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Opladen • Berlin • Toronto : Verlag Barbara Budrich 2023, 268 S., International developments and impulses call for the equitable and inclusive design of education systems. This book takes this up and focuses on the often blurred relationship between inclusive education and educational equity. By compiling current research results and theoretical contributions from several European countries on the topic, the authors create an overarching framework for discussion. (DIPF/Orig.)

Opladen; Berlin; Toronto : Verlag Barbara Budrich 2023, 261 S., Refugees face transitions in their lives: at an individual, a social and a cultural level. This book covers various aspects of these transitions and their intersections with educational experiences. Studies from different country contexts show the complex relationships between individual, culture, society and institutions. Examining these relationships and experiences during transitional processes aims to contribute to a deeper understanding of the different types of transitions in the context of refugee education, which may lead to an improvement of support structures in the future. (DIPF/Verlag)

Academic achievement and educational decisions, which are strongly related to primary and secondary effects, are the two main drivers behind the emergence of social inequality in education. To understand this process in more detail, even before final decisions have to be made, the reciprocal influence of achievement and aspirations is of greatest interest. By not simply looking at an ultimate outcome but investigating its antecedents in a longitudinal fashion over the course of multiple years more insight is gained. Using German large-scale NEPS panel data, it is possible to demonstrate this co-development quantitatively. Cross-lagged panel models are utilized to show that the achievement in mathematics (measured by comprehensive achievement tests) and parental realistic aspirations influence each other positively in a statistically significant way over the course of primary education from grade one to four, even under the control of various potential confounding variables. Further analyses reveal that this process is socially stratified and works differently for lowly and highly educated families. Lower educated parents pay more attention to the performance of the child when adjusting their aspirations than tertiary educated parents, who always hold high aspirations. The results are of interest to understand in more detail how social inequality emerges at a very early point in the highly tracked German educational system. (DIPF/Orig.)

We evaluated the validity of an automated approach to learning progress assessment (aLPA) for English written expression. Participants (n = 105) were students in Grades 2–12 who had parent-identified learning difficulties and received academic tutoring through a community-based organization. Participants completed narrative writing samples in the fall and spring of 1 academic year, and some participants (n = 33) also completed a standardized writing assessment in the spring of the academic year. The narrative writing samples were evaluated using aLPA, four hand-scored written expression curriculum-based measures (WE-CBM), and ratings of writing quality. Results indicated (a) aLPA and WE-CBM scores were highly correlated with ratings of writing quality; (b) aLPA and more complex WE-CBM scores demonstrated acceptable correlations with the standardized writing subtest assessing spelling and grammar, but not the subtest assessing substantive quality; and (c) aLPA scores showed small, statistically significant improvements from fall to spring. These findings provide preliminary evidence that aLPA can be used to efficiently score narrative writing samples for progress monitoring, with some evidence that the aLPA scores can serve as a general indicator of writing skill. The use of automated scoring in aLPA, with performance comparable to WE-CBM hand scoring, may improve scoring feasibility and increase the likelihood that educators implement aLPA for decision-making. (DIPF/Orig.), Wir evaluierten die Validität eines automatischen Ansatzes des Learning Progress Assessments (aLPA) in geschriebener Sprache. Schüler:innen der Klassen 2 bis 12 (n = 105) mit Lernschwierigkeiten, die deren Eltern festgestellt hatten, nahmen an Nachhilfeunterricht, welcher von einer gemeinnützigen Organisation durchgeführt wurde, teil. Die Schüler:innen erstellten im Herbst und Frühjahr eines Schuljahres Schreibproben. Weiterhin nahmen einige Schüler:innen (n = 33) an einer standardisierten Schreibprüfung im Frühjahr teil. Die Schreibproben wurden mit aLPA, vier handkodierten Curriculum-Based Measures (WE-CBM) und hinsichtlich deren Schreibqualität ausgewertet. Unsere Ergebnisse zeigen, (a) aLPA- und WE-CBM-Werte korrelierten hoch mit der Bewertung der Schreibqualität, (b) aLPA- und die komplexeren WE-CBM-Werte zeigten akzeptable Korrelationen mit der standardisierten Rechtschreib- und Grammatikprüfung, jedoch nicht mit tatsächlicher Qualität, und (c) aLPA-Werte zeigten geringe, statistisch signifikante Verbesserungen von Herbst zu Frühjahr. Diese Ergebnisse deuten darauf hin, dass aLPA als effiziente Methode zur Bewertung von Schreibproben verwendet werden kann und der aLPA-Wert als allgemeiner Schreibkompetenzindikator dienen kann. Automatische Bewertung im aLPA, dessen Validität mit der von WE-CBM vergleichbar ist, kann die Bewertung vereinfachen und damit ist es wahrscheinlicher, dass Lehrkräfte aLPA verwenden. (DIPF/Orig.)

The project School-In was an in-service professional development project which aimed to improve inclusion and facilitate schools' academic results by taking the local context, expectation structures, and school culture into consideration. This intervention project was based on a systemic approach and designed to include the entire teaching staff, ensuring cross-disciplinary and cross-level impact. Conducted in five Norwegian municipalities, School-In was financed by the Research Council of Norway (NFR) as an innovation project for the public sector. This book gives a detailed overview of the project School-In, documenting its research and intervention methods. It provides stakeholders, educational researchers, and practitioners with information about the make-up of the study. In this book, School-In is presented as an example of how new ideas and knowledge can be gained from several research approaches and readers are given specific examples of how development processes may be conducted and investigated in schools. (DIPF/Orig.)

This study investigates difficulty-generating item characteristics (DGICs) in the context of basic arithmetic operations for numbers up to 100 to illustrate their use in item-generating systems for learning progress monitoring (LPM). The fundament of the item-generating system is based on three theory-based DGICs: arithmetic operation, the necessity of crossing 10, and the number of second-term digits. The Rasch model (RM) and the linear logistic test model (LLTM) were used to estimate and predict the DGICs. The results indicate that under the LLTM approach all of the three hypothesized DGICs were significant predictors of item difficulty. Furthermore, the DGICs explain with 20% a solid part of the variance of the RM’s item parameters. The identification and verification of the DGICs under the LLTM approach provide important insights into how to address the challenges in the development of future LPM tests in mathematics. (DIPF/Orig.), Diese Studie untersucht den Einfluss schwierigkeitsgenerierender Merkmale für die Gestaltung von Items zur Lernverlaufsdiagnostik arithmetischer Basiskompetenzen im Zahlenraum bis 100. Das System zur Itemkonstruktion basiert dabei auf drei theoriegeleiteten schwierigkeitsgenerierenden Merkmalen: der verwendeten arithmetischen Operation, der Notwendigkeit des Zehnerübergangs, und der Stellenanzahl des zweiten Terms. Zur Schätzung und Vorhersage der Itemparameter wurden das Rasch-Modell (RM) und das linear-logistische Testmodell (LLTM) verwendet. Die Ergebnisse des LLTM-Ansatzes deuten darauf hin, dass alle drei vermuteten schwierigkeitsgenerierenden Merkmale signifikante Prädiktoren für die Itemschwierigkeit sind. Basierend auf den drei schwierigkeitsgenerierenden Merkmalen konnten 20% der Varianz der Itemschwierigkeitsparameter des RM erklärt werden. Diese Studie verdeutlicht, dass die Identifikation und Prüfung schwierigkeitsgenerierender Merkmale wichtige Erkenntnisse liefern, wie Herausforderungen bei der Entwicklung zukünftiger Tests zur Lernverlaufsdiagnostik in Mathematik berücksichtigt werden können. (DIPF/Orig.)

