[Der Beitrag wird sich] intensiv mit der derzeit viel diskutierten Hattie-Studie auseinandersetzen. Denn tatsächlich kann den Fachdidaktikern und Fachdidaktikerinnen, die für die Ausbildung von Lehrerinnen und Lehrern an den Hochschulen zuständig sind und in diesem Zusammenhang viel zu lange im Schatten stehen mussten, diese Aufmerksamkeitsverlagerung nur recht sein. Sie müssen sich in diesem Zusammenhang allerdings die Frage gefallen lassen, was sie in der politikdidaktischen Forschung zu dieser Auseinandersetzung selbst beizutragen haben und ob und inwiefern die Ergebnisse internationaler quantitativer Studien, wie beispielsweise die der Hattie-Studie, auf einen Bildungsbereich übertragbar sind, in dem es möglicherweise weniger um den in Durchschnittsnoten sichtbar werdenden Leistungserfolg von Schülerinnen und Schülern geht als um demokratische politische Kompetenzen wie politische Urteilsfähigkeit und politische Handlungsfähigkeit. Antworten auf diese Frage zu finden, wird die Fachdidaktiker sicherlich noch einige Zeit beschäftigen. Für den Anfang lohnt es sich allerdings, einen ersten Blick auf die vorliegenden Ergebnisse politikdidaktischer Lehrer- und Schülerforschung zu richten. (DIPF/Orig.).
In: McLeod , S , Verdon , S , Baker , E , Ball , M J , Ballard , E , David , A B , Bernhardt , B M , Bérubé , D , Blumenthal , M , Bowen , C , Brosseau-Lapré , F , Bunta , F , Crowe , K , Cruz-Ferreira , M , Davis , B , Fox-Boyer , A , Gildersleeve-Neumann , C , Grech , H , Goldstein , B , Hesketh , A , Hopf , S , Kim , M , Kunnari , S , Macleod , A , McCormack , J , Másdóttir , Þ T , Mason , G , Masso , S , Neumann , S , Ozbič , M , Pascoe , M , Pham , G , Román , R , Rose , Y , Rvachew , S , Savinainen-Makkonen , T , Topbaş , S , Scherer , N , Speake , J , Stemberger , J P , Ueda , I , Washington , K , Westby , C , Lynn Williams , A , Wren , Y , Zajdó , K , Zharkova , N 2017 , ' Tutorial : Speech assessment for multilingual children who do not speak the same language(s) as the speech-language pathologist ' , American Journal of Speech-Language Pathology , vol. 26 , no. 3 , pp. 691-708 . https://doi.org/10.1044/2017_AJSLP-15-0161
Purpose: The aim of this tutorial is to support speech language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. Method: The tutorial was written by the International Expert Panel on Multilingual Children's Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed tomore than 1 task). Results: This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. This overview addresses referral, case history, assessment, analysis, diagnosis, and goal setting and the SLP's cultural competence and preparation for working with interpreters and multicultural support workers and dealing with organizational and government barriers to and facilitators of culturally competent practice. Conclusion: The issues raised in this tutorial are applied in a hypothetical case study of an English-speaking SLP's assessment of a multilingual Cantonese-and English-speaking 4-year-old boy. Resources are listed throughout the tutorial.
Purpose The aim of this tutorial is to support speech-language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. ; Method The tutorial was written by the International Expert Panel on Multilingual Children's Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed to more than 1 task). ; Results This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. This overview addresses referral, case history, assessment, analysis, diagnosis, and goal setting and the SLP's cultural competence and preparation for working with interpreters and multicultural support workers and dealing with organizational and government barriers to and facilitators of culturally competent practice. ; Conclusion The issues raised in this tutorial are applied in a hypothetical case study of an English-speaking SLP's assessment of a multilingual Cantonese- and English-speaking 4-year-old boy. Resources are listed throughout the tutorial. ; peer-reviewed
Purpose: The aim of this tutorial is to support speech language pathologists (SLPs) undertaking assessments of multilingual children with suspected speech sound disorders, particularly children who speak languages that are not shared with their SLP. Method: The tutorial was written by the International Expert Panel on Multilingual Children's Speech, which comprises 46 researchers (SLPs, linguists, phoneticians, and speech scientists) who have worked in 43 countries and used 27 languages in professional practice. Seventeen panel members met for a 1-day workshop to identify key points for inclusion in the tutorial, 26 panel members contributed to writing this tutorial, and 34 members contributed to revising this tutorial online (some members contributed tomore than 1 task). Results: This tutorial draws on international research evidence and professional expertise to provide a comprehensive overview of working with multilingual children with suspected speech sound disorders. This overview addresses referral, case history, assessment, analysis, diagnosis, and goal setting and the SLP's cultural competence and preparation for working with interpreters and multicultural support workers and dealing with organizational and government barriers to and facilitators of culturally competent practice. Conclusion: The issues raised in this tutorial are applied in a hypothetical case study of an English-speaking SLP's assessment of a multilingual Cantonese-and English-speaking 4-year-old boy. Resources are listed throughout the tutorial. ; Australian Research Council: FT0990588 ; United States Department of Health & Human Services National Institutes of Health (NIH) - USA NIH National Institute on Deafness & Other Communication Disorders (NIDCD)