organisation for Economic Co-operation and Development (OECD) Programme for International Student Assessment (PISA) 2012 for the Nordic countries, we found a significant association between the perceived classroom disciplinary climate of schools and students’ mathematics performance across countries. On the basis of an analysis of a pooled sample consisting of all 5 Nordic countries, we found that the correlation between classroom disciplinary climate of schools and maths achievement is significantly stronger for boys than for girls. Further analyses showed that this finding may partly be attributable to gender differences in the perception of the disciplinary climate of schools, whereby boys seemed to perceive the class-room disciplinary climate of schools more positively than girls. Abstract:

The uses to which educational effectiveness research (EER) is put by policymakers cannot be blamed on the field, but it is apparent that it has become aligned with the utilitarianism of Western government policy and transnational bodies like the Organisation for Economic Co-operation and Development (OECD). This alignment was not consciously adopted – it is more the case that in the absence of its own asserted philosophy, EER simp-ly defaulted to that world view – but as the field shifts to a “dynamic” model and meta-syntheses, the need to reconsider the current paradigm becomes urgent. This paper attempts to reclaim the field philosophically for the academics who work in it and for the policymakers who rely on its science. It is beyond the scope of the paper to present a full comprehensive philosophy, but it describes, as a first step towards one, a new manifesto based on John Rawls’s work on justice as fairness. Abstract:

The goal of this paper is to describe and analyze the relationship between ability tracking and student social trust, in the context of low-income students in developing countries. Drawing on the results from a longi-tudinal study among 1,436 low-income students across 132 schools in rural China, we found a significant lack of interpersonal trust and confidence in public institutions among poor rural young adults. We also found that slow-tracked students have a significantly lower level of social trust, comprised of interpersonal trust and con-fidence in public institutions, relative to their fast-tracked peers. This disparity might further widen the gap between relatively privileged students who stay in school and less privileged students who drop out of school. These results suggest that making high school accessible to more students may improve social trust among rural low-income young adults. Abstract:

Early school leaving is a serious problem for individual students, especially for students with special edu-cational needs (SEN). This study tests predictors of early school leaving, using data collected among 1,047 stu-dents from 60 inclusive and regular classes in primary and secondary schools in Austria with 4th- and 7th-grade


students aged 9–11 and 12–14 years. Multilevel regression analyses show that higher school wellbeing and a more positive student–teacher relationship reduce the intention of both 4th and 7th graders to leave school early. Additionally, for 7th graders, having a migrant background and more individualised instruction are pre-dictors of a greater intention to leave school early. School grade, gender, socioeconomic background, SEN, social integration, class climate, school setting (regular class vs. inclusive class), and the heterogeneity of the class composition had no impact on the intention to leave school early. Abstract:

This paper draws on evidence from a study carried out in England to explore how schools can support one another’s improvement within a policy context that emphasises competition. The findings offer some rea-sons to be optimistic, and are suggestive of the capacity and potential of the school system in England to “self-improve” through collaborative means. However, light is also thrown on a number of barriers that need to be overcome to make such an approach work. The paper argues that developing a greater understanding of the social complexities involved in school-to-school support requires research that takes account of the views of those involved. With this in mind, the paper reflects on the experiences of a group of school leaders in England, leading to lessons that are likely to be relevant to those in other national contexts where competition is seen as a driver for school improvement. Abstract:

This manuscript is a review and critical analysis of professional learning communities (PLCs) research using 13 empirical international studies. Our findings confirm what previous reviews have found: participation in PLCs resulted in improved teacher practice and increased student achievement. In this review, we provide detailed and specific examples of what has improved in teacher practice, and how impact on students has been documented. However, we raise concerns about the design of current PLC studies as there were methodologi-cal issues that limited the ability to interpret results. Despite promising evidence about the effects of PLCs on teachers and students, we articulate specific directions for future research designs that will improve the quality of PLC studies. Abstract:

