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Your search keyword '"Final examination of academic secondary school"' showing total 54 results
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54 results on '"Final examination of academic secondary school"'

51. The upper secondary stage reform among conflicting interests - analysis of an educational reform

Author

Furck, Carl-Ludwig

Subjects
School leaving certificate, Educational policy, Erziehung, Schul- und Bildungswesen, Oberstufe, Secondary education upper level, Reform of upper secondary level, A Level Examinations, Schulpädagogik, Abitur, Secondary school graduation certificate, Education, Deutschland-BRD, ddc:370, Final examination of academic secondary school, Bildungsorganisation, Bildungsplanung und Bildungsrecht, Higher education matriculation certificate, Hochschulreife, Secondary school, Bildungspolitik, University qualifications, Upper secondary school examination, Educational reform, Upper secondary, German academic secondary school, Bildungsreform, Grammar School, Gymnasium, Oberstufenreform, Germany-FRG
Published
1983
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52. Krank auf dem Weg zum Abitur

Author

Henssen, Anni

Subjects
School leaving certificate, Nordrhein-Westfalen, Erziehung, Schul- und Bildungswesen, Fallstudie, Case study, Secondary education upper level, A Level Examinations, Schulpädagogik, Abitur, Secondary school graduation certificate, Education, Krankes Kind, ddc:370, Final examination of academic secondary school, Type of school, Sekundarstufe II, Germany, Krankenhausschule, Vorbereitung, Upper secondary education, Case Studies (Education), Deutschland, North Rhine-Westphalia, North-Rhine Westphalia, Münster i.W, Psychiatry, Patient, Pedagogics, Teaching, Upper secondary school examination, Female pupil, Upper secondary, Pädagogische Psychologie, Pädagogik, Reifeprüfung, Schülerin, Unterricht, Sciences of education, Psychiatrie
Published
1985

53. Some notes of a teacher about every day life in the reformed senior classes

Author

Kutzschbach, Dieter

Subjects
School, Lehrplan, Secondary education upper level, Reform of upper secondary level, Schulpädagogik, Abitur, Secondary school graduation certificate, Sekundarstufe II, Upper secondary education, Bildungsorganisation, Bildungsplanung und Bildungsrecht, Gymnasiale Oberstufe, Secondary school, Lehrer, Kurs, Schulsystem, Prüfung, Upper secondary school examination, Upper secondary, Diaries, School system, Examination, Gymnasium, Curriculum subject, Curriculum, Unterricht, Oberstufenreform, School leaving certificate, Erziehung, Schul- und Bildungswesen, A Level Examinations, Bureaucratization, Guidelines, Education, Richtlinien, ddc:370, Final examination of academic secondary school, Subject, Kritik, Schule, Reform, Teacher, Teaching, Unterrichtsfach, German academic secondary school, Secondary school upper level, Grammar School, Bürokratisierung, Schulalltag, Tagebuch, Criticism
Published
1980
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54. The Significance of Learning Opportunities in Teacher Training Courses and Their Individual Use for the Development of Educational-Scientific Knowledge

Author

Kunina-Habenicht, Olga, Schulze-Stocker, Franziska, Kunter, Mareike, Baumert, Juergen, Detlev Leutner, Foerster, Doris, Lohse-Bossenz, Hendrik, and Terhart, Ewald

Subjects
Educational opportunities, Lehrerausbildung, Nordrhein-Westfalen, Erziehungswissenschaft, Fachdidaktik, Studiengang, Pupil Evaluation, Abitur, Secondary school graduation certificate, Specialized knowledge, Acquisition of knowledge, Educational offer, Course of studies, Zeugnis, Formale Bildung, Type of school, Germany, Study programme, North Rhine-Westphalia, Subject didactics, Educational offerings, Empirische Untersuchung, Upper secondary school examination, Studienplan, Prerequisites for learning, Formal education, Empirical study, Knowledge, Bildungsangebot, Item-Response-Theorie, Wissenserwerb, Sciences of education, Item Response theory, School leaving certificate, Leistungsbeurteilung, Nutzung, Teacher education, Informal learning, Erziehung, Schul- und Bildungswesen, A Level Examinations, Probationary teacher training, Fachwissen, Wissen, Specialized didactics, Education, Course of study, Lernvoraussetzungen, Achievement test, ddc:370, Muttersprache, Referendariat, Final examination of academic secondary school, Educational provision, Hochschulforschung und Hochschuldidaktik, Deutschland, North-Rhine Westphalia, Schulform, Channel of academic studies, Lehramtsstudium, Informelles Lernen, Referendar, Teacher training, Achievement measurement, Certificate, Educational possibilities
Abstract

Der Beitrag thematisiert das Wirkungsgefüge zwischen Eingangsvoraussetzungen, Lernangebot und individueller Nutzung des Lernangebots sowie dem Aufbau des bildungswissenschaftlichen Wissens im universitären Lehramtsstudium. Die Datengrundlage bildet eine Vollerhebung von 3.273 Referendar(inn)en in Nordrhein-Westfalen zu Beginn des Referendariats, bei der das bildungswissenschaftliche Wissen mit einem standardisierten Wissenstest erfasst wurde. Für die generelle Wirkung des Studiums auf den Aufbau des bildungswissenschaftlichen Wissens sprechen substanzielle Wissensunterschiede zwischen Lehramtsstudierenden und Quereinsteigern. Es zeigen sich jedoch nur geringe Effekte formeller universitärer Faktoren (Spezifität der Institution bzw. Art der Studienstrukturen) für den Wissensaufbau im Lehramtsstudium (DIPF/Orig.) The article topicalizes the interdependencies between enrollment prerequisites, study programs offered, and the individual use of the courses, as well as the structure and development of educational-scientific knowledge in the field of university-based teacher training. The study is based on data collected through a census survey carried out in North Rhine-Westphalia among 3.273 trainee teachers at the beginning of their internship; in this survey, a standardized test of knowledge was used to capture the educational-scientific knowledge. Substantial differences in knowledge between student teachers and lateral entrants confirm the general effect of study courses on the development of educational-scientific knowledge. However, formal university-related factors (specificity of the institution or type of study-course structure) are of only moderate effect on the development of knowledge in the course of university-based teacher training. (DIPF/Orig.)

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