Learning progress monitoring (LPM) is an effective tool for teachers to improve students’ performance by systematically and quickly responding to achievement data. However, studies show that in-service and preservice teachers often have difficulties using LPM because of lacking graph literacy, especially with high data ambiguity. The present study examines whether (a) preservice teachers are biased by gender stereotypes when predicting students’ performance based on progress data, (b) the preservice teachers’ gender affected their predictions differentially depending on student gender, and (c) the insertion of a trend line or lowered data variability diminishes the gender bias in predictions. N = 134 preservice teachers received 16 experimental student vignettes online via the internet in random order which depicted the learning progress of boys and girls in oral reading fluency assessment over a period of 11 weeks. Half of the participants were presented with progress data accompanied by a trend line, the other half received progress data only. Results evidenced that preservice teachers were prone to a gender bias favoring girls. The gender bias was attenuated when a trend line was presented or when data variability was low, with male participants benefitting more from the trend line, and female participants benefitting more from low data variability. The adaptation of international training programs to enhance graph literacy and to diminish gender stereotyping in German teachers is recommendable. (DIPF/Orig.), Lernverlaufsdiagnostik stellt ein wirksames Instrument für Lehrkräfte dar, um die Leistung von Schüler:innen zu verbessern, indem Lehrkräfte systematisch und schnell auf die Schülerleistung reagieren können. Allerdings hat sich gezeigt, dass Lehrkräfte häufig Schwierigkeiten haben, Lernverlaufsdaten korrekt zu interpretieren. Wir haben mit der vorliegenden Studie untersucht, ob Lehramtsstudierende dazu neigen, Mädchen besser als Jungen zu bewerten, wenn sie auf Grundlage von Lernverlaufsdaten eine Prognose für künftige Leistungen erstellen müssen. Darüber hinaus haben wir die Hypothesen geprüft, dass der Geschlechter-Bias bei männlichen Lehramtsstudierenden zugunsten männlicher Schüler abgeschwächt ist und dass die Bereitstellung einer Trendlinie in den Lernverlaufsdaten bzw. eine geringere Variabilität der Daten zu einer Verringerung des Geschlechter-Bias führen. Insgesamt N = 134 Lehramtsstudierende erhielten 16 experimentelle Vignetten, in denen der Verlauf der Leseleistung von 8 weiblichen und 8 männlichen Grundschüler:innen über einen Zeitraum von 11 Wochen als Lernverlaufsgraph dargestellt war. Bei der Hälfte der Versuchspersonen waren die Lernverlaufsgraphen durch eine Trendlinie ergänzt. Die Ergebnisse zeigten, dass die Lehramtsstudierenden im Durchschnitt höhere Leistungen für Mädchen im Vergleich zu Jungen prognostizierten und dass der Geschlechter-Bias durch die Trendlinie und durch eine geringe Datenvariabilität abgeschwächt wurde. Wir empfehlen die Adaptation bereits international verwendeter Trainingsmaßnahmen zur Schulung von Lehramtsstudierenden und Lehrkräften in der Interpretation von Lernverlaufsdaten und zur Prävention von systematischen Verzerrungen von Interpretationen von Lernverlaufsdaten. (DIPF/Orig.)

An important prerequisite of progress monitoring as one source to support instructional decision-making is the existence of equivalent booklets. This study assesses this prerequisite with respect to a German elementary school math curriculum-based measurement instrument (LVD-M 2-4; Strathmann & Klauer, 2012). Every second week of a 19-weeks period, n = 108 third and n = 109 fourth graders (regular instruction) completed one of ten parallel booklets, each containing 24 arithmetic tasks. Analyses with (generalized) linear mixed models showed that in both grades the between-booklet variance was so small in relation to the between student variance that it was practically irrelevant. This corresponds to the key assumption of the binomial model that equivalent scores from different booklets reflect the same ability. While item difficulty varied within some of the tasks, the effect was insubstantial in comparison with the variance between students. These findings were replicated in two intervention samples of an RTI study. The parallel booklets can therefore be regarded as equivalent for typical applied purposes. Implications of these findings for curriculum-based measurement and booklet design are discussed. An important prerequisite of progress monitoring as one source to support instructional decision-making is the existence of equivalent booklets. This study assesses this prerequisite with respect to a German elementary school math curriculum-based measurement instrument (LVD-M 2-4; Strathmann & Klauer, 2012). Every second week of a 19-weeks period, n = 108 third and n = 109 fourth graders (regular instruction) completed one of ten parallel booklets, each containing 24 arithmetic tasks. Analyses with (generalized) linear mixed models showed that in both grades the between-booklet variance was so small in relation to the between student variance that it was practically irrelevant. This corresponds to the key assumption of the binomial model that equivalent scores from different booklets reflect the same ability. While item difficulty varied within some of the tasks, the effect was insubstantial in comparison with the variance between students. These findings were replicated in two intervention samples of an RTI study. The parallel booklets can therefore be regarded as equivalent for typical applied purposes. Implications of these findings for curriculum-based measurement and booklet design are discussed. (DIPF/Orig.), Eine wichtige Voraussetzung dafür, Lernverlaufsdiagnostik für instruktionale Entscheidungen nutzen zu können, sind äquivalente Testbooklets. Diese Studie prüft diese Voraussetzung für die „Lernverlaufsdiagnostik – Mathematik 2-4“ (LVD-M 2-4; Strathmann & Klauer, 2012). Über 19 Wochen hinweg bearbeiteten n = 108 Drittklässler:innen und n = 109 Viertklässler:innen in zweiwöchigem Abstand zehn verschiedene Paralleltests mit je 24 arithmetischen Aufgaben. Mithilfe (generalisierter) gemischter linearer Modelle wurden Booklet-Effekte in Relation zur Leistungsvarianz zwischen den Kindern gesetzt. Damit wurde die Kernannahme des Binomial-Modells geprüft, dass gleiche Scores aus verschiedenen zufallsgenerierten Booklets die gleiche latente Fähigkeit abbilden sollten. In beiden Klassenstufen fiel die Between-Booklet-Varianz in Relation zur Varianz zwischen den Kindern sehr gering aus. Für einige Aufgabentypen variierte die Schwierigkeit zwar zwischen den Booklets, war verglichen mit der Varianz der Schülerleistung aber nicht substanziell. Die Befunde ließen sich in zwei Interventionsgruppen einer RTI-Studie replizieren. Die Booklets können also für typische Anwendungszwecke als äquivalent angesehen werden. Die Implikationen dieser Befunde werden vor dem Hintergrund von Lernverlaufsdiagnostik und der Konstruktion äquivalenter Testbooklets diskutiert. (DIPF/Orig.)

Tertium comparationis 28 (2022) 3, S. 274-299, During the outbreak of the global SARS-CoV-2 (COVID-19) pandemic, Tunisia, like many countries, prepared an emergency plan to shift to distance learning to salvage the academic year and ensure continuous learning. However, a shortage of digital materials coupled with the fact that many households did not have adequate Internet bandwidth made it virtually impossible to secure adequate digital learning. When in-person schooling was restarted in 2020/21, primary, pre-secondary, and secondary school pupils attended school on alternate days to avoid overcrowding. As a result of the pandemic, the curriculum has been lightened, and the fundamentals have been prioritized. Based on a content analysis of the Ministry of Education documents and a survey conducted by the Ministry on remote learning, we shed light on the different measures taken to curb learning loss during the spread of the pandemic as well as the challenges facing Tunisian students and the government. The consequences of these measures are discussed along with future recommendations. (DIPF/Orig.)

According to the BELLA study, 15-20% of all students in primary school age in Germany show mild to manifest mental problems. These children are often involved in bullying, have fewer friends in class, and feel less socially included compared to their classmates. Classroom climate is discussed as an approach to foster the academic achievement, the well-being, and the social-emotional development of these children. Previous research has revealed a link between classroom climate and students' behavioral problems. However, classroom climate is a broad construct for which many different definitions and operationalizations exist and less is known about the nexus between behavioral problems and the social-relational classroom climate. In the present study, we focus on the social-relational classroom climate consisting of the students’ feelings of social inclusion, social participation, student-teacher relations, and bullying and address the following research questions: What is the connection between students’ behavioral problems and various aspects of social relations on the individual and class levels? Data were collected from 2045 primary school students (51% male; age: M = 8.57 years, SD = 1.29) from 87 classes in a cross-sectional design utilizing teacher ratings, student questionnaires, and peer nominations. The results indicated that climate at the class level is not simply a reflection of the classroom climate experienced at the individual level. Differences emerged between behavioral problems related to peer interactions and teacher-student relations, with the latter of particular importance for oppositional/disruptive and academically disorganized behavior. Bullying dimensions were related to higher levels of anxious-depressed, social withdrawal, oppositional/disruptive, and academically disorganized behavior. (DIPF/Orig.) Gemäß der BELLA-Studie weisen 15-20% aller Grundschüler*innen in Deutschland Anzeichen für leichte bis schwere psychische Probleme auf. Diese Kinder sind häufig in Mobbingprozesse involviert, haben weniger Freunde in der Klasse und fühlen sich im Vergleich zu ihren Mitschüler*innen weniger sozial eingebunden. Das Klassenklima wird als ein Ansatz zur Förderung der schulischen Leistungen, des Wohlbefindens und der sozial-emotionalen Entwicklung von Lernenden diskutiert. Studien der vergangenen Jahre deuten auf einen Zusammenhang zwischen dem Klima in der Klasse und dem Auftreten von Verhaltensproblemen hin. Für das weit gefasst Konstrukt Klassenklima gibt es viele verschiedene Definitionen und Operationalisierungen. Bisher ist nur wenig bekannt über den Zusammenhang zwischen Verhaltensproblemen und dem sozialen Klima in der Klasse. Daher untersuchen wir in der vorliegenden Studie das soziale Klassenklima, bestehend aus der gefühlten sozialen Integration der Schüler*innen, ihrer sozialen Teilhabe, der Schüler*innen-Lehrkraft-Beziehung sowie Mobbing. Den Fokus bildet die folgende Forschungsfrage: Welcher Zusammenhang besteht zwischen den Verhaltensproblemen von Schüler*innen und verschiedenen Aspekten sozialer Beziehungen auf individueller Ebene und auf Klassenebene? In einem Querschnittsdesign wurden Daten von 2045 Grundschüler*innen (51 % männlich; Alter: M = 8,57 Jahre, SD = 1,29) aus 87 Klassen unter Verwendung von Lehrkraftbewertungen, Schüler*innenfragebögen und Peer-Nominierungen erhoben. Die Ergebnisse deuten darauf hin, dass das soziale Klima auf Klassenebene nicht einfach ein Spiegelbild des auf individueller Ebene erlebten sozialen Klassenklimas ist. Es ergaben sich Unterschiede zwischen der Interaktion mit Gleichaltrigen und der Beziehung zwischen Lehrkräften und Schüler*innen im Zusammenhang mit Verhaltensproblemen. Die Schüler*innen-Lehrkraft-Beziehung scheint für oppositionelles/störendes Verhalten und Probleme im lernförderlichen Verhalten von besonderer Bedeutung zu sein. Mobbing stand in Zusammenhang mit einem höheren Maß an ängstlich-depressivem Verhalten, sozialem Rückzug, oppositionellem/störendem Verhalten und Problemen im lernförderlichen Verhalten. (DIPF/Orig.)

