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Without considering the background to the changed reading behaviour, political demands and decisions regarding the development of reading culture and therefore the development of libraries remain undetermined. This essay attempts to determine the most important influencing factors and control variables in a tour d'horizon. Due to the deep roots of Western democracies in the reading culture, things get very political. But isn't it one of the librarians' tasks to reflect on these dependencies, to draw public attention to them, and adjust the services offered by their institutions? [ABSTRACT FROM AUTHOR]

Copyright of Die Deutsche Schule is the property of Waxmann 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 Diyalog Interkulturelle Zeitschrift für Germanistik is the property of Diyalog Interkulturelle Zeitschrift fur Germanistik 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.)

Digitale Lesefähigkeiten sind für Lehramtsstudierende in zweifacher Form bedeutsam: Sie werden im Rahmen der eigenen Ausbildung benötigt und stellen eine an Schülerinnen und Schüler zu vermittelnde Fähigkeit dar. Dass Lehramtsstudierende mit digitalen wissenschaftlichen Texten kompetent umgehen, gewann im Rahmen der digital organisierten ‹Corona-Semester› besondere Bedeutung. Vor diesem Hintergrund untersucht der vorliegende Beitrag, wie Lehramtsstudierende den Umgang mit digitaler Lektüre in Lehrveranstaltungen wahrnahmen, wie sie ihre eigene Arbeit mit diesen Texten – auch in emotionaler und motivationaler Hinsicht sowie mit Blick auf den Austausch über das Gelesene – einschätzten und welche Hilfestellung sie von Seiten der Universitäten und Hochschulen erhielten. Mithilfe einer online durchgeführten Umfrage wurden die Einschätzungen Lehramtsstudierender mit denen von Studierenden aus anderen Studiengängen (N = 4701) verglichen. Die Untersuchung hat gezeigt: Lehramtsstudierende berichteten nicht nur von grösseren Schwierigkeiten im effizienten Umgang mit Texten am Bildschirm, sondern schätzten auch ihre Konzentration und Stimmung beim Lesen negativer ein als Studierende anderer Fächer. Insgesamt stellten sich Lehramtsstudierende weniger selbstständig und intrinsisch motiviert dar als andere Studierende. Handlungsbedarf zeichnet sich insbesondere in dem Sinne ab, dass Studierenden verstärkt für das digitale Lesen adäquate Textformate bereitzustellen sind. Auch sollten Hochschulen Studierende insgesamt stärker im Umgang mit digitalen Texten unterstützen.

Dieser Beitrag der gemeinsamen Kommission Informationskompetenz von VDB und dbv möchte der Fachcommunity die vier prämierten Einreichungen des Best-Practice-Wettbewerbs Informationskompetenz 2022 vorstellen und damit insbesondere Konzepte bekannt machen, welche über den Kern der IK-Förderung hinausdenken und die Förderung vielfältiger Literacies in den Blick nehmen.

Wir untersuchen mit Daten der IQB-Ländervergleiche und Bildungstrends 2008/2009, 2012 und 2015, ob (1.) Disparitäten in der Bildungsbeteiligung und Lesekompetenz von Lernenden aus eingewanderten und nicht eingewanderten Familien in Ostdeutschland geringer ausgeprägt sind als in Westdeutschland und (2.) ob die geringere einwanderungsbezogene Bildungsungleichheit in Ostdeutschland auf geringere Unterschiede in (a) der sozialen Herkunft, (b) der sozialen Schulklassenzusammensetzung und (c) der frühkindlichen Bildung zurückgeführt werden kann. Es zeigt sich, dass in Ostdeutschland geringere oder teilweise keine einwanderungsbezogenen Bildungsdisparitäten bestehen, es ergeben sich sogar Bildungsvorteile für Jugendliche der zweiten Einwanderungsgeneration im Gymnasialbesuch. Ferner ist die geringere einwanderungsbezogene Ungleichheit in der Gymnasialbeteiligung und Lesekompetenz in Ostdeutschland auf geringere einwanderungsbezogene Ungleichheit in der sozialen Herkunft und sozialen Komposition der Schulklassen zurückzuführen. Using data from the IQB country comparisons and educational trends from 2008/2009, 2012 and 2015, this article examines whether (1.) disparities in educational participation and reading competencies among students from immigrant and non-immigrant families are less pronounced in East Germany than in West Germany and (2.) whether and to what extent the lower ethnic educational inequality in East Germany can be attributed to smaller differences in (a) social origin, (b) social composition of school classes, and (c) early childhood education. Descriptively, it shows that there are significantly fewer or no ethnic educational disparities in East Germany. We even find advantages for student of the second immigrant generation in participating in upper secondary schools. Multivariable analyses show that the lower ethnic inequality in educational participation and reading competencies in East Germany is mainly due to lower ethnic inequality in social origin and the social composition of the school classes. [ABSTRACT FROM AUTHOR]

Copyright of Journal for Educational Research Online / Journal für Bildungsforschung Online is the property of Waxmann 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 Zeitschrift für Pädagogik 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.)

