Suchergebnisse

(Anmerkung: Neben der an dieser Stelle beschriebenen quantitativen Querschnittstudie wurde im Rahmen des Projekts außerdem eine qualitative Studie mittels Leitfadeninterviews durchgeführt. Die Daten der qualitativen Studie werden vom Verbundpartner DIPF unter geregelten Zugangsbedingungen zur Verfügung gestellt - der Link befindet sich unter "Weitere Hinweise".)

Themen:

I) Selbstwirksamkeitserwartungen
Generelle Selbstwirksamkeitserwartungen als Lehrer: gegenüber der Klasse, gegenüber einzelnen Kindern, als Motivator, im Umgang mit den Schülern; Selbstwirksamkeitserwartungen speziell im Handlungsfeld Mehrsprachigkeit: bei der Berücksichtigung verschiedener Sprachen im Unterricht, beim Ermutigen zum Sprechen anderer Sprachen als Deutsch, im Umgang mit Eltern, die kein Deutsch sprechen.

II) Wissen über Lernen und Lehren im Kontext von Mehrsprachigkeit
Alltagstheoretisches bzw. wissenschaftlich fundiertes Wissen über Mehrsprachigkeit: Mehrsprachigkeit als Hürde/Chance, Berücksichtigung und Förderung von anderen Familiensprachen als Deutsch durch die Schule, Präsenz von Mehrsprachigkeit im Schulbild.

III) Handlungsstrategien
Alltäglicher Umgang und Erfahrungen mit Mehrsprachigkeit in der Schule und im Unterricht: Berücksichtigung und Förderung von anderen Sprachen als Deutsch im Unterricht, Sicherheit im Umgang mit mehrsprachigen Schülern, Förderung von Deutsch als Hauptsprache im Unterricht und in den Pausen, Erfahrungen im Umgang mit anderen Familiensprachen als Deutsch im Unterricht.

IV) Bedeutung des Handlungsfeldes Mehrsprachigkeit
Vorbereitung auf mehrsprachige Klassen/Gruppen in Studium, Referendariat, Fortbildungen und Ausbildung.

Demographie: Beruf innerhalb der Schule, Anzahl an Jahren an der Schule, gesprochene Sprachen.

Zusätzlich verkodet: Schule, Zuwanderungsgeschichte der Schule, Teilnehmercode.

Includes tables and graphs. ; Bibliography: p. 65. ; Mode of access: Internet.

This research discusses the implementation of school development management at SMAN 1 Bolo, Bima Regency, in the New Normal era. This research uses a qualitative approach with a case study method to understand and analyse phenomena and events that cannot be measured quantitatively, emphasising in-depth observation and various data sources. Data was obtained through interviews, observations and document studies with multiple parties, including teachers, principals, deputy principals, committees and other stakeholders. The research results show that developing teacher professionalism, effective school management, adaptive curriculum, and the use of technology in learning are critical factors in developing quality schools. Overall, this research illustrates how SMAN 1 Bolo has prepared itself to face changes and challenges in the dynamic world of education in the New Normal era. It provides comprehensive insight into the school's adaptation to changes in the current educational paradigm.

