Suchergebnisse

In einem umfassenden Überblick werden empirische Forschungsergebnisse zur Integration von schwachen, bisher meist in Sonderklassen separierten Schülern bildungspolitisch relevanten Forschungsthemen und Problemstellungen zugeordnet. Die Forschungslage in den deutsch- und englischsprachigen Ländern zu den folgenden Merkmalen wird umfassend dargestellt: Soziale und emotionale Integration von schwachen Schülern in die Schulklasse, Begabungskonzept und subjektives Befinden sowie Leistungsfortschritte von schwachen Schülern in Regelklassen, Integrationsklassen und Sonderklassen. Die empirische Forschungslage wird schließlich mit der wertorientierten Vision einer integrationsfähigen Schule konfrontiert, wodurch schulpolitische Schlußfolgerungen möglich werden. Der Forschungsbericht endet mit der Warnung vor einem Mißbrauch der Integralionsutopie durch Schulpolitiker für die Erhaltung des leistungsideologisch fundierten Schulsystems. (DIPF/Orig.) ; In an extensive survey, the author relates the results of empirical research on the integration of low-achieving students who have usually been taught separately, i.e. in special classes, to research topics relevant to educational policy. He gives a detailed outline of the State of research in both the German- and the English-speaking countries on the following factors: the social and emotional integration of low-achieving students, the self-concept of ability, self-esteem, as well as the development of attainment of low-achieving students in regular, integrative, and special classes. Finally, results of empirical research are confronted with a normative vision of a school suitable for integration; this, in turn, leads to educational-policy conclusions. The article ends on a warning against possible abuse of the ideal of integration by educational-policy makers who want to maintain an achievement-oriented school system. (DIPF/Orig.)

Many children and young people become school dropouts in mathematics during their school years - often with relatively good intelligence and relatively low difficulties in the other subjects. The research situation on this topic is poor. The few available studies show that the pupils affected by such difficulties at the end of their school years at best master the school material of the first six school years and often also show massive gaps there.
In an empirical study of pupils with arithmetic impairment in the fifth and eighth school years, the following questions are investigated: What mathematical skills can be demonstrated in these students? To what extent do they meet the expectations set out in the curricula of the elementary school? Is the level of learning of the fifth graders different from that of the eighth graders, or has the weakness in arithmetic led to an early standstill in the acquisition of mathematical skills? Can typical hurdles empirically be proven which the pupils concerned have not overcome in their mathematical learning biography or are there similar difficulties to be observed with regard to missing or wrong ideas of mathematical operations?
A survey of as representative a sample as possible from school classes in German-speaking Switzerland will answer research questions and provide information on preventive and didactic measures.

Many children and young people become school dropouts in mathematics during their school years - often with relatively good intelligence and relatively low difficulties in the other subjects. The research situation on this topic is poor. The few available studies show that the pupils affected by such difficulties at the end of their school years at best master the school material of the first six school years and often also show massive gaps there.
In an empirical study of pupils with arithmetic impairment in the fifth and eighth school years, the following questions are investigated: What mathematical skills can be demonstrated in these students? To what extent do they meet the expectations set out in the curricula of the elementary school? Is the level of learning of the fifth graders different from that of the eighth graders, or has the weakness in arithmetic led to an early standstill in the acquisition of mathematical skills? Can typical hurdles empirically be proven which the pupils concerned have not overcome in their mathematical learning biography or are there similar difficulties to be observed with regard to missing or wrong ideas of mathematical operations?
A survey of as representative a sample as possible from school classes in German-speaking Switzerland will answer research questions and provide information on preventive and didactic measures.

Die Verfasser legen Ergebnisse einer Längsschnittstudie über die Auswirkungen schulischer Segregation auf die berufliche Integration im Erwachsenenalter vor. Es zeigt sich, dass schulische Segregation die spätere Integration behindert. Sowohl der soziale Herkunft, die mit Sonderbeschulung hoch korreliert, als auch diese selbst beschränken gesellschaftliche Teilhabe. Inklusive Konzepte, die die Ungleichheit vor und außerhalb der Schule mindern wollen, werden empirisch erneut fundiert. (ICE2)

Die Verfasser legen Ergebnisse einer Längsschnittstudie über die Auswirkungen schulischer Segregation auf die berufliche Integration im Erwachsenenalter vor. Es zeigt sich, dass schulische Segregation die spätere Integration behindert. Sowohl der soziale Herkunft, die mit Sonderbeschulung hoch korreliert, als auch diese selbst beschränken gesellschaftliche Teilhabe. Inklusive Konzepte, die die Ungleichheit vor und außerhalb der Schule mindern wollen, werden empirisch erneut fundiert. (ICE2).