Social relationships with peers are very important for the development of all children. However, studies show that learners with special educational needs have greater difficulties in forming social relationships with peers than their classmates. However, research data and findings for children with intellectual disabilities (ID) are sparse. The present study investigates the social relationships of 7- to 8-year-old children with ID (n = 35) in inclusive classrooms (first to third year) over the course of one school year. Compared to a sample of matched same-sex classmates without ID with similar social skills (n = 35), the children with ID were less frequently named as playmates and had fewer reciprocal relationships at the end of the school year. There were no differences between children with and without ID in terms of nominations given, reciprocal relationships at the beginning of the school year and stable relationships. The results thus indicate that children with ID and without ID with comparable social skills had a similar number of stable relationships. However, children with ID formed fewer reciprocal relationships than their peers with similar social skills. Both children with IB and children without ID maintained stable reciprocal relationships mostly with same-sex peers (n = 26) who had significantly higher social skills. These findings provide important evidence for the development of strategies to promote social interactions and relationships in inclusive classrooms. (DIPF/Orig.), Soziale Beziehungen mit Gleichaltrigen sind f��r die Entwicklung von allen Kindern sehr bedeutsam. Studien zeigen jedoch auf, dass Lernende mit sonderp��dagogischem F��rderbedarf gr����ere Schwierigkeiten haben soziale Beziehungen mit Gleichaltrigen einzugehen als ihre Mitsch��lerinnen und Mitsch��ler. Bez��glich von Kindern mit einer intellektuellen Beeintr��chtigung (IB) ist die Befundlage allerdings d��nn. Die vorliegende Studie untersucht die sozialen Beziehungen von 7- bis 8-j��hrigen Kindern mit IB (n = 35) in inklusiven Klassen (erstes bis drittes Schuljahr) ��ber ein Schuljahr hinweg. Verglichen mit einer Stichprobe von gepaarten gleichgeschlechtlichen Mitsch��lerinnen und Mitsch��ler ohne IB mit ��hnlichen sozialen F��higkeiten (n = 35) wurden die Kinder mit IB weniger h��ufig als Spielkameradinnen und Spielkameraden genannt und hatten am Ende des Schuljahres weniger reziproke Beziehungen. Bez��glich der abgegebenen Nominationen, der reziproken Beziehungen zu Beginn des Schuljahres und bez��glich stabiler Beziehungen zeigten sich jedoch keine Unterschiede zwischen Kindern mit und ohne IB. Die Ergebnisse weisen somit darauf hin, dass Kinder mit IB und ohne IB mit vergleichbaren sozialen F��higkeiten ��ber ��hnlich viele stabile Beziehungen verf��gen. Kinder mit IB bauten aber weniger reziproke Beziehungen auf als ihre Mitsch��lerinnen und Mitsch��ler mit ��hnlichen sozialen F��higkeiten. Sowohl Kinder mit IB als auch Kinder ohne IB pflegten stabile reziproke Beziehungen mehrheitlich mit gleichgeschlechtlichen Gleichaltrigen (n = 26), die deutlich h��here soziale F��higkeiten besa��en. Diese Ergebnisse liefern wichtige Hinweise f��r die Entwicklung von Strategien zur F��rderung von sozialen Interaktionen und Beziehungen in inklusiven Klassen. (DIPF/Orig.)

The aim of the present contribution is to chart the history of how pedagogy was taught in Italy by analysing the professional figure and teaching activities of the professors of pedagogy, as well as the textbooks they used in their work. Two periods are considered separately: one from the early 1880s up until 1897, during which the Italian positivist culture made a serious effort to renew its teaching programmes and methods; the other from the turn of the century until just before the Great War, when the positivistic cultural and professional model began to lose ground, partly due to a new, radically different – even opposite – way of thinking. The lively debate that developed in the years before the war led to a severe criticism of the outcomes of the previously implemented innovations, paving the way to new proposals founded on the philosophical and pedagogical thinking of neo-idealism. This took concrete shape in the reform of the educational system that, even today, remains associated with the name of Giovanni Gentile (Minister for Public Education in Mussolini’s government), who launched the reform. (DIPF/Orig.), Der Autor analysiert die pädagogischen Handbücher für die Lehrerbildung (der Primar- und Sekundarstufe) in Bezug auf die Epoche des Positivismus. (DIPF/Orig.)

This study examined how the social skills and mathematical achievement levels of pupils in inclusive classrooms relate to their social status. Three achievement groups were compared: n = 39 pupils with intellectual disabilities (ID) and very basic mathematical skills, n = 71 mainstream pupils with low achievement in mathematics, and n = 81 mainstream pupils with high achievement in mathematics. The results show that pupils with ID and low achieving pupils had poorer social skills, were less accepted, and more often rejected than their high achieving peers. Structural equation models indicate that low achievers with poorer social skills were rejected more often than low achievers with better social skills. The greater rejection rate of pupils with ID, however, could not be explained by their lower level of social skills alone. Other factors which may have affected the social status of pupils with ID and of low achieving mainstream pupils are discussed. (DIPF/Orig.), In der Studie wurde in inklusiven Klassen untersucht, wie soziale Kompetenzen, die Mathematikleistung und der soziometrische Status zusammenh��ngen. Verglichen wurden drei Gruppen: Sch��ler*innen mit intellektueller Beeintr��chtigung (IB) und sehr basalen mathematischen Kompetenzen (n = 39), Sch��ler*innen ohne IB mit unterdurchschnittlichen Mathematikleistungen (n = 71) und Sch��ler*innen ohne IB mit ��berdurchschnittlichen mathematischen Leistungen (n = 81). Sch��ler*innen mit IB und mit niedrigen Mathematikleistungen wiesen niedrigere soziale Kompetenzen auf, waren weniger beliebt und wurden mehr abgelehnt als die Lernenden mit hohen Leistungen. Strukturgleichungsmodelle zeigen, dass Sch��ler*innen mit unterdurchschnittlicher Mathematikleistung st��rker abgelehnt werden, wenn sie niedrige soziale Kompetenzen aufwiesen. Die h��here soziale Ablehnung der Sch��ler*innen mit IB konnte hingegen nicht allein durch deren niedrigen sozialen Kompetenzen erkl��rt werden. Es wird diskutiert, welche anderen Faktoren die soziale Ablehnung dieser Sch��ler*innen zu beeinflussen scheinen. (DIPF/Orig.)

All-day schools, the most common school form with extended education offerings in Germany, are expected to complement regular hours of school instruction with a wide array of offers and to compensate for origin-related educational gaps by providing specific offerings for disadvantaged students. Complementation and compensation can only be achieved by providing extracurricular offerings within the all-day school program suitable for the respective student body. This study empirically investigates the extracurricular offerings at 300 German primary schools with regard to their content, frequency, and range, in connection with the composition of the student body. Descriptive findings show high prevalence of homework assistance, remedial eaching, sports, and music/art. Conducting latent profile analysis, three distinct profiles of extracurricular school programs were identified depending on the extracurricular offerings provided. Schools with a student body with lower levels of linguistic competence and higher amounts of immigrant students were more likely schools providing homework assistance and a broad range of offerings. Our results suggest that offerings partially meet the specific needs of the student body, but that the potential is not yet fully exploited in order to bring about complementation and compensation.

