Search

Reviews criticisms of the Constance research project on the shift towards conservatism in young teachers' attitudes. Concludes that Hansel's 1985 criticism remains speculative and empirically unsound, and that De Brabander's (1987) theoretical approach does not produce an adequate critique of the Constance questionnaire on teachers' attitudes toward school and instruction. (Author/GEA)

Analyzes the Constance research project on teachers' attitudes toward school and instruction in terms of four analytical concepts which are often used to describe learning. States that these concepts are hardly taken into account by the study, and where they are, the results are questionable. (Author/GEA)

Copyright of Berichte zur Wissenschafts-Geschichte is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Physical activity is central to health, beginning in childhood and adolescence, and regular monitoring provides important information for strategic decisions on promoting physical activity in Germany. Methods: The current survey cycle of the Health Behaviour in School-aged Children (HBSC) study gives an insight into the prevalence of the indicators daily recommended physical activity, high and low physical activity, and sporting activity among students aged between 11 and 15 for 2022. In addition, the data is compared to the survey cycles of the 2009/10, 2013/14, and 2017/18 school years and analysed over time. Results: The results of the current survey cycle show that 10.8 % of girls, 20.9 % of boys, and 12.4 % of gender diverse adolescents fulfil the daily physical activity recommendation. There are also major gender-specific differences for the other indicators. The group of gender diverse adolescents needs to be analysed further. The changes over time between 2009/10 and 2022 are relatively small. While girls’ physical activity habits decreased slightly for the various indicators between 2009/10 and 2022, boys’ prevalence remained relatively stable over the same period. Conclusions: Overall, in part due to the effects of the various COVID-19 lockdowns, the need for effective and population-based measures to promote physical activity in childhood and adolescence remains high.

Background: Many studies have identified health inequalities in childhood and adolescence. However, it is unclear how these have developed in recent years, particularly since the COVID-19 pandemic. Methods: Analyses are based on the German data from the international Health Behaviour in School-aged Children (HBSC) study from 2009/10 (n = 5,005), 2013/14 (n = 5,961), 2017/18 (n = 4,347), and 2022 (n = 6,475). A total of 21,788 students aged approximately between 11 and 15 years were included. Socioeconomic status (SES) was assessed using the Family Affluence Scale (FAS). Several health indicators were analysed stratified by gender using bivariate and multivariate analysis methods. Results: In 2022, there are clear socioeconomic inequalities in life satisfaction, self-rated health, fruit and vegetable consumption, and physical activity. These inequalities remained largely constant or increased between 2009/10 and 2022. Between 2017/18 and 2022, no significant changes in inequalities were found. Conclusions: Health inequalities are persistent and reduce the chances of growing up healthy. There is no evidence that inequalities in the analysed outcomes have changed during the pandemic period (between 2017/18 and 2022). Rather, the changes in the health indicators seem to affect all adolescents in a similar way.

Background: Health Behaviour in School-aged Children (HBSC) is one of the largest international studies on child and adolescent health and cooperates with the World Health Organization (WHO). In Germany, adolescents aged 11, 13 and 15 are surveyed every four years about their health, health behaviour and social conditions. This article describes the HBSC study and in particular the methodology of the current 2022 survey and prior surveys conducted between 2009/10 and 2017/18. Method: 174 schools with a total of 6,475 students participated in the 2022 survey. The survey was conducted using questionnaires and covered a wide range of topics (including mental health, physical activity, bullying experiences, social determinants of health and experiences related to COVID-19). The 2022 survey was complemented by a school principal survey (N = 160). In addition to the current sample, the samples of the three previous surveys with representative data for Germany are presented: 2009/10 (N = 5,005), 2013/14 (N = 5,961) and 2017/18 (N = 4,347).: Discussion The health of children and adolescents is of great public health importance. The HBSC study makes a substantial contribution by providing internationally comparable results, analysing trends, and providing stakeholders with comprehensive and representative health monitoring data.