In order to enhance the quality of education, school self-evaluation (SSE) has become a key strategy in many educational systems. During an SSE process, schools describe and evaluate their own functioning, often by administering questionnaires among teachers. However, it is unknown to what extent SSE questionnaire results are distorted by respondents’ tendencies towards socially desirable responding and their motivation to fill in an SSE questionnaire. This study reports on a path analysis, performed on the results of an authentic SSE with 382 participants. Results indicate that socially desirable responding and motivation have indeed an impact on SSE results. However, the effects are differential and depend on the variable of interest. These findings can have serious implications, and should be taken into account when drawing conclusions and taking (school) policy decisions within the framework of an SSE process. Abstract:

Eine der wichtigsten aktuellen Herausforderungen für das Bildungssystem ist es, in Unterricht und Schule die Heterogenität der Schülerinnen und Schüler zu berücksichtigen. Diese Herausforderung entsteht als Folge verschiedener gesellschaftlicher Entwicklungen, von denen hier drei kurz benannt werden sollen: (1) Die Unter-schiedlichkeit der Schülerinnen und Schüler steigt im Zusammenhang mit der Umsetzung der UN-Behindertenkonvention (United Nations, 2006). Diese Konvention wurde von den meisten europäischen Län-dern ratifiziert; in den deutschsprachigen Ländern geschah dies 2008 in Österreich, 2009 in Deutschland und 2014 in der Schweiz. Die Umsetzung der UN-Konvention führt zu weitreichenden Veränderungen im Bildungs-system. Beispielsweise werden derzeit in verschiedenen Bundesländern Reformen durchgeführt, durch die mehr Schülerinnen und Schüler mit besonderen pädagogischen Bedürfnissen in Regelschulen unterrichtet wer-den als an Förderschulen. Abstract:

In der deutschsprachigen Bildungsforschung gibt es seit einigen Jahren vermehrt Studien, die sich mit der Umsetzung von Inklusion auseinandersetzen. Es gibt jedoch bislang sowohl in Forschung als auch in Praxis kei-nen Konsens darüber, was man unter schulischer Inklusion versteht. Beispielsweise fehlen präzise und eindeu-tige Definitionen von Inklusion. Daher explizieren wir durch qualitative Experteninterviews mit elf Inklusions-forschenden vier Definitionen von schulischer Inklusion, die den wissenschaftlichen Diskurs in Deutschland gegenwärtig prägen: Unter Inklusion kann man die Realisierung des Rechtsanspruchs für Schülerinnen und Schüler mit diagnostizierter Behinderung verstehen (Verständnis 1), die bestmögliche Leistungsförderung von einzelnen Schülergruppen (Verständnis 2), Teilhabe, Anerkennung und Wohlbefinden aller Schülerinnen und Schüler (Verständnis 3) oder das Überwinden von sozial konstruierten Differenzlinien im Denken und Handeln als Utopie (Verständnis 4). Der konsensuelle Kern dieser vier Definitionen ist die Überwindung von Diskriminie-rung aufgrund sozial konstruierter Differenzlinien. Dieser konsensuelle Kern ist hierarchisch organisiert und kann in der Inklusionsforschung erstmalig als theoretischer Bezugspunkt genutzt werden, um die jeweiligen Erträge und Grenzen projekt- oder disziplinübergreifend zu kommunizieren. Abstract:

Neue Aufgaben im Bereich der inklusiven Bildung stellen erweiterte Anforderungen an Lehrkräfte, für deren erfolgreiche Bewältigung bestimmte kognitive Voraussetzungen nötig sind. Die Frage, welches professio-


nelle Wissen gefordert sein könnte, wird im vorliegenden Beitrag ausgehend von der bislang in der Forschung etablierten Kategorie des "pädagogischen Wissens" bearbeitet. Vorgestellt wird eine neue Konzeption für "pä-dagogisches Wissen für inklusiven Unterricht". Diese wird operationalisiert mithilfe eines neu konstruierten standardisierten Tests, der an einer Stichprobe von 409 Lehramtsstudierenden angewendet wird. Basierend auf diesen Daten werden Fragen zur Konstruktvalidität bearbeitet. Ergebnisse aus Varianzanalysen zeigen, dass der Test wie erwartet gut zwischen Bachelor- und Master-Lehramtsstudierenden differenziert, aber auch geringfü-gig sensitiv ist gegenüber erweiterten Lerngelegenheiten wie sie Studierende für das sonderpädagogische Lehramt erhalten. Ferner lässt sich das getestete Wissen wie erwartet grundsätzlich von der Abiturnote (als Indikator für kognitive Leistungsfähigkeit) abgrenzen und es zeigen sich signifikante, jedoch eher niedrige Zu-sammenhänge mit berufsbezogenen Überzeugungen zu inklusiver Bildung in der jeweils erwarteten Richtung. Abstract:

Professionelle Überzeugungen von (angehenden) Lehrkräften zur inklusiven Bildung spielen eine relevan-te Rolle für den Erfolg der gemeinsamen Beschulung aller Schülerinnen und Schüler. Hierzu liegen zahlreiche aktuelle Forschungsergebnisse vor, die allerdings im Hinblick auf die Definition des Inklusionsbegriffs, die An-forderungen für Lehrkräfte in inklusiven Settings sowie die theoretischen Rahmenmodelle der verwendeten Instrumente deutlich variieren bzw. Defizite aufweisen. Der vorliegende Beitrag stellt, aufbauend auf systema-tischen Reviews, ein neues Rahmenmodell vor, mit dem verschiedene Ebenen der Begriffsdefinition von Inklu-sion mit professionellen Anforderungen an Lehrkräfte im Bereich inklusiver Bildung in einem Modell verknüpft werden. Eine erste Operationalisierung dieses Modells mit sieben neu entwickelten Skalen zu Überzeugungen von Lehrkräften zu inklusiver Bildung wird vorgestellt und an einer Stichprobe von 409 Lehramtsstudierenden in Form von Strukturanalysen, Messinvarianzanalysen und Subgruppenvergleichen empirisch überprüft. Abstract:

Die Zusammenarbeit zwischen Lehrkräften unterschiedlicher Disziplinen gilt als wesentliche Gelingens-bedingung in inklusiven Schulsettings (siehe z. B. Urban & Lütje-Klose, 2014), um heterogenen Lern-, Entwick-lungs- und Förderbedürfnissen von Kindern und Jugendlichen mit und ohne sonderpädagogischen Förderbedarf (SPF) angemessen zu begegnen. Bisherige Studien zur Erforschung von interprofessioneller Lehrerkooperation stützen sich fast ausschließlich auf die Sichtweise der Lehrkräfte. Die vorliegende Studie legt den Fokus jedoch auf die Sichtweise von Schülerinnen und Schülern, um eine mögliche Verzerrung durch sozial erwünschtes Antworten von Lehrkräften zu vermeiden. Datengrundlage bietet die ATIS-STEP (Attitudes Towards Inclusive Schooling - Students, TEachers and Parents) Studie, an der insgesamt 721 Schülerinnen und Schüler der vierten Schulstufe aus österreichischen Inklusionsklassen teilgenommen haben. Die Mehrheit der Schülerinnen und Schüler gaben in der Papier-Bleistifterhebung an, dass sie es "eher" mögen, wenn zwei Lehrerkräfte gemeinsam im Team unterrichten und dass sie sich dabei auch gut unterstützt fühlen. Die Ergebnisse von Multilevel-Regressionsanalysen zeigten, dass Schülerinnen die Teamkooperation der Lehrkräfte positiver bewerten und auch als unterstützender wahrnehmen als Schüler. Sowohl die positive Bewertung der Teamarbeit als auch die wahrgenommene Unterstützung können durch zwei Arten von Teamarbeit erklärt werden: Co-Teaching und individuelle Begleitung. Je stärker die Teamarbeit von den Schülerinnen und Schülern gemocht wird und als unterstützend wahrgenommen wird, desto stärker mögen die Schülerinnen und Schüler auch Gruppen- und Partnerarbeit. Darüber hinaus zeigte sich ein signifikanter positiver Zusammenhang zwischen dem Mögen der Lehrerkooperation und der wahrgenommenen Unterstützung durch die Lehrerkooperation mit dem schuli-schen Wohlbefinden und dem sozialen Integriertsein der Schülerinnen und Schüler.

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Aktuelle Inhaltsverzeichnisse ausgewählter ... · 4 Zeitschrifteninhaltsdienst November 2018 Grundschule Heft 8, 2018 „Die Kunst des Präsentierens – wie Kinder von Beginn an