This book aims to meet the demands on teaching and learning in the twenty-first century, and in specific, how teacher education may transform pedagogical approaches and didactic methods to support future teachers in enhancing needful skills. In particular, it focuses on the pedagogical approach of Storyline, and how a Storyline can be applied in teacher education. It argues that teacher education benefits from the potency of various disciplines while applying an interdisciplinary methodology. Storyline is a problem-based, cross-curricular approach, based on learning through an evolving narrative, created in collaboration between teacher and students. It includes a variety of didactic tools, and inclusiveness towards different learners. Using Storyline in teacher education arranges for teacher educators to integrate alternative structures, that enable interdisciplinary cooperation and topic-based teaching. The authors have incorporated Storyline in many different ways, which contextualizes throughout the book. The book provides an overview of Storyline and introduces improved and new theoretical perspectives on this approach, including many practical examples. (DIPF/Orig.)

The empirical study at hand provides insights into the actors’ varying viewpoints and experiences regarding different types of contact between parents and teachers. The aim is particularly to prioritise the views of the children (a group of actors previously neglected in both research and the professional discourse), and to more closely examine their positions and their self-positioning when it comes to shaping the relationship between the primary school and family. The study shows that it is crucial to take a second look at the idealized concept of educational partnerships and to consider it from a much broader viewpoint. (Authors)

The quality and efficiency of Educational Administration affect the smooth operation of public schools. The aim of this study is to record the perceptions of school principals, who are the main customers of Educational Directorates in order to improve the quality of the provided services. The theoretical framework attempts to describe the prevalent view that the provision of qualitative and effective administrative support to schools can contribute to school smooth operation and school staff satisfaction in order to focus on educational services, rather than on administrative problems and restrictions. The administrative factors under investigation are the mode of administration, the efficiency of procedures, ICT skill enhancement and employees' performance, technological modernization efforts, and customer participation in decision-making. The study examines how these variables, affect the level of satisfaction of school principals. The regression analysis and the maximum frequency of answers within the rating range of the six-level Likert scale are used. The primary data was obtained by using an electronic questionnaire (through google forms) which allows for the use of econometric techniques. The school principals of the Primary and Secondary Directorates of Education in Eastern Thessaloniki comprise the research field. The results of the analysis show that Administrative factors have a major impact and summatively affect customer satisfaction. Current demands render the function of education more complex since it is asked to move beyond the simple experiential approach of administrative action that was based on the experience of older members of staff and to combine it with knowledge and skills on developments of New Public Management. A management system that valorizes technology and human resources, develops mechanisms for open communication and dialogue and examines the views of the users of services in an organized manner is considered to be essential., SUBMITTED: JUNE 2019, REVISION SUBMITTED: NOVEMBER 2019, ACCEPTED: DECEMBER 2019, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 15 MAY 2020

In view of student heterogeneity, teachers need to adjust their teaching to the diverse learning needs of the students and thus require adaptive teaching competency. While adaptive teaching competency is often seen as a prerequisite of quality of instruction, the ways in which adaptive teaching competency is conceptualized and measured are diverse. This paper proposes a model of adaptive teaching competency and describes a multi-method approach, including text vignettes, a standardized video test and student questionnaires. The study explores whether students who are taught by a teacher achieving higher scores in measurements of adaptive teaching competency rate classroom processes more positively, as well as whether the measured adaptive teaching competency has a positive effect on student learning outcome and furthermore how such an effect can be explained. The sample consists of 49 primary and secondary teachers and their classes, including 898 students. Student achievement was measured with pre- and post-tests on a set science topic which teachers were asked to teach in eight lessons according to specified curricular goals. The results indicate a statistically significant positive effect of adaptive teaching competency on students’ achievement. The results of a Multilevel Structural Equation Model (MSEM) analysis lead to the conclusion that adaptive teaching competency is not affecting learning outcomes directly but mediated through a high quality of classroom processes. (DIPF/Orig.), In Anbetracht der heterogenen Zusammensetzung von Schulklassen besteht die Notwendigkeit, dass Lehrpersonen ihr unterrichtliches Handeln auf die unterschiedlichen Lernbedürfnisse der Schülerinnen und Schüler ausrichten. Während adaptive Lehrkompetenz als Voraussetzung für eine hohe Unterrichtsqualität angesehen wird, gibt es verschiedene Ansätze, wie adaptive Lehrkompetenz konzipiert und operationalisiert werden kann. Das in dieser Studie vorgeschlagene Modell der adaptiven Lehrkompetenz wird im Rahmen eines Multi-Method-Ansatzes mittels Textvignetten, standardisiertem Videotest und Schülerbefragung untersucht. Die Studie geht den Fragen nach, ob Schülerinnen und Schüler, die von adaptiveren Lehrpersonen unterrichtet werden, die Unterrichtsqualität als besser beurteilen, ob sich adaptive Lehrkompetenz positiv auf den Leistungszuwachs auswirkt und durch welche Unterrichtsprozesse sich ein solcher Effekt erklären lässt. Die Stichprobe umfasst 49 Primar- und Sekundarlehrpersonen und deren Klassen mit insgesamt 898 Schülerinnen und Schülern. Der Lernerfolg der Schülerinnen und Schüler wurde in einer Unterrichtsreihe im Fachbereich Naturwissenschaften erfasst, wobei die Lernziele und acht Lektionen als Zeitrahmen einheitlich vorgegeben waren. Die Ergebnisse zeigen einen statistisch signifikanten Effekt der adaptiven Lehrkompetenz auf den Leistungszuwachs der Schülerinnen und Schüler. Die Resultate eines mehrebenenanalytischen Strukturgleichungsmodells stützen die Annahme, dass adaptive Lehrkompetenz nicht direkt auf den Lernerfolg der Schülerinnen und Schüler wirkt, sondern über eine hohe Unterrichtsqualität vermittelt wird. (DIPF/Orig.)

One of the most valued types of professional learning for teachers are forums that allow them to share their practices with other teachers. This is paper examines how university-based learning networks support the professional development needs of teachers in School-Age educare. University- supported network provide a more informal approach to professional learning and allows the teachers in School-Age educare to connect with other teachers in their field. The network further provides the participants an opportunity to be an active part of the research that is conducted at the university and a platform for developing a collective agency.

Reading is a core prerequisite for educational success and participation in society. However, comprehensive empirical research is needed to understand how reading may differ in a digitalized world. The current study addressed the gender gap in reading digitally. It investigated competence scores along with information on (a) reading and (b) digital motivation and self-concept in 588 elementary school students. Results revealed a gender gap in reading digitally, in reading motivation and self-concept, and in motivation and self-concept in respect to working on digital devices. Only reading motivation variables predicted reading digitally, thereby providing important information on the validity of digitally based reading tests. Reading motivation was found to fully mediate the gender effect on reading digitally. Results have important implications for research and practice. (DIPF/Orig.), Lesen ist eine zentrale Voraussetzung für Bildungserfolg und gesellschaftliche Teilhabe. Wegen der fundamentalen Bedeutung des Lesens sind umfassende empirische Erkenntnisse zu der Frage, wie sich das Lesekonstrukt im Zuge der Digitalisierung verändert, notwendig. Vor diesem Hintergrund analysierte die vorliegende Studie Geschlechtsunterschiede im Lesen an digitalen Geräten. Neben Lesekompetenzen an digitalen Geräten wurden intrinsische Motivation und Selbstkonzepte in den Bereichen (a) Lesen und (b) Arbeit an digitalen Geräten von 588 Grundschulkindern betrachtet. Mädchen und Jungen unterschieden sich in der Lesekompetenz, in lesebezogener Motivation und Selbstkonzept sowie in Motivation und Selbstkonzept zur Arbeit an digitalen Geräten. Ausschließlich lese bezogene motivationale Merkmale sagten die Lesekompetenz vorher, was auf die Validität des Lesetests hinwies. Außerdem mediierte die intrinsische Lesemotivation die Geschlechtsunterschiede in der Lesekompetenz vollständig. Die Ergebnisse haben wichtige Implikationen für Bildungsforschung und -praxis. (DIPF/Orig.)

