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Investigates the teaching, research, and management entailed in four new degree programs--physics, agricultural engineering, agricultural food-processing technology, and pharmacy courses--at Spain's University of Santiago de Compostela. Reports students' opinions of reforms in these courses, revealing dissatisfaction with facilities for practical course work, lack of connection with prospective employment, and a call for more information. Contains 7 references. (VWC)

Investigates how the high demand for academic performance in the French school system corresponds to optimal student development. Finds the experience for students less stressful than expected. Clarifies results through analysis of students' opinions. Concludes that educational ideas and systems are heavily dependent on social context and, therefore, not easily changed. (CH)

Considers the conditions under which students willingly do homework. Utilizing H. Heckhausen's Expanded Motivation Model, analyzes the correlation between the variable, fun, and other cognitive and technical variables. Identifies factors that lead to pleasurable homework. (RW)

Reviews empirical studies on the effects of computer use in education, covering research published up to mid-1988. Focuses on the issues of computer use effects at various grade levels, suitable types of programs, differences in usage in different programs, changes in students' attitudes, social effects, effects on low achievers, and future research. (KO)

Considers the need for meaningfulness in people's impressions of their experiences and discusses this need as it appears in various aspects of foreign language teaching. Discusses learners' failure to learn foreign vocabulary as taught monolingually and learners' resistance to correction. Explains the behaviorist psychology terms "set" and "attitude." (IFS/WGA)

Conversations with secondary pupils reveal their reasons for not electing foreign languages: lack of knowledge concerning the amount of work involved, fear of difficulty, and underrating the value of a second or third foreign language. Students need to know that the authoritles regard foreign languages as important. (IFS/WGA)

Analyzes the English teaching situation at the vocational school, as well as the target group that was interrogated. Describes the contents of the questionnaire and the results obtained. Attempts to draw conclusions. (IFS/WGA)

Copyright of Zeitschrift für Angewandte Linguistik is the property of De Gruyter 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 Zentralblatt fuer Arbeitsmedizin, Arbeitsschutz und Ergonomie 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.)

Copyright of HeilberufeSCIENCE 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.)

Teacher training is a stressful but at the same time important phase in the professional development of student teachers. The present study examines longitudinal correlations between goal orientation (ability-approach, ability-avoidance, mastery, and work-avoidance goal orientations) and attitudes towards help-seeking (benefit, threat, effort) as well as feelings of strain of N = 991 participants within an in-service teacher training program. The results of structural equation models show that the student teachers' attitudes towards help-seeking at the beginning of the teacher training explain their goal orientations after approximately six months, but the correlations decrease significantly when the longitudinal correlative stabilities of both constructs are controlled. Well-established findings i.e. by Dickhäuser et al. (2007) can also be replicated for a longitudinal view = set of data, certain goal orientations are relevant to explain certain attitudes towards help-seeking: The increase of perceiving help-seeking as a threat correlates positively with ability-avoidance goals and negatively with ability-approach goals. Mastery goals have positive effects on help-seeking seen as beneficial, and work-avoidance goals have positive effects on help-seeking seen as effortful. For the development of feelings of strain at the end of the teacher training, ability-avoidance goals and all three facets of attitudes towards help-seeking proved to be important. The findings are discussed against the backdrop of multiple requirements within pre-service training. [ABSTRACT FROM AUTHOR]

Anti-Semitism is returning powerfully and loudly to European societies despite decades of dealing with the Holocaust, including training programs in schools. As important as concepts of Holocaust education (= HE) and concepts of remembrance continue to be, they also make it clear that their previous focus on cognition and encyclopaedic knowledge has hardly enabled students to develop attitudes and skills to stand up against anti-Semitism. Outlining the background of the current state of research, the article develops a concept of education critical on antisemitism that is shaped on the one hand by the concepts of HE and remembrance, on the other hand by definitions and manifestations of antisemitism and thirdly, above all, by the visualization of Jewish life in the past and present. [ABSTRACT FROM AUTHOR]

Although the emotion of shame can strongly influence human behavior and trigger destructive behaviors, it still receives too little attention in educational practice and research. This article therefore focuses on the experience of shame at school, with special attention to situations of shame at school from the perspective of university students. In addition to an insight into theory and the state of research on shame in school, a pilot study is presented in which students (n = 108) reconstruct school shame situations by writing them down. It is shown that the visibility of performance-related flaws (e. g., making mistakes) and nonperformance-related flaws (e. g., one's own appearance) is associated with shame experiences among students. These flaws are also used by classmates and teachers to discredit students. Furthermore, being the unwanted focus of attention or perceiving toomuch closeness or distance (in the form of being excluded by classmates) to others can be associated with shame. [ABSTRACT FROM AUTHOR]

Copyright of Verwaltung und Management: Zeitschrift für Moderne Verwaltung (VM) is the property of Nomos Verlagsgesellschaft mbH & Co. KG 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 German Journal of Forced Migration & Refugee Studies / Zeitschrift für Flüchtlingsforschung (Z'Flucht) is the property of Nomos Verlagsgesellschaft mbH & Co. KG 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.)