Abstract Leadership can be carried out by male or female figures based on the suitability of their competencies with the needs of the organization. The benchmark for leadership success is if in the process it directs and moves all members to achieve organizational goals. Through this research, we will discuss the types of women principals' leadership in the development of adiwiyata schools.This research isaqualitative research conductedat SDN Bhayangkara Yogayakarta.The findings of this study are: 1) The leadership type of female principals at SDNBhayangkara Yogyakarta isfeminine-transformational,2) As an effort to develop adiwiyata schoolsat SDNBhayangkara Yogyakarta by the principal, namely the application of four indicators, then exemplary, and involving the active participation of parents in developing adiwiyata schools,3) The supporting factors aresourced from the leadership, namelythe principal competence,school management team, and other human resources such as the community, parents and government, as well as the availability of resources such as adequate land.However, there are inhibiting factors originating from the lack of personal initiative from school residents and also the high level of idealism in the administration of adiwiyata Keywords: feminine-transformational,leadership, women,adiwiyata school Abstrak Kepemimpinan dapat dilakukan oleh tokoh laki-laki atau perempuan berdasarkan kesesuaian kompetensinya dengan kebutuhan organisasi. Tolok ukur keberhasilan kepemimpinan adalah jika dalam prosesnya mengarahkan dan menggerakkan seluruh anggota untuk mencapai tujuan organisasi. Melalui penelitian ini akan dibahas tipe-tipe kepemimpinan kepala sekolah perempuan dalam pengembangan sekolah adiwiyata. Penelitian ini merupakan penelitian kualitatif yang dilakukan di SDN Bhayangkara Yogayakarta. Temuan penelitian ini adalah: 1) Tipe kepemimpinan kepala sekolah perempuan di SD N Bhayangkara Yogyakarta adalah feminin-transformasional, 2) Sebagai upaya pengembangan sekolah adiwiyata di SDN Bhayangkara Yogyakarta oleh kepala sekolah yaitu penerapan empat indikator, maka keteladanan, dan melibatkan peran aktif orang tua dalam mengembangkan sekolah adiwiyata, 3) Faktor pendukung bersumber dari kepemimpinan yaitu kompetensi kepala sekolah, tim pengelola sekolah, dan sumber daya manusia lainnya seperti masyarakat, orang tua dan pemerintah, serta ketersediaan sumber daya seperti lahan yang memadai. Namun terdapat faktor penghambat yang berasal dari kurangnya inisiatif pribadi dari warga sekolah dan juga tingginya idealisme dalam penyelenggaraan adiwiyata. Kata kunci: Transformasi feminin, kepemimpinan, perempuan, sekolah adiwiyata

In dem Beitrag werden die Zusammenhänge von Bevölkerungs- und Schulentwicklung am Beispiel von ausgewählten Themen der deutschen Bildungs- und Sozialgeschichte skizziert: Die Bevölkerungsentwicklung umfasst verschiedene, oft langfristige und schwer beeinflussbare Prozesse, wie z. B. Geburtenentwicklung, regionale Mobilität und Migration. Ihre Folgen werden jedoch erst in lokalen Kontexten konkret und führten wegen der großen regionalen Unterschiede zu einer spezifischen deutschen Schulentwicklungsstrategie. Bei der politischen Durchsetzung des "dreigliedrigen Schulsystems" waren Prozesse der demografischen Expansion, bei der heute zu beobachtenden Auflösung des Systems sind Prozesse der demografischen Schrumpfung grundlegende strukturelle Rahmenbedingungen. Aber im historischen Prozess war die Schul- und Hochschulentwicklung nicht nur eine abhängige Größe demografischer Prozesse, sondern waren Bildungsprozesse ein treibender Faktor des demografischen Wandels. (DIPF/Orig.) ; This article outlines relationships between population development and school development, drawing on selected topics from German educational and social history: Population development encompasses various processes that are often long-term and difficult to influence, such as birth trends, regional mobility, and migration. Their consequences, however, only become manifest in local contexts and, because of large regional differences, gave rise to a specific German strategy of school development. Whereas processes of demographic expansion were fundamental structural framework conditions in the political enforcement of the "tripartite school system", its current dissolution is conditioned by processes of demographic contraction. Yet, in the historical process, school and university development was not only a dependent variable of demographic processes. Rather, educational processes also were a driving factor of demographic change. (DIPF/Orig.)

The purpose of the article is to reveal the theoretical foundations, pedagogical principles, and teaching methods of Valentyna Antoniuk in the context of the development of the Ukrainian vocal school. The research methodology is based on a complex combination of the historical and cultural method (in the comprehension of cultural and artistic factors in forming V. Antoniuk's pedagogical concept in the context of the development of the national vocal school in Ukraine). The method of aesthetic and stylistic analysis are used in the disclosure of the characteristics of pedagogical principles and priorities in V. Antoniuk's teaching activity. The novelty of the study consists in revealing the modern understanding of the "vocal school" phenomenon, which is connected with the individual creativity of the performer, asserting what is basic for the concept of V. Antoniuk's vocal pedagogy, in the context of creative personalities' professional features. Conclusions. V. Antoniuk's pedagogical attention is focused on the methods of sound production and sound science, singing breathing, the use of vocal apparatus resonators, principles of voice production, articulation and intonation foundations of performance, performing freedom and individual performing vision of an artistic image. Among the pedagogical priorities of training is the desire for a student's personal understanding of a vocal work, its artistic and semantic interpretation and filling the performance of the work with maximum detailing of various expressive means.
Key words: Ukrainian vocal school, vocal pedagogy, vocal performance, ethnocultural traditions of performance.