Innovation is a lever for growth and prosperity in business and society as a whole. Innovations lead to the industrial revolutions which are transforming our world. Innovation is the solution to many of the side effects of industrial revolutions. We can prepare the future world citizens to face the challenges of the new world only by education. The purpose of this study was to investigate work satisfaction, work engagement, burnout and innovative work behavior of Greek teachers. From the investigation the relationships between the above concepts emerged and the demographic elements associated with them were identified. The applied statistical survey of this study was conducted from December 2018 to January 2019 and 324 primary and secondary school teachers participated in it. Survey data were collected using an online questionnaire that included demographic questions, the Oldenburg Burnout Inventory (OLBI) and a Kleysen & Street innovative behavioral questionnaire adapted to Greek reality. The results of the survey showed a very low rate of burned-out and a high rate of work-engaged teachers. Because previous surveys have reported high rates of burnout for Greek teachers, we conclude that work engagement, as well as burnout, are time dependent on environmental factors related to the socio-economic changes of recent decades. Our research results also showed that establishing and supporting innovative work behavior by leadership and co-workers has the effect of demonstrating a high level of innovative work behavior by Greek educators. In addition, it was found a fluctuation of work engagement with age and an enhancement of innovative work behavior due to post-graduate studies. Moreover, it emerged that work engagement positively correlates with innovative work behavior, creating a virtuous circle, where one feeds the other., SUBMITTED: JULY 2019, REVISION SUBMITTED: AUGUST 2019, ACCEPTED: SEPTEMBER 2019, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 24 OCTOBER 2019. JEL Classification: I12, I20, I28

We analyze the subtle mechanisms at work in the interaction between families and schools that underlie social inequalities at the transition point from elementary school into secondary-school tracks in Berlin, Germany. We do so by combining quantitative data from a large-scale survey and assessment study ( N = 3,935 students and their parents) with qualitative data from in-depth interviews with parents ( N = 25) collected during the 2010–11, 2011–12, and 2012–13 school years. The quantitative analyses show that students from high–socioeconomic status (SES) families were more likely to enter the academic track than were students from low-SES families, even if they performed equally well on a standardized achievement test, had the same grades in school, and received the same track recommendation from their teachers. The qualitative analyses illustrate the many ways in which parents intervene during the transition process, with high-SES parents having particularly effective ways of getting what they want for their children.

It is assumed that additionally to the family background and child characteristics, the children’s learning environments are crucial for the acquisition of early competencies. This study aimed to compare the effects of home and institutional learning environment on young children’s vocabulary and to test necessary conditions for a potential compensatory effect of the institutional learning environment. Using longitudinal data from N = 557 preschool children (German National Educational Panel Study), we analysed to what extent family background and children’s characteristics predicted home and institutional learning environments and to what extent these learning environments predicted vocabulary in preschool and primary school. In order to test if both learning environments predict vocabulary separately, we used almost identical indicators to operationalize them. The effects were estimated within a structural equation model. The study revealed that both, home and institutional learning environment, had small and separate effects on children’s vocabulary. The home learning environment was more closely related to the family background, while the institutional learning environment was more closely related to the children’s characteristics. This evokes new possibilities to discuss compensatory effects. (DIPF/Orig.), Es wird angenommen, dass für den frühen Kompetenzerwerb eines Kindes neben dem familiären Hintergrund und Merkmalen des Kindes die Lernumgebungen eine wichtige Rolle spielen. Die vorliegende Studie verfolgte das Ziel, die Effekte der häuslichen und der institutionellen Lernumgebung von Kindergartenkindern auf den frühen Wortschatzerwerb zu vergleichen und notwendige Bedingungen für einen kompensatorischen Effekt der institutionellen Lernumgebung zu überprüfen. Anhand längsschnittlicher Daten von N = 557 Kindergartenkindern aus dem deutschen Nationalen Bildungspanel (NEPS) wurde untersucht, in welchem Ausmaß der familiäre Hintergrund und die Merkmale eines Kindes die häusliche und institutionelle Lernumgebung prädizieren und in welchem Ausmaß diese wiederum den Wortschatz in der Vorschule und in der ersten Klasse vorhersagen. Um zu überprüfen, ob die beiden Lernumgebungen einen jeweils eigenständigen Beitrag zur Prädiktion des Wortschatzes leisten, wurden nahezu identische Indikatoren zur Operationalisierung verwendet. Mittels Strukturgleichungsmodellierung wurden die Effekte geschätzt. Die Studie zeigte, dass die häusliche und institutionelle Lernumgebung eines Kindes kleine sowie voneinander abgrenzbare Effekte auf den Wortschatz hatten. Dabei war die häusliche Lernumwelt stärker mit dem familiären Hintergrund assoziiert, während die institutionelle Lernumgebung stärker durch Merkmale des Kindes selbst prädiziert wurde. Dies eröffnet neue Möglichkeiten der Diskussion kompensatorischer Effekte. (DIPF/Orig.)

Moving beyond assertions about new stratifications in Australian education, the authors assess the validity of a significant claim about market mechanisms further concentrating class divides through government techniques of choice and the "machinery" surrounding this. The focus is on Australian primary schools, for which they pay particular attention to the My School website, which publishes aggregated school test scores for all Australian schools, a move justified on grounds that parents need these sorts of data if they are to make informed decisions about their educational choices. By interrogating qualitative claims about the intensification of social class concentration in the My School era via analysis of the data offered up by this very site, the authors bring a certain nuance to the class concentration hypothesis that this literature tends to link to the choice machinery of government. Their analysis does shows trends towards greater socio-economic concentration of schools at the higher and lower ends of the ICSEA spectrum but disaggregated analysis of these trends suggests that My School may in fact be ameliorating these pressures toward socio-economic concentration in primary schools, at least in the 'middling spaces'. (DIPF/Orig.), ��ber Aussagen zu neuen Stratifizierungen des australischen Bildungssystems hinausgehend, bewerten die Autoren in diesem Beitrag die Validit��t der g��ngigen Behauptung, Markt-Mechanismen w��rden durch von der Regierung angewandte Techniken zur (Aus-)Wahl und die damit verbundene "Maschinerie" die Klassenteilung vorantreiben. Der Fokus liegt auf australischen Grundschulen, wobei die Aufmerksamkeit vor allem auf die "My School" Website gerichtet ist, welche eine Zusammenstellung von Testwerten ��ber alle australischen Schulen ver��ffentlicht. Die Rechtfertigung dieser Site gr��ndet darin, dass Eltern solche Art von Daten ben��tigen, wenn sie sachkundige Bildungsentscheidungen treffen sollen. Durch Befragung der qualitativen Behauptungen ��ber die Intensivierung der Ungleichverteilung in der My School ��ra anhand einer Analyse der von eben dieser Site bereitgestellten Daten, f��gen die Autoren der Ungleichverteilungs-Hypothese, die diese Literatur meist mit der (Aus-)Wahl Maschinerie der Regierung in Verbindung bringt, eine gewisse Nuancierung hinzu. Ihre Analyse zeigt zun��chst Trends in Richtung einer st��rkeren sozio��konomisch ausgerichteten Verteilung von Schulen am oberen und unteren Ende des ICSEA Spektrums (Index of Community Socio Educational Advantage) an. Vertiefende Analysen dieser Trends deuten jedoch darauf hin, dass My School in der Tat den Druck gegen��ber sozio��konomischer Verteilung in Grundschulen herausnehmen kann, wenigstens im mittleren Teil des Spektrums. (DIPF/Orig.)

This article is based on data from a two-year ethnographic study on children in school-age child-care in Sweden. It describes a boy’s way from positioning himself as a “boy who does not fight” to a “boy who fights”. In Sweden, independence is viewed as paramount. Fostering children to independence can be seen from different perspectives, and the teachers in this particular setting hand over the power to the children. The social climate in the setting was quite tough, and the children – especially the boys – formed a social hierarchy by using their fists. The material was studied with help from analytical tools dealing with gender, position and power. Keywords: independence, gender, masculinity, position, power, school-age, child-care ----- Bibliography: Ljusberg, Anna-Lena: Doing Masculinity in School-age Child-care: An Ethnographic Study, IJREE – International Journal for Research on Extended Education, Vol. 6, Issue 1-2018, pp. 66-79. https://doi.org/10.3224/ijree.v6i1.06

