Search

In March 2020, many schools worldwide were closed due to the COVID-19 pandemic. This closure confronted mathematics teachers with the challenging transition to emergency remote teaching (ERT). How did students experience ERT, and how did these experiences relate to context variables and to their teachers' beliefs and practices? In particular, what didactic approaches and formative assessment practices did secondary mathematics students experience, and which beliefs did they hold concerning digital mathematics education? How were these student experiences and beliefs related to student context variables (gender, need to support family, personal home equipment), teacher beliefs, delivery modes, and student appreciation of mathematics? To investigate these issues, we set out online questionnaires for mathematics teachers and their students in Flanders--the Dutch-speaking part of Belgium--, Germany, and the Netherlands. Data consisted of completed questionnaires by 323 mathematics teachers and 2126 of their students. Results show that even though students preferred regular face-to-face teaching, they were content with the quality of their teachers' distance mathematics teaching. Students reported that they were taught new topics often, but did not experience teachers initiating peer feedback. High student appreciation of mathematics, good home environment, and more synchronous delivery of ERT were related to ERT experiences and more positive beliefs concerning digital mathematics education. These findings have implications for ERT teaching strategies in future, as well as for hybrid teaching practices.

Background: The physical education (PE) teacher is a decisive factor for PE development and teaching. Reflecting on and making the best possible use of the PE teachers' personal resources positively influence teacher effectiveness and student achievement. This requires a comprehensive analysis of PE teachers' personal characteristics. Aims: Consequently, this study aimed to describe PE teachers by using an aggregated examination of PE teachers' synergistic personal characteristics and analysing gender, age, and school type differences. Sample: 1,163 German PE teachers (61.9% female; M = 43.16 ± 10.8 years) from six different school types participated in the study. Methods: Participants completed self-report questionnaires assessing PE teachers' "General Personality Traits," "General Interests," and "Motivational Characteristics" (Teacher "Self-Efficacy," "Enthusiasm," and "Interests"). Descriptive analyses, between subjects MANOVAs, and univariate ANOVAs with pairwise multiple comparison tests were applied. Results: Multivariate gender differences occurred for "General Personality Traits" ([eta][superscript 2] = 0.04), "General Interests" ([eta][superscript 2] = 0.07), and "Motivational Characteristics" ([eta][superscript 2] = 0.03); age differences for "General Personality Traits" ([eta][superscript 2] = 0.03); school type differences for "General Personality Traits" ([eta][superscript 2] = 0.05); and "Motivational Characteristics" ([eta][superscript 2] = 0.11). Considering individual dimensions, gender revealed most univariate differences, especially in "General Personality Traits" and "General Interests." School types revealed most univariate differences in "Motivational Characteristics." Conclusion: The educational personnel can (1) make use of the PE teachers' general stable factors by aligning teaching accordingly, for example considering teachers' gender and (2) specifically foster PE teacher personal development regarding "Motivational Characteristics" by, for example adapting teacher education or professional training to the particular school type.

The COVID-19 pandemic has confronted mathematics teachers with the challenge of developing alternative teaching practices--in many cases at a distance through digital technology--because schools were closed. To investigate what distance practices in secondary mathematics education have emerged and how teachers experienced them, we set out online questionnaires in Flanders--the Dutch-speaking part of Belgium--, Germany, and the Netherlands. The questionnaire focused on teaching practices, teacher beliefs, didactics, and assessment. Data consisted of completed questionnaires by 1719 mathematics teachers. Results show that the use of video conferencing tools increased massively, while the use of mathematics-specific tools that teachers used before the lockdown reduced substantially. Further findings are that teachers' confidence in using digital technologies increased remarkably during the lockdown and that their experiences and beliefs only marginally impacted their distance learning practices. Also, we observed some differences between the three countries that might be explained by differences in educational policies and in technological facilities and support. For future research, it would be relevant to investigate long-term changes in teachers' practices, as well as students' views and experiences related to the teacher's practices.