By the concept of informal learning the fact can be grasped scientifically that we present our orientation in the everyday-world, our social engagement and our capabilities in different fields sometimes rather apart from our school knowledge. Informal learning nowadays plays a central role in scientific psychology and in education policy. Hence, different tools for the validation of informal learning have been developed (see: EQF, ECVET, ECTS, EQARF, EUROPASS). Informal learning is here mainly considered in terms of the acquisition of qualifications and vocational training. The theoretical aim of my contribution is to unfold a pedagogical understanding of informal learning. Here, I will stick to the hypothesis that considering informal learning in democracy education is a form of promoting disadvantaged learners. Hereby, the achievement gap is supposed to be reduced and the new social question is defused (cp. also Helsper 2001, Helsper & Lingkost 2001, Reich 2005, Abs & Verldhuis 2008, et al.). The principle of educational equality is deeply connected to the idea of democracy, especially according to John Deweys (1916, 1933) concept of "democracy as a way of life". Informal learning eludes the governmental approach in pedagogy (Dohmen 2001 et al.). It has the character of implicit learning, including procedural, contextual, pre-reflexive, sensory aspects, and can be regarded as part of concepts such as experience-based learning, self-directed, or competence-oriented learning, etc. (Reber 1993 et al.). Our research on the tacit dimensions in pedagogy (Bergstedt et al. 2012) has shown that on one side informal learning is the indispensable basis of formal learning, that is to say, it makes learning possible. On the other side, it can be a hindrance for it. This is true e.g. for habitual insularities, indispensable conflicts of norms, or values that cause ideological narrow-mindedness. Methodology, Methods, Research Instruments or Sources Used By referring to the results of different empirical studies on democracy education and democracy in schools, I will work out what this means for the operationalization of the different aspects of democracy education: Conclusions, Expected Outcomes or Findings I present a schedule for the operationalization of the impact of informal learning on democracy education. ; Ej belagd 20170213

For long in the society predominated conservative attitude towards woman, patriarchal family model was kept, when woman's main duty was to bring up children, then there were not being developed work and family coordination models. Later when the society began improving the principles of family policy were begun to modernize, possibilities of family and work coordination emerged. Women were eager to return and indulge in employment market, so they record their little children on to the list of preschool institutions. Though such recording doesn't ensure a real place of children in the kindergarten. So the aim of theses is to reveal and analyze real problematic situation of preschool institutions. The goal of the work is to do the analysis of preschool institutions systems development policy. Here it is tried to prove or to negate the hypothesis that the changed model of preschool institutions financing (i.e. "money after a child" – financing establishing) would let regulate the market and would eliminate the problem – lack of preschool institutions. In the hypothesis dependent variable is the lack of preschool institutions; independent variable is a changed model of financing preschool institutions ("money after a child" financing establishment). To achieve goals and to accertain the hypothesis or to negate it certain tasks are raised: • To analyze policy and preschool institutions policy conceptions. • To analyze problematic situations and define the main problem. • To present and analyze the peculiarities of financing of preschool institutions in Lithuania and other European countries • To rate and analyze solving alternatives of the main problem. • To reason or to negate that changed model of preschool institutions financing would eliminate the problem of the lack of preschool institutions • In this paper it is tried to answer a question whether to solve the problem (in this case – lack of preschool institutions) the intervention of the country is needed and what it should be. Nowadays in the society there is a lack of preschool institutions. This problem is faced in large cities of Lithuania, especially Vilnius. Up till now this problem wasn't discussed in the scientific field. In the hypothesis of the work it is mentioned about the state's intervention solving this problem, however what role of the state there should bi is still not clear. The work is written according classical analyses of political structure. At the end there are given the main alternatives solving the lack of preschool institutions problem. Having analyzed every alternative according chosen criteria, the outcome was drawn, that changed financing the model of preschool institutions would solve the formed problem. The establishing of preschooler's boy would implement other alternatives, first of all would faster private preschools creation, as well as competition among state and private institutions. Seeking of financing preschool institutions would advertise themselves, also, the information about them would be easier for children's parents. At the final master's, theses the data about the state of preschool institutions are useful in adopting strategical decision about the development of these institutions. Thus this work could be useful to Lithuania's politicians, municipality employees, who are responsible for preschool institutions, regulation of their number, to watch the birthrate tendencies. Also, to the authorities of preschool institutions, private persons, who plan to establish private preschool institutions.