Primary school students’ attitudes towards peers with special educational needs (SEN) are important prerequisites for social participation in the inclusive classroom. However, determinants of these attitudes have not been identified yet. We examined N=753 primary school students’ attitudes towards peers with learning disabilities and towards peers with social or emotional disabilities. The students also provided information on their contact experiences with peers with SEN, their self-efficacy beliefs concerning their interpersonal skills, and their perceptions of their teachers’ behavior towards peers with SEN. The results indicate that the students’ attitudes towards peers with SEN are positive in general. As expected, their attitudes towards peers with social or emotional disabilities are significantly less positive than towards peers with learning disabilities. The results of a structural equation model underline that the attitudes towards peers with SEN can be explained by the students’ contact experiences, self-efficacy beliefs, and perceived teacher behavior towards peers with SEN. Effects of children’s perceptions of their teachers’ behavior in the classroom on their attitudes towards peers with learning disabilities are mediated by their self-efficacy beliefs. (DIPF/Orig.), Einstellungen von Grundschulkindern gegenüber ihren Mitschülerinnen und Mitschülern mit sonderpädagogischem Förderbedarf werden als wichtige Voraussetzungen für die soziale Partizipation im inklusiven Unterricht betrachtet. Gegenwärtig sind Determinanten für die Einstellungen von Grundschulkindern gegenüber ihren Peers mit Förderbedarf weitgehend unklar. Vor diesem Hintergrund haben wir in unserer Studie die Einstellungen von N=753 Grundschülerinnen und -schülern gegenüber ihren Peers mit einem Förderbedarf im Bereich Lernen und in der sozial-emotionalen Entwicklung untersucht. Zusätzlich wurden die an der Untersuchung beteiligten Kinder gebeten, im Rahmen eines Fragebogens Auskunft über ihre vorhandenen Kontakte zu Kindern mit sonderpädagogischem Förderbedarf, ihre Selbstwirksamkeitsüberzeugungen in Bezug auf ihre sozialen Fähigkeiten sowie zu ihrem wahrgenommenen Lehrkraftverhalten gegenüber Peers mit Förderbedarf zu geben. Die Ergebnisse unserer Studie verdeutlichen, dass die befragten Grundschulkinder generell über positive Einstellungen gegenüber ihren Mitschülerinnen und Mitschülern mit Förderbedarfen im Lernen und in der sozial-emotionalen Entwicklung verfügen. Wie erwartet zeigt sich, dass die Einstellungen der befragten Kinder gegenüber Peers mit einem Förderbedarf im Bereich Lernen signifikant positiver ausfallen als gegenüber Peers mit einem Förderbedarf in der sozial-emotionalen Entwicklung. Die Befunde aus einem Stukturgleichungsmodell geben Hinweise darauf, dass die Einstellungen der Grundschulkinder durch ihre bisherigen Kontakte zu Peers mit Förderbedarf, ihre Selbstwirksamkeitsüberzeugungen sowie das von ihnen wahrgenommene Lehrkraftverhalten erklärt werden können. Der Effekt des wahrgenommenen Lehrkraftverhaltens auf die Einstellungen der befragten Kinder gegenüber Peers mit einem Förderbedarf im Bereich Lernen wird dabei durch ihre Selbstwirksamkeitsüberzeugungen mediiert. (DIPF/Orig.)

Our newly proposed integrated academic self-concept model integrates 3 major theories of academic self-concept formation and developmental perspectives into a unified conceptual and methodological framework. Relations among math self-concept (MSC), school grades, test scores, and school-level contextual effects over 6 years, from the end of primary school through the first 5 years of secondary school (a representative sample of 3,370 German students, 42 secondary schools, 50% male, M age at grade 5 = 11.75) support the (1) internal/external frame of reference model: Math school grades had positive effects on MSC, but the effects of German grades were negative; (2) reciprocal effects (longitudinal panel) model: MSC was predictive of and predicted by math test scores and school grades; (3) big-fish-little-pond effect: The effects on MSC were negative for school-average achievement based on 4 indicators (primary school grades in math and German, school-track prior to the start of secondary school, math test scores in the first year of secondary school). Results for all 3 theoretical models were consistent across the 5 secondary school years: This supports the prediction of developmental equilibrium. This integration highlights the robustness of support over the potentially volatile early to middle adolescent period; the interconnectedness and complementarity of 3 ASC models; their counterbalancing strengths and weaknesses; and new theoretical, developmental, and substantive implications at their intersections. (DIPF/Orig.)

International audience; This paper presents the results of a postgraduate study that was designed to investigate the attitudes and views of Greek teachers in primary and secondary education on the application of Educational Robotics (ER), towards the goal of drawing useful insights on how it can be further integrated in Greek schools. A total of 70 teachers participated in this study, currently working for primary and secondary schools in Greece and being involved in ER projects and ER-related activities. According to the research findings, ER has significant benefits for students and educators, as it fosters positive attitudes towards STEM education, encourages independent and active learning, facilitates teaching, and provides opportunities for the development of cognitive, social and communication skills. However, factors such as the lack of funding and physical infrastructure, the inadequate training of teachers and curriculum scheduling inflexibility, hinder its application. Thus, several structural and procedural actions should be taken in order to further integrate ER in Greek schools.

In this chapter the author explores the possibilities for a concept of hegemonic femininity, based around a more Gramscian conception of hegemony than that which has been developed from Connell’s groundbreaking research in this area. After outlining the problems associated with Connell’s original conception, she then proposes an alternative definition of hegemonic gender performance which could encompass both masculinities and femininities and also apply to children. Following this, the author considers how researchers have identified hegemonic masculinities and femininities in school settings and note that they have a good deal in common. She then explores in more detail her own research in two London schools, demonstrating again that, in school settings at least, hegemonic masculinities and femininities operate in parallel and contain many common features. (DIPF/Orig.)

In September 2015, the UN agreed on Sustainable Development Goal 4 (SDG4), which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all” (Sustainable Development Knowledge Platform, 2017). Embedded in this broad goal, Educate A Child (EAC) is the only global support program that focuses solely on out-of-school children1 (OOSC) across the world, including Southeast Asia.EAC is an initiative of the Education Above All Foundation of Qatar. It works through co-funding interventions of trusted partners to bring OOSC into quality primary education programs. It pairs with organizations to support innovative programs and methods of education for the most vulnerable children, especially those affected by poverty, conflict, natural disaster, and cultural barriers. EAC’s partners range from international educational, development, and humanitarian organizations to locally-based groups. It currently has around fifty partners, also in Southeast Asia, among others, Aide et Action and its 25-NGO consortium in Cambodia, the Monastic Education Development Group (MEDG), Save the Children, UNESCO, UNHCR, and United World Schools. Dr. Mary Joy Pigozzi is Executive Director of EAC and member of the WISE Prize Committee., Austrian Journal of South-East Asian Studies, Vol 10 No 2 (2017): Philanthropy, Giving, and Development

In Switzerland there are a lot of different expectations connected with the development of extended education. However, it is largely unclear whether or not the expectations concerning an extended learning culture ‒ and thus concerning diverse support measures in extended education offerings ‒ are being met. This paper takes up this point and examines from different perspectives – through mixed methods research – the educational principles and goals and the educational quality of extended education offerings. We found that the emphasis that directors of extended education place on the goals of opening up the schools and students’ manual and practical skills can explain in part the differing quality of extended education offerings. Keywords: Educational quality, activities, offerings, all-day school, goal ----- Bibliography: Schupbach, Marianne/von Allmen, Benjamin/Frei, Lukas/Nieuwenboom, Wim: Educational Quality of All-Day Schools in the German-Speaking Part of Switzerland: Differentiation of the Research Perspectives with Regard to Educational Quality, IJREE, Vol. 5, Issue 1-2017, pp. 58-75. https://doi.org/10.3224/ijree.v5i1.04

Leisure-time centres (LTC) for six to nine-year-old children have in the last decades become a part of the basic services provided by municipalities in Iceland. LTC provide care and organized leisure-activities during out-of school hours while parents work or study. A national survey from 2014 showed that 92% of municipalities in Iceland operated LTC as opposed to 75% in 2010 and that around 60% of all six-to-nine-year-old children attend leisure-time centres (Pálsdóttir, 2014). However, participation is much higher for children from grades 1 and 2 and declines dramatically in grades 3 and 4. In this article, the authors introduce policy in Iceland with regard to LTC and discuss challenges that lie ahead. (DIPF/Orig.)

Emerging research on reading prosody, an indicator of fluent reading, is finding that it contributes to comprehension processing in students across elementary, middle, and secondary grades. In this study we measure the growth of reading prosody and comprehension of 250 first-, second-, and third-grade readers across the school year using the Multidimensional Fluency Scale (MDFS; Zutell & Rasinski, 1991). Our results show that students gradually improve their reading prosody and reach asymptote with grade-level text by the end of second-grade. We found that reading rate was not a significant predictor of comprehension while word identification accuracy and prosody accounted for 64.9% of unique variance in reading comprehension. Using both a three-step (Baron & Kenny, 1986) and bootstrap resampling approach to mediation analysis (Preacher & Hayes, 2004; Preacher & Kelly, 2011), we found that prosody exerts a significant mediating effect on the relationship between automaticity and comprehension. Additional analysis revealed that a reader’s ability to accurately read connected text with appropriate pacing emerges more quickly than does expressive reading and phrasing. Finally, we use the Implicit Prosody Hypothesis (Fodor, 2002) to advance the notion that prosodic readers may leverage reading prosody as a problem-solving tool to interpret ambiguous text, and thus increase reading comprehension. (DIPF/Orig.), Die aufstrebende Forschung zur Leseprosodie als ein Indikator für flüssiges Lesen zeigt, dass Prosodie bei Schülerinnen und Schülern verschiedener Altersklassen zum Leseverständnis beiträgt. In der vorliegenden Studie wurde unter Verwendung der Multidimensional Fluency Scale (MDFS; Zutell & Rasinski, 1991) die Entwicklung der Leseprosodie und des Leseverständnisses von 250 Erst-, Zweit- und Drittklässlern über ein Schuljahr hinweg untersucht. Die Ergebnisse zeigen, dass die Schülerinnen und Schüler schrittweise ihre Leseprosodie verbessern und sich bis zum Ende der zweiten Klasse dem der Jahrgangsstufe entsprechenden Niveau annähern. Während sich die Lesegeschwindigkeit nicht als signifikanter Prädiktor des Leseverständnisses erwies, konnten die Genauigkeit der Wortidentifikation und die Leseprosodie 64.9 % der Eigenvarianz beim Leseverständnis aufklären. Mithilfe eines Three-Step-Resamplings (Baron & Kenny, 1986) und eines Bootstrap-Resamplings zur Mediationsanalyse (Preacher & Hayes, 2004; Preacher & Kelly, 2011) konnte ein signifikanter Mediationseffekt der Prosodie auf das Verhältnis von Automatizität und Leseverständnis gezeigt werden. Weitergehende Analysen verdeutlichten, dass sich Lesegenauigkeit und angemessenes Lesetempo schneller entwickeln als die Fähigkeiten zu expressivem Lesen und Phrasierung. In Anlehnung an die Implicit Prosody Hypothesis (Fodor, 2002) wird der Gedanke weitergeführt, dass Leseprosodie als problemlösendes Hilfsmittel zum Interpretieren nicht-eindeutiger Wortlaute eingesetzt und das Leseverständnis dadurch verbessert werden kann. (DIPF/Orig.)