The current criticism of higher education is that the education offered does not match the needs of practice. In terms of competitiveness, Germany is about the forefront in Europe, and logically the question of whether higher education is the source from which leads to this result. The objective of this paper is to compare the corresponding study programs of Czech and German universities in the area of Economics by identifying the relevant differences and to confirm or dismiss the validity of the research hypothesis "Business Economics programs at German universities differ in ways that can boost competitiveness". In order to compare the study programs between Czech and German universities, the eight faculties of Economics geared towards Business and Economics and Bachelor degree program were selected. As an introductory information, the structure of the programs was compared in terms of course load and which courses being compulsory, elective, and various forms of actual work practice and Bachelor thesis. The portfolio analysis of compulsory courses was organized into more general course groups and the percentage share of the total extent of compulsory courses was evaluated and the percentage of the active part. The analysis of Bachelor's degree programs justifies the validity of the research hypothesis such that German study programs are more focused on practical application in a work environment. To that, contribute significantly the German specific institutions, the universities of applied sciences, which are strongly geared towards the needs of actual practice. The reflection of findings may apply in the context of the forthcoming implementation of amendment to the Higher Education Act.

In the field of higher education, it has often been claimed that in culturally-diverse classes high levels of cross-cultural competence will result in better teaching performance among faculty. Unfortunately, to date this relationship has not been tested empirically. In this study, we examine the nature of this relationship using course-related survey data from faculty members (N = 46) teaching management-related courses to master's students (N = 1,219) in four EU countries (Belgium, France, Germany, and The Netherlands). Results demonstrate that cross-cultural competence (in particular showing a high degree of cultural empathy and being open-minded) is an important asset for faculty members whenever the educational program relies on (frequent) interactions between faculty members and students. (Contains 3 notes and 4 tables.)

Copyright of Journal of Family Research (JFR) is the property of University of Bamberg Press 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.)

In immediate response to the disaster at Fukushima Daichii, Germany decided to cut off all of its nuclear resources by 2020, and in that manner fully withdraw from using nuclear energy. This study analyzes this decision in the context of the shift in Germany's dependence to imports of raw materials directed for electricity production. The text accordingly places its focus on the analysis and evaluation of how this change of dependence will affect Germany's energy security. The study also examines the impact of these changes in terms of Germany's position in the wider international-political context. [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.)

Background: The aim of the present study was to evaluate defect width and two different definitions of defect depth as prognostic factors of periodontal healing in infrabony defects treated by regenerative therapy 6 and 24 months after surgery. Methods: In 32 patients with moderate to advanced periodontitis, 50 infrabony defects were treated by the guided tissue regeneration (GTR) technique using non-resorbable or bioabsorbable barriers. Clinical parameters were assessed, and 50 triplets of standardized radiographs were taken before surgery and 6 and 24 months after surgery. Using a computer-assisted analysis, the distances cemento-enamel junction (CEJ) to alveolar crest (AC), CEJ to bony defect (BD), horizontal projection of the most coronal extension of the bony wall to the root surface to BD, width, and angle of the bony defects were measured. Depth of the bony defect was 1) calculated as CEJ-BD minus CEJ-AC (INFRA1) and 2) measured as horizontal projection of the most coronal extension of the bony wall to the root surface to BD (INFRA2). Results: Whereas statistically significant vertical clinical attachment level gains (CAL-V: 3.36 +/- 1.59 mm/ 3.41 +/- 1.72 mm; P < 0.001) could be found both 6 and 24 months after surgery, bony fill (0.70 +/- 2.52 mm; P = 0.056/1.21 +/- 2.55 mm; P < 0.005) was significant 24 months post-surgically only. In a multilevel regression analysis, CAL-V gain was predicted by bioabsorbable membrane (P = 0.005), baseline probing depths (PD) (P < 0.001), and actual smoking (P < 0.05). Bony fill could be predicted by baseline depth of the infrabony component as determined by INFRA2 (P < 0.05), angulation of bony defect (P < 0.005), and gingival index at baseline (P < 0.001). In narrow (< 37 degrees) and deep (> or = 4 mm) infrabony defects, bony fill was more pronounced than in wide and shallow defects (P < 0.001). Conclusions: Improvement achieved by GTR in infrabony defects can be maintained up to 24 months after surgery. Narrow and deep infrabony defects respond radiographically and are to some extent clinically more favorable to GTR therapy than are wide and shallow defects. The infrabony component of bony defects, as determined by the distance from the most coronal extension of the lateral bony wall to BD (INFRA2), is a better predictor of bony fill than that determined by AC-BD (INFRA1). [ABSTRACT FROM AUTHOR]