Background: Subjective health and well-being are important health indicators in childhood and adolescence. This article shows current results and trends over time between 2009/10 and 2022. Methods: The Health Behaviour in School-aged Children (HBSC) study examined subjective health, life satisfaction and psychosomatic complaints of N = 21,788 students aged 11 to 15 years in the school years 2009/10, 2013/14, 2017/18 and in the calendar year 2022. Multivariate regression analyses show the associations between sociodemographic characteristics and well-being in 2022, as well as trends since 2009/10. Results: The majority of children and adolescents indicate a good subjective health and high life satisfaction. About half of the girls and one third of the boys report multiple psychosomatic health complaints, with a clear increase over time. Older adolescents, girls and gender diverse adolescents are at an increased risk of poor well-being. Subjective health and life satisfaction varied between 2009/10 and 2022, with a significant deterioration between 2017/18 and 2022. Conclusions: The high proportion of children and adolescents with psychosomatic complaints, as well as the observed gender and age differences, underline the need for target group-specific prevention, health promotion and continuous health monitoring.

Background: Health literacy (HL) encompasses knowledge and skills for dealing critically and confidently with health information in individual and social contexts. Current studies show that a high proportion of children and adolescents have limited health literacy, depending on aspects of their social background. Health literacy is considered an important factor influencing health. Little is known about the development of health literacy over time and its connection with psychosomatic complaints in young people. Methods: Based on the results of the Health Behaviour in School-aged Children (HBSC) study, this article focusses on the level of HL in 11-, 13-, and 15-year-old students (N = 6,475) over time and taking social differences into account. Finally, the relationship between HL and psychosomatic complaints is analysed. Univariate, bivariate, and multivariate analyses were carried out for this purpose. Results: At 24.4 %, slightly more students have low HL in 2022 than in 2017/18 (21.4 %). There are differences in HL according to gender, age, type of school, and family affluence. Low HL is associated with a high psychosomatic burden. Conclusions: The results highlight the need for target group-specific measures to promote young people’s HL, which address individual and organisational aspects of HL.

Copyright of Monatsschrift Kinderheilkunde is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

RESEARCH OBJECTIVE: The objective of this research study was to find out the subjective feelings of Czech teachers regarding the introduction of artificial intelligence into schools. THE RESEARCH PROBLEM AND METHODS: The following research questions follow from the research objective: Are Czech teachers worried about the introduction of artificial intelligence into schools? Do Czech teachers see artificial intelligence as a tool that will help them? Do Czech teachers have experience with the use of artificial intelligence? What experience do teachers have with artificial intelligence? To achieve the research objective and answer the research questions, the in-depth interview method with primary and secondary school teachers was used. THE PROCESS OF ARGUMENTATION: The first part of the article discusses the concept of artificial intelligence. The second part discussed the use of artificial intelligence in Czech schools. The third part presents the results of a research study was to find out the subjective feelings of Czech teachers regarding the introduction of artificial intelligence into schools. RESEARCH RESULTS: As part of the research, it was found that some teachers are concerned about the advent of artificial intelligence and its use in education, especially that students will “misuse” AI to cheat and plagiarize. Most teachers see the application of artificial intelligence in schools as inevitable and realize that it is their task to teach students to use AI effectively. Teachers are also aware that with the implementation of AI into schools, the teaching system will also have to change. CONCLUSIONS, RECOMMENDATIONS AND APPLICABLE VALUE OF RESEARCH: We can expect that teachers will consider artificial intelligence as a tool that helps them and makes their work easier. A big impetus will be the integration of artificial intelligence into tools that teachers commonly work with, such as Office 365 or Google Workspace.