Assessment in higher education requires multifaceted instruments to capture competency structures and development. We investigate two aspects of competencies of pre-service mathematics teachers: a certain aspect of mathematical abilities (critical thinking with respect to mathematical problem situations) and epistemological beliefs (assessed by both belief position and belief justification). We investigated 463 students from two universities with respect to both aspects of competencies. We show that students’ belief position and justification are independent and can be assessed independently. Whereas belief position is not correlated with the number of the students’ semesters, their course of studies, and their mathematical abilities, belief justification is indeed correlated with these factors. (DIPF/Orig.), Leistungsmessung in der Hochschulbildung benötigt facettenreiche Instrumente, um Kompetenzstrukturen und -entwicklung erfassen zu können. Wir untersuchen zwei Aspekte von Kompetenzen von Studierenden des Lehramts Mathematik: einen bestimmten Aspekt mathematischer Fähigkeiten (kritisches Denken mit Bezug auf mathematische Problemsituationen) und epistemologische Überzeugungen (wobei sowohl die Position als auch die Begründung der Überzeugungen erfasst werden). Wir haben Daten von 463 Studierenden von zwei Universitäten zu beiden Kompetenzaspekten erhoben und ausgewertet. Wir zeigen, dass die Positionen und Begründungen der studentischen Überzeugungen unabhängig voneinander sind und unabhängig voneinander erhoben werden können. Während die Überzeugungsposition nicht korreliert ist mit der Anzahl der Semester der Studierenden, ihrer Studienwahl und ihren mathematischen Fähigkeiten, zeigen sich bei der Begründung der Überzeugungen tatsächlich Korrelationen mit diesen Faktoren. (DIPF/Orig.)

This study aims to construct knowledge about how teachers in Swedish school-age educare centres build on their professional identity by listening to their narratives about their work, their interpretations of their mission and how they apply their intentions. The study takes its point of departure from sociocultural (Vygotsky, 1978) and dialogical (Bakhtin, 1986) perspectives. The analysis starts with Bakhtin’s notion of authoring. The construction of data was carried out in three steps. Firstly, by collecting written narratives from 21 teachers, secondly by oral narratives from ten teachers among the 21 teachers participating in ‘walk-and-talk’ conversations and finally from a commonly created conversation in two focus interviews with eight of the teachers. The results from this study indicate that there is a commonly shared general discourse unifying the professional identity of the teacher in school-age educare centres.

This study aims to explore the principal’s role in the resolution of conflicts and in the management of human resources. The basic purpose of this article is to study the issue of conflict in primary schools and the role of the principal in resolving it. In addition, it aims to clarify the role and the contribution of the principal as a school leader from the viewpoint of the principals themselves but also from the viewpoint of the teachers. The analysis was conducted based both on theoretical and empirical approaches. The basic research questions of this study were: i) the frequency and the reason for the conflicts, ii) the participants personal opinions about the conflicts and iii) the description of the main role and the characteristics that an effective school-leader should exhibit. The results revealed that there are conflicts between principals and teachers to a large extent. Finally, according to the analysis of the results it was ascertained that there are inconsistencies between the views of teachers and principals, in several parts of the research, and this probably can be attributed to the differences in their roles., SUBMITTED: DECEMBER 2016, REVISION SUBMITTED: MARCH 2017, ACCEPTED: JUNE 2017, REFEREED ANONYMOUSLY, PUBLISHED ONLINE: 14 OCTOBER 2017

CEPS Journal 6 (2016) 1, S. 113-119, Book review of: Rich, S. (Ed.) (2014). International perspectives on teaching English to young learners. Houndmills: Palgrave Macmillian. 206 p., ISBN 978-1-137-02321-6

So far, empirical evidence regarding the effects of extended education on externalizing behavior is mixed. To explore possible moderators, multilevel-analyses were conducted in a longitudinal sample of 492 students from 51 all-day schools in Switzerland. No main effects of utilization intensity, interaction quality and externalizing behavior in peers on the development of externalizing behavior from grade 1 to grade 2 were found. However, the relationship between utilization intensity and change in externalizing behavior was moderated by externalizing behavior in peers and by caregiver-student interactions. Subsequent analyses display a complex pattern of these cross-level interactions, indicating confounding characteristics. Implications for future research are discussed. Keywords: extended education, all-day schools, externalizing behavior, quality, peer contagion ----- Bibl iography: Frei, Lukas/Schuepbach, Marianne/Nieuwenboom, Wim/Benjamin von, Allen: Extended Education and Externalizing Behavior: Utilization Intensity, Interaction Quality and Peers as Possible Moderators, IJREE, Vol. 4, Issue 2-2016, pp. 92-109. https://doi.org/10.3224/ijree.v4i2.25783

This report on the state of literacy in Germany is one of a series of 30 reports produced in 2015 and 2016 by ELINET, the European Literacy Policy Network. ELINET ��� supported by the EU - was founded in February 2014 and had 78 partner organisations in 28 European countries. ELINET aims to improve literacy policies in its member countries in order to reduce the number of children, young people and adults with low literacy skills. One of the outcomes of the network was the production of reliable, up-to-date and comprehensive reports on the state of literacy in each participating European country and to provide guidance towards improving literacy policies in those countries. The reports are based (wherever possible) on available, internationally comparable performance data (PIRLS, PISA, PIACC), as well as reliable national data. The Country Reports are organised around the three recommendations of the EU High Level Group of Experts on Literacy report: Creating a literate environment; Improving the quality of teaching; Increasing participation, inclusion and equity. Country-specific challenges for literacy policies are outlined. The country report Germany provides data on the level of reading competence of children, adolescents and adults, describes literacy programmes and policy initiatives in family, pre-school, primary and secondary schools as well as for adults, and comes up with proposals how to support literacy throughout lifelong learning. The theoretical framework and all background and contextual information are described in the ���ELINET Country Reports ��� Frame of Reference���. (DIPF/Orig.), Dieser Bericht ��ber den Stand der Lesekompetenz und Lesef��rderung in Deutschland geh��rt zu einer Reihe von 30 Berichten, die 2015 und 2016 von ELINET, dem European Literacy Policy Network, erstellt wurden. ELINET ��� gef��rdert von der EU - wurde im Februar 2014 gegr��ndet mit 78 Partnerorganisationen aus 28 europ��ischen L��ndern. Ziel von ELINET ist es, die Bedingungen zur F��rderung von Schriftsprachkompetenz in den Mitgliedsl��ndern zu verbessern, um die Zahl der Kinder, Jugendlichen und Erwachsenen mit geringen Lese- und Schreibkenntnissen zu verringern. Eines der Produkte des Netzwerks war die Erstellung zuverl��ssiger, aktueller und umfassender Berichte ��ber den Stand der Lesekompetenz und Lesef��rderung in jedem teilnehmenden europ��ischen Land, mit Vorschl��gen zur Verbesserung bildungspolitischer Ma��nahmen. Die Berichte st��tzen sich (soweit m��glich) auf verf��gbare, international vergleichbare Leistungsdaten (PIRLS, PISA, PIACC) sowie auf zuverl��ssige nationale Daten. Die L��nderberichte orientieren sich an den drei Politikbereichen des Berichts der EU High Level Group of Experts on Literacy: Schaffung eines schriftreichen Umgebung, Verbesserung der Qualit��t des Unterrichts sowie F��rderung von Teilhabe, Inklusion und Chancengerechtigkeit. Zus��tzlich werden l��nderspezifische Herausforderungen f��r die F��rderung von Lesekompetenz beschrieben. Der L��nderbericht Deutschland liefert Daten zum Stand der Lesekompetenz von Kindern, Jugendlichen und Erwachsenen, beschreibt F��rderprogramme und politische Initiativen in Familien, Vorschulen, Grund- und weiterf��hrenden Schulen sowie f��r Erwachsene und macht Vorschl��ge zur F��rderung der Lesekompetenz im Rahmen des lebenslangen Lernens. Der theoretische Rahmen und alle Hintergrund- und Kontextinformationen sind beschrieben im ���Country Report ��� Frame of Reference���.