For long in the society predominated conservative attitude towards woman, patriarchal family model was kept, when woman's main duty was to bring up children, then there were not being developed work and family coordination models. Later when the society began improving the principles of family policy were begun to modernize, possibilities of family and work coordination emerged. Women were eager to return and indulge in employment market, so they record their little children on to the list of preschool institutions. Though such recording doesn't ensure a real place of children in the kindergarten. So the aim of theses is to reveal and analyze real problematic situation of preschool institutions. The goal of the work is to do the analysis of preschool institutions systems development policy. Here it is tried to prove or to negate the hypothesis that the changed model of preschool institutions financing (i.e. "money after a child" – financing establishing) would let regulate the market and would eliminate the problem – lack of preschool institutions. In the hypothesis dependent variable is the lack of preschool institutions; independent variable is a changed model of financing preschool institutions ("money after a child" financing establishment). To achieve goals and to accertain the hypothesis or to negate it certain tasks are raised: • To analyze policy and preschool institutions policy conceptions. • To analyze problematic situations and define the main problem. • To present and analyze the peculiarities of financing of preschool institutions in Lithuania and other European countries • To rate and analyze solving alternatives of the main problem. • To reason or to negate that changed model of preschool institutions financing would eliminate the problem of the lack of preschool institutions • In this paper it is tried to answer a question whether to solve the problem (in this case – lack of preschool institutions) the intervention of the country is needed and what it should be. Nowadays in the society there is a lack of preschool institutions. This problem is faced in large cities of Lithuania, especially Vilnius. Up till now this problem wasn't discussed in the scientific field. In the hypothesis of the work it is mentioned about the state's intervention solving this problem, however what role of the state there should bi is still not clear. The work is written according classical analyses of political structure. At the end there are given the main alternatives solving the lack of preschool institutions problem. Having analyzed every alternative according chosen criteria, the outcome was drawn, that changed financing the model of preschool institutions would solve the formed problem. The establishing of preschooler's boy would implement other alternatives, first of all would faster private preschools creation, as well as competition among state and private institutions. Seeking of financing preschool institutions would advertise themselves, also, the information about them would be easier for children's parents. At the final master's, theses the data about the state of preschool institutions are useful in adopting strategical decision about the development of these institutions. Thus this work could be useful to Lithuania's politicians, municipality employees, who are responsible for preschool institutions, regulation of their number, to watch the birthrate tendencies. Also, to the authorities of preschool institutions, private persons, who plan to establish private preschool institutions.

For long in the society predominated conservative attitude towards woman, patriarchal family model was kept, when woman's main duty was to bring up children, then there were not being developed work and family coordination models. Later when the society began improving the principles of family policy were begun to modernize, possibilities of family and work coordination emerged. Women were eager to return and indulge in employment market, so they record their little children on to the list of preschool institutions. Though such recording doesn't ensure a real place of children in the kindergarten. So the aim of theses is to reveal and analyze real problematic situation of preschool institutions. The goal of the work is to do the analysis of preschool institutions systems development policy. Here it is tried to prove or to negate the hypothesis that the changed model of preschool institutions financing (i.e. "money after a child" – financing establishing) would let regulate the market and would eliminate the problem – lack of preschool institutions. In the hypothesis dependent variable is the lack of preschool institutions; independent variable is a changed model of financing preschool institutions ("money after a child" financing establishment). To achieve goals and to accertain the hypothesis or to negate it certain tasks are raised: • To analyze policy and preschool institutions policy conceptions. • To analyze problematic situations and define the main problem. • To present and analyze the peculiarities of financing of preschool institutions in Lithuania and other European countries • To rate and analyze solving alternatives of the main problem. • To reason or to negate that changed model of preschool institutions financing would eliminate the problem of the lack of preschool institutions • In this paper it is tried to answer a question whether to solve the problem (in this case – lack of preschool institutions) the intervention of the country is needed and what it should be. Nowadays in the society there is a lack of preschool institutions. This problem is faced in large cities of Lithuania, especially Vilnius. Up till now this problem wasn't discussed in the scientific field. In the hypothesis of the work it is mentioned about the state's intervention solving this problem, however what role of the state there should bi is still not clear. The work is written according classical analyses of political structure. At the end there are given the main alternatives solving the lack of preschool institutions problem. Having analyzed every alternative according chosen criteria, the outcome was drawn, that changed financing the model of preschool institutions would solve the formed problem. The establishing of preschooler's boy would implement other alternatives, first of all would faster private preschools creation, as well as competition among state and private institutions. Seeking of financing preschool institutions would advertise themselves, also, the information about them would be easier for children's parents. At the final master's, theses the data about the state of preschool institutions are useful in adopting strategical decision about the development of these institutions. Thus this work could be useful to Lithuania's politicians, municipality employees, who are responsible for preschool institutions, regulation of their number, to watch the birthrate tendencies. Also, to the authorities of preschool institutions, private persons, who plan to establish private preschool institutions.

