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The position paper of the State Student Council for Everyday Culture and Health at the Pedagogical Universities in Baden-Württemberg demands that the subject Everyday Culture, Nutrition, Social Affairs (AES) be mandatory for all students in secondary level I in the educational plan. The subject should teach students skills for a health-promoting and sustainable everyday life. Currently, AES is only provided as an elective subject starting from 7th grade, which means that not all students have access to this subject. The position paper also argues that a general inclusion of AES in the curriculum would not only benefit the students but also the economy and society. It is pointed out that AES offers relevant educational opportunities for the guiding perspectives of prevention and health promotion, education for sustainable development, and consumer education. Furthermore, it is emphasized that AES can also contribute to raising awareness for gender equality and career orientation in the care sector. The position paper "AES for all" argues that the subject Everyday Culture, Nutrition, Social Affairs (AES) should be mandatory for all students starting from 5th grade. AES lays the foundation for career orientation in the fields of social work, household services, health and care, education and training. A mandatory inclusion of AES could contribute to strengthening career orientation in these areas and alleviate the shortage of teachers. [Extracted from the article]

Given the opaque origin of our food and the increasing demand for regional products, regionalism can be considered a counter trend to globalism. The objectives of this paper are to challenge widespread assumptions such as “regional production is sustainable” and to illustrate the complexity of the supply chain using the potato as an example, to draw conclusions for the Nutrition and Consumer Education (EVB). [ABSTRACT FROM AUTHOR]

The Permanent Scientific Commission (SWK) of the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) was established in autumn 2020 and publishes statements, expert opinions, and discussion papers on the education system. It is criticized that the SWK focuses on competencies and assessments while neglecting pedagogical tasks. It remains unclear on what evidence the statements and expert opinions are based. The SWK consists of 16 scientists and has published expert opinions on primary schools, which have been criticized by some. It is argued that the focus on physiological developmental processes neglects the subject matter and reduces the role of teachers. The expert opinion on primary schools contains 20 recommendations, of which only three concern teaching. It is being discussed whether scientific findings can provide clear guidelines for practice and whether the recommendations of the SWK are sufficiently scientifically substantiated. The importance of empirical educational research is also emphasized. [Extracted from the article]

The paper presents the documentary interpretation of distance classes conducted during the Corona pandemic using videoconferencing. The methodogical framework is based on a comparison of the distance classes with face-to-face teaching by the same teacher in the same subject that was videotaped before the pandemic. This comparison allows to reconstruct the transformation of the class that can be related to the digital format. It turns out that it is not the teacher‘s usual modus operandi of teaching, but the mode of communication delegated to the videoconferencing system that determines the interaction of teacher and students and the way in which they deal with the subject content. [ABSTRACT FROM AUTHOR]

This paper questions the transformational potential of teaching with digital technologies in elementary school by ethnographically examining the use of telepresence robots – which promise new forms of teaching ‚being there‘ – in terms of how it is carried out: How is teaching performatively processed with students who have a physical presence in the classroom even though they are at home? With the hardware „avatars“ a networked showing is observed, on the basis of which practices are analysed as a distributed network event (whose entanglements have been expanded by digitalisation). At the same time, and in contrast, it becomes visible how an increasingly incompatible instructional order is produced, which, for example, endeavors to demonstratively assign performance attributions and associated agency to single individuals. In the process, the accompanying practices experience an actualisation of meaning in contact with the digital, for example, when the teacher‘s tasks or questions seem to be more about demonstrating knowledge and this is instead used as a vehicle for situationally demonstrative practice or exemplification of the functional order of instruction under more difficult conditions: The contrast between the new and the old is used to emphasise the contours of the traditional. [ABSTRACT FROM AUTHOR]

The fact that every purchase has an impact on human health, our ecosystems, and the planet, but must still be affordable, can easily lead to lethargy and overload. Providing ideas and tools for teachers and learners, this paper will present strategies for implementing One Health compliant purchasing in schools and everyday life [ABSTRACT FROM AUTHOR]

