Suchergebnisse

In dem Beitrag geht es um Möglichkeiten und Grenzen einer evidenzbasierten Bildungspolitik und evidenzbasierten pädagogischen Handelns. Die Erwartungen der unterschiedlichen Öffentlichkeiten (Bildungsadministration, Lehrkräfte, Eltern) an die Wissenschaft (Bildungsforschung) sind dabei eine Rahmenbedingung der Erkenntnisgewinnung und zugleich der Kommunikation zwischen Wissenschaft und Öffentlichkeit. Die Kommunikation von Ergebnissen und Perspektiven der empirischen Bildungsforschung gewinnt eine Schlüsselrolle für evidenzbasierte Bildungspolitik. (DIPF/Orig.).;;;This paper discusses opportunities as well as constraints of evidence based policy and evidence based practice in education. Expectations held by different strands of the public (policy makers, teachers, parents) are discussed as constraint of the underlying educational research. Furthermore, such expectations constrain the communication between researchers and the public (a case of science communication). Communicating empirical evidence is a precondition for any evidence based policy in education. (DIPF/Orig.).

In order to build and maintain social capital in their Online Social Networks, users need to disclose personal information, a behavior that at the same time leads to a lower level of privacy. In this conceptual paper, we offer a new theoretical perspective on the question of why people might regulate their privacy boundaries inadequately when communicating in Online Social Networks. We argue that people have developed a subjective theory about online privacy putting them into a processing mode of default trust. In this trusting mode people would (a) discount the risk of a self-disclosure directly; and (b) infer the risk from invalid cues which would then reinforce their trusting mode. As a consequence people might be more willing to self-disclose information than their actual privacy preferences would otherwise indicate. We exemplify the biasing potential of a trusting mode for memory and metacognitive accuracy and discuss the role of a default trust mode for the development of social capital.

In dem Beitrag geht es um die Möglichkeiten und Grenzen einer evidenzbasierten Bildungspolitik und evidenzbasierten pädagogischen Handelns. Die Erwartungen der unterschiedlichen Öffentlichkeiten (Bildungsadministration, Lehrkräfte, Eltern) an die Wissenschaft (Bildungsforschung) sind dabei eine Rahmenbedingung der Erkenntnisgewinnung und zugleich der Kommunikation zwischen Wissenschaft und Öffentlichkeit. Dieser Zusammenhang von Bildungsforschung, Evidenzbasierung und Wissenschaftskommunikation wird durch drei Fallstudien illustriert: Zur Wirkung gewalthaltiger Computerspiele, zum Zusammenhang von Klassengröße und Schülerleistungen und zu der Frage nach der Schulstruktur angesichts von PISA. (DIPF/Orig.).;;;This paper discusses opportunities as well as constraints of evidence based policy and evidence based practice in education. Expectations held by different strands of the public (policy makers, teachers, parents) are discussed as constraint of the underlying educational research. Furthermore, such expectations constrain the communication between researchers and the public (a case of science communication). These relationships between educational research, evidence based policy and communication between research and the public are exemplified by case studies on three topics: The impact of violent computer games, the relationship between class size and students' learning outcomes and the issue of streaming in public schools. (DIPF/Orig.).