For long in the society predominated conservative attitude towards woman, patriarchal family model was kept, when woman's main duty was to bring up children, then there were not being developed work and family coordination models. Later when the society began improving the principles of family policy were begun to modernize, possibilities of family and work coordination emerged. Women were eager to return and indulge in employment market, so they record their little children on to the list of preschool institutions. Though such recording doesn't ensure a real place of children in the kindergarten. So the aim of theses is to reveal and analyze real problematic situation of preschool institutions. The goal of the work is to do the analysis of preschool institutions systems development policy. Here it is tried to prove or to negate the hypothesis that the changed model of preschool institutions financing (i.e. "money after a child" – financing establishing) would let regulate the market and would eliminate the problem – lack of preschool institutions. In the hypothesis dependent variable is the lack of preschool institutions; independent variable is a changed model of financing preschool institutions ("money after a child" financing establishment). To achieve goals and to accertain the hypothesis or to negate it certain tasks are raised: • To analyze policy and preschool institutions policy conceptions. • To analyze problematic situations and define the main problem. • To present and analyze the peculiarities of financing of preschool institutions in Lithuania and other European countries • To rate and analyze solving alternatives of the main problem. • To reason or to negate that changed model of preschool institutions financing would eliminate the problem of the lack of preschool institutions • In this paper it is tried to answer a question whether to solve the problem (in this case – lack of preschool institutions) the intervention of the country is needed and what it should be. Nowadays in the society there is a lack of preschool institutions. This problem is faced in large cities of Lithuania, especially Vilnius. Up till now this problem wasn't discussed in the scientific field. In the hypothesis of the work it is mentioned about the state's intervention solving this problem, however what role of the state there should bi is still not clear. The work is written according classical analyses of political structure. At the end there are given the main alternatives solving the lack of preschool institutions problem. Having analyzed every alternative according chosen criteria, the outcome was drawn, that changed financing the model of preschool institutions would solve the formed problem. The establishing of preschooler's boy would implement other alternatives, first of all would faster private preschools creation, as well as competition among state and private institutions. Seeking of financing preschool institutions would advertise themselves, also, the information about them would be easier for children's parents. At the final master's, theses the data about the state of preschool institutions are useful in adopting strategical decision about the development of these institutions. Thus this work could be useful to Lithuania's politicians, municipality employees, who are responsible for preschool institutions, regulation of their number, to watch the birthrate tendencies. Also, to the authorities of preschool institutions, private persons, who plan to establish private preschool institutions.

'Geschlechtssensible Pädagogik findet langsam Eingang in wissenschaftliche Diskurse und öffentliche Diskussionen. Bei ihrer Weiterentwicklung geht es darum, ihre Inhalte und Ziele von einzelnen Projekten engagierter geschlechtssensibler LehrerInnen auf die Organisationsebene der Schule zu bringen. Nach den Befunden der Gender-Forschung können Organisationen nicht länger geschlechtsneutral, sondern müssen als 'gendered institutions' als männlich vergeschlechtlicht gedacht werden. Welche Chancen haben daher geschlechterdemokratische Veränderungsprozesse an Schulen? Wo liegen die Möglichkeiten und die Grenzen von geschlechtssensibler Schulentwicklung? Diese Fragen werden am Beispiel von drei Wiener Schulen behandelt, die bereits seit vielen Jahren bewusste Koedukation und geschlechtssensible Pädagogik in Form von Projekten umsetzen.' (Autorenreferat)