Entry-level prerequisites in mathematics are of paramount importance for success in STEM undergraduate programs. Nevertheless, basic mathematical skills from lower secondary school are often neglected in repetition and support measures. Similarly, there is a lack of appropriate diagnostic, quality-controlled instruments for this purpose. This paper presents a reliable and both content as well as differentially and prognostically valid computer-based instrument for diagnosing these skills. A paper and an online version measure the same construct. The online version includes instant feedback that integrates both performance and improvement feedback. In the outlook, outstanding key development and testing steps are addressed. [ABSTRACT FROM AUTHOR]

In recent decades, technological progress has fundamentally changed the field of primary, secondary and tertiary education. Accordingly, the term „educational technology" is also becoming established in higher education research. The present paper outlines the state of research on technology-based learning in higher education and presents a descriptive model that incorporates four different contexts and components relevant to educational technologies. Scientific papers dealing with the use of technologies in higher education show a gratifying range and focus on a variety of different issues and research interests. In this context, three thematic focal points are emphasized with particular frequency: (1) instructional approaches and didactic mediation concepts that structure comprehensive learning episodes; (2) scenarios and formats that support learning processes; (3) systems and methods that record, formatively control and evaluate learning processes. Subsequently, the individual contributions of the special issue are presented and classified along the outlined focal points. As a conclusion it can be stated, that the „newly discovered" attention for educational technologies should be used to strengthen this research field in German-speaking countries. [ABSTRACT FROM AUTHOR]

This article explores how pupils’ narratives about their learning contribute to understanding how time coordinates teaching and learning in school. Starting with the assumption that age-mixed grouping has a potential to irritate schools age-graded time regime, the article analyses interviews with pupils who learn in age-mixed groups from year one to year ten in the ‘Primus-Schule’. Building on analyses guided by the Grounded Theory Method (GTM), the paper explores how pupils experience possibilities of structuring their learning according to their individual rhythm, yet at the same time experience being responsible for their learning and being members of their learning group. The findings of the paper meet the idea of an ‘irritation of the age graded regime’ with the ambivalence that the time-regime may be experienced as less powerful in age-mixed learning groups, although the pupils remain involved in manifold practices of optimizing their individualized learning time. [ABSTRACT FROM AUTHOR]

A lot of studies are interested in relationships between students and teachers and students that develop within school classes, but there is hardly any research on the social construction of school classes. Against the background of ethnographic studies available so far, which investigate the performativity of school classes as a discursively and bodily produced order, this article asks for the normative conceptions of the school class, which is produced in artefacts and their practices in the beginning of new 5th grades in secondary schools. This paper explores the potential of a practice-theoretical perspective on the study of the school class as a materializing culture, therefore it concentrates on artefacts bearing writing and signs. Using empirical data from participant observations of the beginning of new 5th grades, artefacts and their situational use are considered in relation to implicit, normatively desired conceptions of the school class. Overall, this practice-theoretical perspective on the first days of new 5th grades reveals the production of the school class as a social practice that is first and foremost oriented towards doing things together. [ABSTRACT FROM AUTHOR]

The question of how young people become pupils in and through subject-specific education at schools has so far rarely been studied in German-speaking countries. Our paper examines theoretical concepts for the reconstruction of subjectification in the medium of school knowledge and translates them into methodological premises for empirical analysis. Then, we explore the videotaped mathematics lesson of a sixth grade class. Analysing the observed practices of writing, imagining and calculating, we intend to describe how both the subject matter and, intertwined with it, certain recognisable subjects (teacher and pupils) emerge. We argue that these practices of subjectification are specific to mathematics education by referring to studies in the field of mathematics education. [ABSTRACT FROM AUTHOR]

This paper presents a quantitative study of students’ emotional impairment as a result of the COVID-19 pandemic, which was developed as part of a master's thesis. The aim is to determine possible relationships between a sense of coherence and negative affect, considering gender and intended degree. In particular, the aim is to identify students’ anxiety, general apprehension, and worry during the pandemic, as they may induce a disturbance of psychosocial functioning. [ABSTRACT FROM AUTHOR]

