Suchergebnisse

Publications of the American Educational Research Association (AERA) maintain that years of research in education have failed to produce a useful technology for teachers. Little is said to be known about teaching children beyond the potential of new findings such as mastery learning, time on task, and features of an appropriate school climate. These latter conclusions are in stark contrast to the large body of useful findings in the behavior analysis literature. Several possible reasons are discussed for the discrepancy in views between behavior analysts and educational researchers. The lack of acknowledgement of behavior analysis is viewed as a serious problem because of the control that the educational research establishment exerts over federal funding of research and the training of teachers. There is a growing use of some of the aspects of behavior analysis by educational researchers; however, the derivation is not acknowledged and there is little enlightenment about radical behaviorism. It is suggested that ABA should countercontrol the influence of AERA by incorporating doctoral students in educational research as students of behavior analysis, teaching the complexity of behaviorism, teaching the positions of the opposing camp to behavior analysis students. ABA can take an aggressive role in countercontrolling AERA by forming committees to insure (a) quality of treatment, (b) funding representation in government, (c) protection and qualified review of untenured behavior analysts, (d) expansion of certification.

The article describes peer review procedures used by the German Science and Research Association. It gives thorough analysis of the stages of peer review and provides a number of critical comments to the procedure regarding provision of additional information to grant applicants, increased reimbursement of the reviewers, reveal of information about the reviewers.

German political foundations, mainly Friedrich-Ebert-Stiftung (FES) and Konrad-Adenauer-Stiftung (KAS), have a long tradition of political activism in Germany as well as internationally. Founded after the Second World War, their mission was and is the promotion of democracy and civic education. Likewise, they pursue these educational goals abroad, where they have been active for over 50 years. But despite many years of experience in the field of political education across borders, the foundations have hardly been noticed in educational research. Therefore, an international audience shall be made aware of the unique characteristics of the German party related political foundations as actors in the world. This article will address the international dimensions of these organizations: how they operate across borders and what they offer in their educational dimensions. This will show their close entanglement with the official German foreign policy and with the political parties to which they are affiliated in Germany.

After decades of abstinence Germany resumed to participate in international empirical educational large scale assessment studies like TIMSS, PISA and PIRLS in the 1990s. Because of the political explosiveness of the topic and lacking experience in data dissemination in Germany the generated data was regularly not accessible for researchers outside the national research groups. The recent development of research data centers (RDC) and the growing interest for educational research in Germany led 2007 to the foundation of the RDC at the Institute for Educational Progress in Berlin (German: IQB) to facilitate the data access to the available German educational assessment data. The aim of the presentation is to introduce the RDC at IQB. We provide cross-sectional and longitudinal educational assessment and survey data on students, schools and classes. Data on individual students include comprehensive information on actual competencies and personal and family background. School and class data is linkable to the student data. We offer different access methods which depend on the degree of data confidentiality: Anonymous made scientific use files are sent to the researcher. Confidential data can be analyzed via on-site use or remote execution. Access is free of charge and not restricted to German researchers.

This is a collection of abstracts of the papers presented at the BERA conference

Students learned in civics lessons in the German Democratic Republic (GDR, or East Germany) that their socialist society uniquely guaranteed all individuals the right to work, and that, as good socialists, they had the duty to take on socially meaningful work. Using the example of a video recording of an East German civics lesson and its transcription, this article demonstrates how to use audio-visual sources in historical scholarship on educational research. In this manner, we offer a new source in the evaluation of the East German state's attempt to socialize young East Germans to value work as part of their socialist responsibility to the nation.Im Staatsbürgerkundeunterricht der Deutschen Demokratischen Republik (DDR) sollte den Schüler_innen vermittelt werden, dass nur in einer sozialistischen Gesellschaft das Recht auf Arbeit gesichert ist und dass damit auch die Pflicht eines sozialistischen Staatsbürgers zu gesellschaftlich nützlicher Tätigkeit verbunden ist. Am Beispiel einer Videoaufzeichnung einer Unterrichtstunde zu dieser Thematik und ausgewählten Transkriptauszügen diskutiert der Artikel, wie audiovisuelle Quellen in der historischen Unterrichtsforschung genutzt werden können. Diskutiert werden damit auch die Möglichkeiten der Erschließung einer neuen Quelle zur Erforschung des Versuchs staatlich organisierter Erziehung, die den Schüler_innen die Bedeutung von Arbeit als eine sozialistische Errungenschaft und als Verpflichtung jedes sozialistischen Staatsbürgers zugleich vermitteln sollte.