One of the most important subjects in the education of journalists is Journalistic EtOne of the most important subjects in the education of journalists is Journalistic Ethics. Topics in this area have become especially important since the beginning of the 21st century, because with the development of new media technologies, there have been significant changes in journalism. All over the world, the focus has shifted from quality reporting to the fastest possible publication, sensationalism and earnings. Higher education institutions that educate journalists have an obligation to convey to students the importance of adhering to ethical postulates. The aim of this research is to determine the attitudes of third and fourth year journalism students of the Department of Communication and Journalism at the Faculty of Philosophy in Nis regarding journalistic ethics related to their perceptions of this phenomenon. In accordance with the set goal, a special instrument was constructed - a questionnaire based on the five-point Likert scale. The questionnaire was distributed to students during March and April 2021, and was filled out by 42 respondents. Data were analyzed using descriptive and comparative statistics and SPSS 25.0. The results of the research indicate that although the studies educate a high percentage of students who understand the importance of journalistic ethics, most respondents indicate the existence of objective circumstances in which they think they could not fully adhere to ethical principles.

The article describes the history of German language instruction in Poland, which has been taught in Poland since the year 966. German was systematically taught in the 16th century and gained a high status in secondary schools in the 18th century. However, after the partition of Poland in 1795, German became the language of the occupiers and the official language. After World War II, German language instruction was reduced due to political tensions, but experienced a revival since 1956. Since 1989, German can be taught as the first foreign language in all schools. The number of German learners increased from 1990 to 2015, but has been slightly declining since 2015. Nevertheless, German remains the most commonly chosen second foreign language in Poland, with 30 percent. The article deals with the decline in interest in the German language in Poland, which is attributed to various factors such as shortened class times, lack of quality in German language instruction, and negative attitudes of students towards the German language. However, Poland remains the country with the most German learners worldwide, due to the shared border and neighboring contacts, as well as the future prospects that learning the German language offers. Polish German studies face challenges due to the decline in applicants and societal expectations. It is discussed how German studies programs can be made more career-oriented without neglecting the traditional philological subjects. The future of German studies in Poland is still uncertain, but the professional added value and career prospects for graduates are emphasized. The special issue of the journal "Informationen Deutsch als Fremdsprache" addresses various aspects of German language instruction in Poland, including professional communicative language training in the outsourcing industry and the training of German as a Foreign Language teachers at the Pedagogical University of Krakow. The special issue contributes to understanding between Germany and Poland. [Extracted from the article]

The Corona pandemic in 2020 and the resulting school closures brought new challenges for those involved in the teaching and learning processes. Without any advance warning or preparation, (not only) teachers of GFL had to respond and ensure that, under these specific conditions, the teaching and learning goals could still be pursued and achieved. At the same time, students were also placed in an entirely new, unfamiliar learning reality. This situation resulted in a research project (No. UJEP-SGS-2021-63-001-3) that aims to reflect this specific school reality from the perspective of teachers of GFL on the one hand, and students on the other. This paper presents and discusses the project's selected findings, with special focus on the students' perspective, i.e. how Czech students experienced learning GFL in the online environment during the Corona pandemic. [ABSTRACT FROM AUTHOR]

Copyright of Doitsu Bungaku is the property of Iudicium Verlag GmbH 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.)

From the perspective of the teacher and student assistant, explanations and assessments are given for a seminar concept further developed under Corona pandemic conditions with student participation in a subject-specific practical learning environment. A specified students-as-partners analysis grid is presented. General conditions for success and levels of participation are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Sociology of Education & Socialization / Zeitschrift für Soziologie der Erziehung & Sozialisation is the property of Julius Beltz GmbH & Co. KG Beltz Juventa 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.)