Current considerations on the design of effective teaching in higher education frequently revolve around the choice of a suitable format, i.e., how and to what extent teaching should (also) continue to take place in the digital realm. This paper is based on a systematic literature review of N = 44 meta-analyses (publication period 2011--2022) on the learning-related effectiveness of the teaching formats online teaching, blended learning (including flipped classroom) in comparison with traditional face-to-face teaching. The results provide an evidence-based foundation for recommendations on the use of the formats in higher education teaching. Predominantly small positive effects of the teaching formats on cognitive learning outcomes, practical skills, and student assessments are found. Rarely, medium effects are reported, with blended learning formats showing a slight advantage over online and traditional face-to-face teaching. The magnitude of effect sizes also depends on the inclusion criteria of the meta-analyses. Furthermore, the moderator analyses indicate that additional variance is explained in particular by design features that can be modified by teachers. [ABSTRACT FROM AUTHOR]

This paper provides an insight into how self-organised learning addresses students' diversities in learning on the Common Object "What is a good buy for me?". The focus is on selfdirected and peer-directed learning. Individually acquired knowledge is brought together in the community and made accessible to the general public. [ABSTRACT FROM AUTHOR]

The focus of this paper is the explorative analysis of selected elements of two professional campaigns. On the basis of professorial and practical theoretical assumptions as well as using the documentary method, it is shown which images of becoming teacher and being teacher can be reconstructed with the aid of postcards, which are used for recruiting teachers. On the one hand this paper discusses how such data can be opened up for the study of the teaching profession through the chosen research-practical approach and the empirical reconstruction. On the other hand, the findings of the reconstructable ways of negotiating the teaching profession are contrasted with essential assumptions of the approaches of professional research. [ABSTRACT FROM AUTHOR]

The article "Editorial" deals with the complexity and challenges of nutrition and consumer education in the face of sustainable development, globalization, digitization, and other societal and technological changes. Various contributions are presented that deal with topics such as the complexity of private life management, nutrition policy perspectives, didactic decisions in teaching, and land use conflicts in agriculture. Other topics include nutrition ecological qualitative modeling, the complexity of meat consumption, approaches to enjoyment and taste in nutrition and consumer education, as well as regionalism in complex food systems. The issue concludes with a position paper on strengthening school-based nutrition and consumer education. [Extracted from the article]

Classroom development is a significant part of school development and is currently taking place through digitization. In Germany, an infrastructure is being systematically built up, but the concrete implementation is left to the individual schools. There have been just a few studies that deal with the changing teaching structures when using digital media. This paper focus on how teaching is structured when it takes place via learning software. On the basis of lesson protocols from a 6th grade mathematics class in Germany, an analysis is performed using structural hermeneutics methods to to investigate to what extent the feedback systems help the students process the tasks and how they deal with the automated answers. Finally, we discuss to what extent these processes could have an impact on the theory of teaching. [ABSTRACT FROM AUTHOR]

Universities of the arts and music are still a blank spot in higher education research. This paper presents key findings related to issues of recognition and marginalisation of women professors at German universities of the arts and music based on a qualitative interview study that addressed female professors and their experiences. The analysis focuses on the influence of the tension between theory and practice and the influence of artistic field logics and informal practices on mechanisms of recognition and marginalisation. On a theoretical level, the contribution ties in with the practice theory-oriented sociological gender research in science and expands the analysis of the cultural practice of doing gender while doing science. The results presented here can serve as a scientific basis for raising awareness of the cultures and mechanisms of marginalisation of female professors that are specific to this type of university. [ABSTRACT FROM AUTHOR]

Most of higher education dropouts apply for an apprenticeship in the German vocational education and training system. But how do training companies value these applications? By using a factorial survey, which combines an experimental design with a traditional survey, we analyse how employers value the skills of dropouts compared to other applicants. Moreover, we examine how these skill expectancies affect the prospects for dropouts of being invited to a job interview. Results indicate that employers expect dropouts to have substantially higher professional and cognitive skills (e.g. theoretical knowledge and analytical thinking), but only slightly higher personal skills (e.g. willingness to perform) than other applicants. However, the prospects for dropouts of being invited to a job interview increase particularly if their personal and professional skills are rated higher. This paper provides insights into the employers' perspective, which has received little attention so far. [ABSTRACT FROM AUTHOR]