The Autumn School 2022/23 – “Balanced Sustainability in a Changing World” was a four)month school organized by the Federation of German Scientists and the Institute of Medical Psychology of the Ludwig Maximilian University of Munich. The objective of the Autumn School was the scientific and transdisciplinary exchange between young scientists and experts. The central focus was on questions relating to sustainable development, from a scientific, economic and social perspective: be it societal or quite individual. In international cooperation, practical solutions were developed that reflect the scientific backgrounds and individual perspectives of the participants and provide concrete ideas for sustainable development in different areas. [ABSTRACT FROM AUTHOR]

Educational landscapes in the sense of school-centred networks involve a variety of educational locations and actors for the optimised support of pupils. Successful cooperative relationships between schools and non-school actors have the potential to benefit all actors involved (not only pupils). The project “BiG 2.0 Bildung digital im Generationenverbund” (Digital education in intergenerational networks) of the Stiftung Bildungspakt Bayern promotes model projects for the establishment of school cooperation networks in which intergenerational learning takes place with the help of digital media. The report introduces the subject matter and presents the project as well as its evaluation. [ABSTRACT FROM AUTHOR]

The use of digital media in school lessons is becoming increasingly important for preparing pupils to navigate the digital challenges found in both their everyday and professional lives. At the same time, subject-independent and subject-specific potentials can be developed, in which the teacher, with their practice, competences and attitudes, plays a key role. To explore these aspects, French teachers in NRW were individually interviewed. The results were then evaluated using qualitative content analysis. The findings indicate that while the use of digital media is not completely rejected, teachers strive for an expedient integration. The COVID-19 pandemic has accelerated its adoption due to the given necessity at the schools. The relevance of digitally supported foreign language teaching is expected to increase, although questions about data protection and the use of translation tools need to be addressed. [ABSTRACT FROM AUTHOR]

The article focuses on the 25th anniversary celebration of the Gesellschaft für Schweißtechnik International (GSI) held in Duisburg. Topics include the history and achievements of GSI, the commemorative events and speeches by key figures, and the celebration activities, including the unveiling of a welded sculpture and local culinary specialties.

The pandemic outbreak in 2020 has influenced all aspects of social life. We focus on the education system and its impact on social (in)equality using Poland’s case to analyse them, through the notion of Bordieuan social field and knowledge-power relations. We claim that lockdown put into motion important processes or even systemic changes of education, by the emancipation and empowerment mechanism of social actors that aspire to be an active part of the educational field. In Poland, we deal with a static, centralized and hierarchic system. The time of pandemic made the field of education more dynamic. New actors were invited with the result that the power-knowledge relations changed. In this frame, we put the question about educational inequalities. We ask how the educational field is changing in face of the unforeseen and scarcely manageable global pandemic risk. Do they mean less in the global pandemic context or, on the contrary, are they strengthened?

The present volume "Learning together with and from each other: Learning neighboring languages and school exchange" documents the results of the German-Dutch school exchange project "Neighbor language & neighbor culture". The project was carried out by the universities of Nijmegen and Duisburg/Essen in cooperation with the European Union. Between 2017 and 2021, approximately 6000 students and 130 teachers from the Rhine-Waal Euregion participated. The volume is divided into three parts, which deal with the learning of neighboring languages, exchange research and the experiences of teachers, as well as materials and learning places for learning neighboring languages. The contributions offer didactic suggestions and critically reflect on their effectiveness. [Extracted from the article]

Nicolae Iorga’s life and works contain several examples of cultivating responsibility towards the national cultural heritage. The great historian published articles in the written press and held radio conferences about different sites bearing historic and artistic value. Their preservation, considered the author, could contribute to maintaining the spiritual link between generations and the formation of national consciousness. In Valenii de Munte, where he lived, Iorga founded the School of Moral and National Missionaries “Queen Mary” and the School of Forgotten Arts. The school programmes included excursions to historical sites, courses in pottery, icons restoration, carpet weaving and artistic binding. Many of Nicolae Iorga’s ideas in the field of artistic education, continue to be up-to-date models that deserve to be followed.

The article "What does the pedagogical profession work on?" by Claudia Scheid deals with the concept of the "pedagogical profession" and examines various professional activities in the field of education. The author argues that teaching in schools should not be considered as a pedagogical profession, but as a scientific profession. She suggests developing a new conception of what characterizes a pedagogical profession and relates it to psychotherapeutic work. The article emphasizes the importance of social science theories of the profession for the design of curricula and the clarification of central objects of educational knowledge. [Extracted from the article]