At the very start of the school year, how do students perceive the practices of their teachers, and how do they consider that these practices affect their own attitudes? Not long after the start of the school year, high school students reported on classroom situations that enabled them to better understand their teachers. We show that students perceive their teachers' practices in four areas: mastering pedagogy, setting limits, establishing a caring relationship, and making learning fun. These perceptions influence the students’ experience and in general, remain throughout the year.

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The article focuses on selected results of a quantitatively designed relevance study on Protestant religious education in Rhineland-Palatinate at primary schools, Realschulen plus and grammar schools. The selected perspectives of the students on their motivation to attend, on their experience of the subject and on their assessment of the subject show differentiations between the social level and the content level, as well as strong correlations with age and belief in God. With the help of the regression and multilevel analyses, the hierarchical structure of the data can be described more precisely and the central predictors for the variance explanation can be highlighted. [ABSTRACT FROM AUTHOR]

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Copyright of Journal of German Language & Literature / Istanbul Üniversitesi Alman Dili ve Edebiyai Dergisi / Studien zur Deutschen Sprache und Literatur is the property of Istanbul University, Faculty of Letters 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 German International Journal of Modern Science / Deutsche Internationale Zeitschrift für Zeitgenössische Wissenschaft is the property of Artmedia24 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.)

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The present publication is the dissertation of Zhang Ningjie, which deals with the development of the images of Germany by Chinese students studying German in China. Zhang examines how Chinese students studying German stereotype and evaluate Germans. For her study, she created a questionnaire in which 407 students participated. In addition, she conducted interviews with 16 selected students. The results show that the image of Germany in China is generally very positive and that stereotypes consist of social and private aspects. The publication makes a valuable contribution to stereotype research and is particularly relevant for teachers in the field of German as a foreign or second language. [Extracted from the article]

What is the influence of demographic variables and social contact with people having a migrant background on pre-service teachers' attitudes toward students with a migrant background? Grounded on the assumptions of the contact hypothesis and the intergroup theory, analyses of variance of 101-point feeling thermometer scores obtained from 967 teacher candidates in Germany revealed that attitudes were more positive for teachers who had ethnically diverse people in their social network, as close friends, or as family members. Attitudes were also more favorable for female teachers, for those with a left-wing political preference, and for those with an ethnic minority background. Effects of subjective religiosity were nonsignificant. Implications for teacher education to develop teacher professionalism in contexts of heterogeneity are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Doitsu Bungaku is the property of Iudicium Verlag GmbH 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 Linguistische Berichte is the property of Helmut Buske Verlag Hamburg 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.)

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While picturebooks have been part of foreign language classrooms at primary level for quite some time, the potential of this literary format is now increasingly being discovered for the secondary level. The paper presents results from a reading project with secondary school learners in Year 9 of a German Realschule. In the first part, characteristics of picturebooks for young adults are identified. These are illustrated by sample picturebooks that were read in the project. Subsequently, the potential of picturebooks for foreign language teaching at secondary level is explored. Lastly, the paper presents the perspective of the students on selected picturebooks and their reading experiences. The learners read different texts in free reading phases and could choose from a range of follow-up tasks. Results of a questionnaire survey, a group discussion in class and the analysis of selected learner texts show what features of picturebooks make them interesting for students in secondary school and reveal picturebooks' potential also for the secondary foreign language classroom. [ABSTRACT FROM AUTHOR]

Copyright of Ergoscience is the property of Schulz-Kirchner Verlag Gmbh 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.)

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Copyright of Unterrichtswissenschaft (Springer Science & Business Media B.V.) 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.)

The subject of preliminary thoughts is the question of whether and how constructed middle(s) can be related to perspectives on and of students*. By differentiating between an external perspective and an internal perspective, this question is explored and it is recognized that a preliminary answer varies depending on the constructed middle. Another result is that for the majority of students the subject seems to be "centered" in school, without this perspective being sufficiently included in the discourse about the future of religious education so far. Among the tasks of religious education are the perspectives of the neglected students. [ABSTRACT FROM AUTHOR]

The book "écolsiv - Inclusive School. A University Program for Inclusive Education" deals with the écolsiv project, which aims to enable people with cognitive impairments to qualify as assistants with a pedagogical profile at the Zurich University of Teacher Education. The project aims to make the university an inclusive institution and to provide access to higher education for people with disabilities. The book emphasizes that not only people with cognitive impairments benefit from the project, but also teachers and students through the support of the assistants. It also aims to promote the development of an inclusive attitude among bachelor students. The book provides an informative overview of the écolsiv project and highlights the successes and commitment of all involved. [Extracted from the article]