According to the literature, practitioners’ use of research appears to play an important role in facilitating high-quality applied practice. Previous studies indicate that teachers have a positive attitude towards using research, but that they are rarely successful in implementing it in their actual practice. There appears to be a scarcity of studies that have considered the non-teacher practitioner. This paper analyses interviews conducted with non-teacher practitioners (n=20) who work in extracurricular programmes of German primary and secondary all-day schools. The interview data suggests that some practitioners gather evidence to inform their practices. A deeper analysis of two cases revealed how research was transferred into action. They provided examples of how practitioners could use research to improve their approach with children and young people. The conclusion of this paper emphasises the need to foster evidence-based practices, as well as rigorous problem-solving and decision-making, in the field of extended education. Keywords: use of research, evidence-based practice, non-teacher practitioners, German all-day school (Ganztagsschule) ----- Bibl iography: Kielblock, Stephan/Gaiser, Johanna M.: The Impact of Using Research on Teaching Practices of Non-Teacher Practitioners within German All-Day Schools, IJREE, Vol. 4, Issue 2-2016, pp. 56-69. https://doi.org/10.3224/ijree.v4i2.25781

Using quantitative data from school principals (SPs) and after-school program directors (ASDs) in 37 primary schools and after-school programs (ASPs) in Switzerland, this study examines the Perceived Professional Culture of Collaboration (PPCoC) as an aspect of school culture and professionalism of educational staff. The group comparisons confirm that the ASDs and SPs significantly differ on how they rate the PPCoC, even if they belong to the same school context. However, this study did not find significant group differences on the goals which the two leaders associate with the development of the ASP. Regression analyses indicate that having written guidelines focused on collaboration is the strongest predictor of a positive rating of the PPCoC for both leaders. PPCoC ratings for ASDs were additionally linked to their individual goals towards ASPs. Finally, this study points out that organizational attributes and individual goals are connected to the development of a shared attitude towards collaboration (PPCoC) as an important aspect of the quantity and quality of ASP development, as a means to define the goals and professionalize ASP practice. Keywords: Professionalism, After-School Programs, Collaboration, Collective Attitudes, Organizational Development, School Culture ----- Bibl iography: Jutzi, Michelle/Schuepbach, Marianne/Frei, Lukas/Nieuwenboom, Wim/von Allmen, Benjamin: Pursuing a Common Goal: How School Principals and After-school Directors Perceive Professional Culture of Collaboration, IJREE, Vol. 4, Issue 1-2016, pp. 9-28. https://doi.org/10.3224/ijree.v4i1.24773

This document is the theoretical frame of reference for the literacy reports of 28 European countries produced in 2015 and 2016 by ELINET, the European Literacy Policy Network. ELINET ��� supported by the EU - had 78 partner organisations in 28 European countries. ELINET aims to improve literacy policies in its member countries in order to reduce the number of children, young people and adults with low literacy skills. One major tool to achieve this aim is to produce a set of reliable, up-to-date and comprehensive reports on the state of literacy in each participating European country and to provide guidance towards improving literacy policies in those countries. In order to obtain comparable descriptions a common theoretical framework was developed and ��� based on qualitative and quantitative data (PIRLS, PISA, PIACC) indicators were identified presented in this document. Chapter 2 outlines the prerequisites for positive literacy development of the four age groups: pre-primary children, primary-age children, adolescents, and adults. In chapters 3 to 5 the performance data and policy areas covered by the country reports are described according to the three key issues defined by the EU High Level Group of Experts on Literacy report: creating a literate environment, improving the quality of teaching, and increasing participation, inclusion and equity. (DIPF/Orig.), Dieses Dokument ist der theoretische Bezugsrahmen f��r 30 L��nderberichte zu Lesekompetenz und Lesef��rderma��nahmen, die 2015 und 2016 von ELINET, dem European Literacy Policy Network, erstellt wurden. ELINET, von der EU gef��rdert, hatte 78 Partnerorganisationen in 28 europ��ischen L��ndern. Ziel von ELINET ist es, die Bedingungen zur F��rderung von Schriftsprachkompetenz in den Mitgliedsl��ndern zu verbessern, um die Zahl der Kinder, Jugendlichen und Erwachsenen mit geringen Lese- und Schreibkenntnissen zu verringern. Eines der Produkte des Netzwerks war die Erstellung zuverl��ssiger, aktueller und umfassender Berichte ��ber den Stand der Lesekompetenz und Lesef��rderung in jedem teilnehmenden europ��ischen Land, mit Vorschl��gen zur Verbesserung bildungspolitischer Ma��nahmen. Um vergleichbare L��nder-Beschreibungen zu erhalten, wurde ein gemeinsamer theoretischer Rahmen entwickelt und anhand qualitativer und quantitativer Daten (PIRLS, PISA, PIACC) Indikatoren ausgew��hlt, die in diesem Dokument vorgestellt wird. In Kapitel 2 werden die Voraussetzungen f��r eine positive Entwicklung der Lese- und Schreibf��higkeiten in den vier Altersgruppen - Kinder im Vorschulalter, Kinder im Grundschulalter, Jugendliche und Erwachsene - beschrieben. In den Kapiteln 3 bis 5 werden die Leistungsdaten und die in den L��nderberichten enthaltenen F��rderma��nahmen anhand der drei Schl��sselthemen beschrieben, die im Bericht der EU High Level Group of Experts on Literacy definiert wurden: Schaffung eines schriftreichen Umgebung, Verbesserung der Qualit��t des Unterrichts sowie F��rderung von Teilhabe, Inklusion und Chancengerechtigkeit.

CEPS Journal 2 (2012) 2, S. 31-53, In the present paper, education reform in the Republic of Serbia since 2000 is presented. The focus is on two major reform waves: 2000–2003 and 2004–2005. We analyse why these broad educational interventions failed. After 2005, there was a lull in the reform process, a period with no major changes (2005–2010). A new phase of improving education policy in Serbia commenced with the adoption of Trends in the Development and Upgrading of the Quality of Education and Upbringing 2010–2020 (2010) and the conception and proposal of the Strategy of Education Development in Serbia to 2020 (2012). The basic innovations in approach and conception in the new “epoch” is outlined. (DIPF/Orig.)

The purpose of this study is to identify the current state of school-based after-school support in Japan and to evaluate programs providing such support, known as 'After-school Classes for Children'. This study focuses on the impact of After-school Classes for Children on children's everyday activities and their social and emotional development. The analyses were conducted based on data collected from questionnaire surveys targeted at elementary school children in Tokyo. The total number of children sampled was 5,307. The impact on children's everyday activities and their social and emotional development were identified from data analysis. This study also developed a scale for measuring the impact of 'After-school Classes for Children' on children's social and emotional development. Based on the results of analyses, it can be concluded that 'After-school Classes for Children', a program run by MEXT (the Ministry of Education, Culture, Sports, Science and Technology), is likely to contribute to the enhancement of the following two aspects of children's social and emotional development: 'Empathetic Understanding of Others' and 'Enhanced Interest and Ambition'. (DIPF/Orig.)

This paper examines the relation between children's summer activities before fourth through sixth grade and their vocabulary knowledge in fifth grade and at age fifteen using the NICHD SECCYD dataset (N = 1,009). We used OLS regression and propensity score analyses to understand how children's summer reading, library visits, participation in enrichment classes, and unsupervised time predicts their vocabulary knowledge. Propensity score matching and OLS analyses show that time spent reading predicts vocabulary during the following two years, and high levels of time allocated to reading across three or more summers in middle childhood predicts vocabulary knowledge at age 15. OLS analyses suggest a relationship between library visits and vocabulary knowledge. There is no short-term relationship between enrichment classes and vocabulary knowledge, although our OLS analysis demonstrated that consistent enrollment in summer enrichment classes over three years predicted improved vocabulary. Unsupervised time predicted poor vocabulary in both the short and long-term. (DIPF/Orig.)

Participation in after school care in Australia has more than doubled since the 1980s with hundreds of thousands of children attending every day. Historically this form of care has been regarded as a service for parents rather than an opportunity for children. There is a paucity of Australian research for school age care (SAC). This study investigated children's perceptions and experiences of afterschool care. 164 children in Prep/kindergarten to Year 7 across 14 services in Canberra and Logan participated in the research. Five questions were used to survey the children. Their responses supported the notion that SAC settings are important contexts of childhood and development. Afterschool care affords children opportunities to develop skills and competencies, make new friends as well as promoting and protecting play. Areas of health and safety, staffing, relationships with children were revealed as ways afterschool care could improve. (DIPF/Orig.)