Starting from the ‚black box‘, as which the practice of teacher education must still be described despite an increased interest in research, this article discusses the individual handling of uncertainty in lesson debriefings from the perspectives of subject specific education and teacher growth. The focus is not only on the formats of reflection of experiences with uncertainty in the classroom, but also on the constructions of certainty and closures of uncertainty of the mentor-teachers in these discussions. The focus here is on a crucial challenge of professional action, namely the antinomically structured mediation of facts and the resulting uncertainty of participation. Our paper focusses the question of how these challenges are negotiated between mentor-teachers and student-teachers in the subject-specific context of the school subject PE. The reconstruction and problematization of a case study reveals the significance of the pre-reflexive subject-cultural self-image as a frame of orientation for the construction of didactic certainty. [ABSTRACT FROM AUTHOR]

The paper presents empirical findings from a research project focusing on an actor-specific perspective based on the importance of local school supply structures in the context of educational participation and ‘inclusion’. Following Löw (2001) and her spatial theoretical heuristic, as well as the considerations of the documentary Method (Nohl 2017), two interviews with parents of a child with ascribed special educational needs are presented. Parental experiences and orientations concerning the processes of school placement are discussed. The orientations found in the data are conceptualized as parental processing modes of a search for the ‘right place’ in the context of inclusion and local educational space. [ABSTRACT FROM AUTHOR]

Doctoral researchers in Germany often face strain caused by their doctoral occupation, which might have negative consequences for their health. This paper addresses this relationship by considering two theories for explaining job strain: A combination of the Effort-Reward-Imbalance Model and the Stressor-Detachment-Model was empirically tested with data of an online survey of doctoral researchers at Bielefeld University. According to structural equation models, a large part of the variance of the health satisfaction can be predicted by rewards and psychological detachment. The latter is highly correlated with efforts of doctoral researchers. The findings show possibilities for improving conditions for doctoral researchers at German universities. [ABSTRACT FROM AUTHOR]

Nutrition and consumer education can make important contributions to the 2030 Agenda for Sustainable Development. This paper presents a didactic concept developed for this purpose, combining three approaches (inquiry-based learning, Virtual Exchange, Digital Storytelling) for encouraging students to reflect on their everyday eating patterns. An example shows how students at TU Berlin use their analysis insights for exchanging with students in the Global South. [ABSTRACT FROM AUTHOR]

Trans-Sustain stands for the research and development of a holistic and transversal framework of competence. In this paper, the approach of transversal competence management is presented as a way to implement complex learning goals. Transversal competence management makes it possible to design systems and contents for systematic competence development and thus to make the system levels between practice and application-oriented education more permeable and more connectable. [ABSTRACT FROM AUTHOR]

The NiB-Scout project aims to anchor sustainability aspects in the bakery trade in a training-orientated manner. In this paper, the domain-specific understanding of sustainability, the associated competence approach, and the methodological-didactical approach are presented using a best practice example. [ABSTRACT FROM AUTHOR]

In this paper, the importance of the institution school for occupational socialization and an associated development of a (professional) teacher habitus is elaborated. Based on the thesis that the genesis of a (professional) teacher habitus is not only based on the origin and education-related socialization experiences, but is also significantly dependent on the prevailing discourses, practices, rules and rituals at the respective individual school, we follow a consistently relational approach, which accounts both for the school culture of the individual school as a symbolic order and for the teacher habitus as a stable system of incorporated rules of action. It is assumed that each school develops its own professionalization space, to which the respective teacher habitus formations can stand in diversely intense relationships. The first exemplary results of a case study on the matching of teacher habitus and school culture are presented in this article. [ABSTRACT FROM AUTHOR]

One of two opposing normative momentums usually accompanies the differentiation between question-based patterns of initiation-response-evaluation (IRE) and discursive forms of teaching: the preference for discursive patterns or the legitimation of the question-based patterns as recognition of the factual. For the descriptive empirical capturing of these two modes, the paper proposes the concept of learning conflicts based on system theory. The central empirical element to differentiate between IRE patterns and learning conflicts is the question of whether students contributions are always evaluated directly or whether the evaluation is retarded and therefore it is temporarily unclear which of the students contributions is viewed as correct. The assumption is that there are two different modes of teaching. Empirical examples are used to illustrate the possibility of distinguishing between these two modes and to investigate how teaching is structured in which learning conflicts repeatedly occur. [ABSTRACT FROM AUTHOR]

Extracts from Maslow's theory of needs that are relevant to education are presented and discussed in their significance for the conduct of everyday life and related nutrition and consumer education. In this paper, it is discussed that an examination of Maslow's concept of needs can also provide important impulses for subject didactics. [ABSTRACT FROM AUTHOR]

Drawing on ethnographic research, this paper describes two media practices which enact what is called ‘history' in a school context. (1) Thingification: When students read in class they adopt a bodily distance to the textbook; the textbook becomes ‘something physical' which exudes truthfulness. (2) Segmentation: By marking and segmenting space on the pages, the students' bodies enact history as something which can be segmented, events and processes as decontextualized and autonomous. Overall, the paper suggests that the specific mediality of the printed history textbook has a political ‘effectfulness' in history education. This not only presents specific topics and issues as particularly relevant, but also shapes broader modalities of perceiving, thinking and communicating about authority and social orderings. [ABSTRACT FROM AUTHOR]

In structural-theoretical approaches to teacher professionalism, it is assumed that the teachers' adequate handling of antinomies is a central attribute of professionalism. From a didactical point of view the 'Sachantinomie' concerning the relationship between subject norm and students' conceptions is particularly relevant in this context. Video vignettes offer the possibility of a case-based perception and reflection of antinomies in university teacher education. Assuming that the perception of classes is also based on implicit knowledge, it is helpful for the configuration of the practice of university teacher education to first reconstruct the implicit knowledge of pre-service teachers. In the present paper, the question is pursued which implicit knowledge of pre-service teachers influences the perception of students' conceptions in evolution classes and the way teachers deal with it. This explorative study uses video vignette and conducts group discussions for data collection. Data analysis is carried out using the documentary method. Based on the first results, perspectives on the ‚Sachantinomie' are provided considering implicit knowledge in teacher education [ABSTRACT FROM AUTHOR]

This paper focuses on an explorative analysis of selected excerpts from casuistic university courses in which the participants talk about videographed teaching. Using an approach based on the analysis of recognition the authors investigate how claims to truth and utility are raised and verbally enforced in practical casuistic teacher training. They reconstruct three variants of the establishments of asymmetric positions and associated practices of enforcing these claims. [ABSTRACT FROM AUTHOR]

In the project „Expansion and development of the Online-Fallarchiv Schulpädagogik“ a case-focused university course for students in their practical semester (Praxissemester) was developed. This paper discusses the theoretical background and objectives of this course concept. Based on a case of a students' case collection and observation of a university course, the practical experiences, expectations and reflections on practice of student teachers will be analyzed and discussed. [ABSTRACT FROM AUTHOR]

The article reports on the German educational digitalization agenda. In autumn 2016, the Federal Ministry of Education and Research (BMBF) published the strategy paper "Educational Offensive for the Digital Knowledge Society" as a systematic framework for the dissemination of digital education in Germany.

Almost worldwide inclusive school systems have been politically enacted and the implementation is a major challenge. Most of the literature concerning inclusive pedagogy focuses on social participation and pedagogical approaches in general, leaving out the transfer of these demands to specific subjects. This paper presents an explorative case study focusing on the conflicts a teacher experienced when teaching chemistry at an inclusive school. Following the steps of the documentary method, the orientational frameworks guiding the teacher's actions during a chemistry lesson is unveiled. This framework is participation oriented and is in conflict to the demands of both, science and inclusion. [ABSTRACT FROM AUTHOR]

This paper examines the question of how the monolingual, professional habitus of teachers can be changed. To this end, from a perspective of general school theory, the conditions of the School field are reconstructed with regard to multilingualism and it is shown that antinomies arise for dealing with multilingualism. The example of a school in which a 'multilingualism-friendly' school culture prevails shows that these antinomies, but also the specific school culture, influence the teacher's professional habitus and promote or impede the opening up to other languages. This will be reconstructed by interviews with two teachers, who are in different relations to the school culture. [ABSTRACT FROM AUTHOR]

This paper takes a recognition-theoretical look at the positioning of students at group tables in class and discusses, which subject positions of the actors at the group table become visible. Using the reconstruction of subject positions with regard to the addressing at the group table in a videotaped sequence, the ratio of peer-cultural to instructional requirements is assessed. [ABSTRACT FROM AUTHOR]