Students' perceptions of teaching quality vary within classrooms. Several student characteristics are discussed as influencing factors. Furthermore, it is known that student ratings of instructional quality are predictive for their school success. However, prior studies mostly focused on secondary school students and on science subjects. Against this background, it was analyzed whether there are systematic differences between boys and girls in their perception of the three basic dimensions, classroom management, cognitive activation, and classroom climate, of instructional quality of German classes. Furthermore, it was tested whether the assumed relations between gender and perception of instructional quality exist even under control of individual reading literacy. Additionally, it was analyzed whether the perceptions can explain gender-specific differences in motivational variables. Data from the German subsample (N = 3959, 49.2% female) of the Progress in International Reading Literacy Study 2016 were analyzed. Girls perceived the supportive classroom climate more positively than boys did. However, gender was not predictive for classroom management, and cognitive activation. Under control of reading literacy, differences remained stable. In addition, gender-specific differences in reading motivation and reading behavior were mediated by students' perception of instructional quality. Results are discussed with regard to the content and methodically. Implications for research and practice are deduced. [ABSTRACT FROM AUTHOR]

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.)

Copyright of Zeitschrift für Pädagogik 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.)

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.)

Copyright of Journal for Educational Research Online / Journal für Bildungsforschung Online is the property of Waxmann 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.)

This paper deals with recent progress regarding the development and evaluation of cognitive training programs, as well as with the issue of implementing these programs in educational contexts. The review of the literature indicates that major progress made during the past few decades relates to methodological accomplishments and not so much to theoretical advancements of basic concepts. Regarding the content of training programs, findings indicate that considerable progress has been made for some domains but not so much for others. For instance, the evidence on the effectiveness of memory trainings is mixed. Although it could be repeatedly shown that training programs focusing on memory strategies and meta-memory were successful, most of these approaches were not published. Recent studies focusing on the training of working memory have not been very successful and thus also did not lead to published programs. In comparison, it can be shown that the situation looks much better for training programs focusing on other cognitive domains such as inductive thinking, phonological awareness, and reading literacy. Long-term effectiveness could be demonstrated for most of these programs, and a large number of them also have been published during the past decades. For instance, the majority of programs focusing on reading literacy have shown that reading strategies can be improved considerably. Nonetheless, implementing successful training programs in educational contexts has proven difficult. Given that effective and positively evaluated programs are not necessarily transferred into educational context without additional effort, meaningful implementation strategies are discussed. Recommendations to overcome transfer problems are provided that emphasize close co-operations among researchers, policymakers, and practitioners in schools and kindergartens, and that should enhance chances for establishing successful programs in preschools and schools. [ABSTRACT FROM AUTHOR]

There is a general consensus that reading competencies, being a core element of basic education, are an essential prerequisite for the acquisition, organization, and application of knowledge in various subjects and domains. Thus, reading competencies represent a key factor for educational and professional success, lifelong learning, and social participation. In the first part of this article, we summarize the main findings of recent international and national large-scale assessment studies suggesting that a significant proportion of children, adolescents, and adults in Germany do not attain a sufficient level of reading competence to understand and learn from texts. Because there is evidence that a share of these poor readers may have limited basic reading abilities that underlie text comprehension, in the second part of this article we review meta-analyses on the relations between cognitive skills and reading competence. Finally, we discuss challenges for school and adult education, and mention possible perspectives for future research. [ABSTRACT FROM AUTHOR]

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.)

Copyright of Journal for Educational Research Online / Journal für Bildungsforschung Online is the property of Waxmann 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.)

There is a large body of research documenting gender differences in school achievement. According to Eccles' (1983; 2015) expectancy- value theory it may be assumed that parental gender beliefs affect their parenting. Therefore, we investigate the association between parents' gender beliefs and their child's achievement in German and math (N = 5.240). Moreover, we investigate the association between parental gender beliefs and other family background characteristics. Regression analyses show that a higher socioeconomic status is related to more egalitarian gender beliefs, whereas an immigrant background (Turky, Eastern Europe, other countries) is associated with more traditional beliefs. Traditional gender beliefs are negatively related to boys and girls achievement in German and math. This effect remains stable when family background characteristics are controlled for. [ABSTRACT FROM AUTHOR]

In this article, we will present a corpus-based analysis of the reading proficiency levels required in three exams as operationalized by various measures of lexical complexity (DSH, telc C1 Deutsch Hochschule, and TestDaF). These results will be compared to the difficulty levels of actual reading samples from textbooks used by undergraduate students in three subjects (chemistry, economics, and medicine). Some implications for language curricula will also be discussed. [ABSTRACT FROM AUTHOR]

In diesem Beitrag wird die Frage diskutiert, ob und inwiefern Religion bei der Erhebung von Bildungserträgen in den Blick genommen werden sollte und welche Bedeutung ihr zukommen könnte. Dabei wird zum einen vor dem Hintergrund der normativen Debatte und der bisher vorliegenden Untersuchungen die Fruchtbarkeit der Fragestellung verdeutlicht. Zum anderen wird an drei exemplarischen Bereichen (Besuch von Schulen in konfessioneller Trägerschaft, Lesekompetenz und zivilgesellschaftlichem Engagement) unter Verwendung von Daten des Nationalen Bildungspanels ein empirischer Zugang zur Bedeutung von Religion vorgenommen. Dabei zeigt sich, dass Religion als Variable sowohl hinsichtlich des Zugangs zu Schulen in konfessioneller Trägerschaft wie auch hinsichtlich des Buchbesitzes und mit Lesen aufgebrachter Zeit Erklärungskraft zukommt. Schließlich argumentieren wir dafür, Religion als Variable in Large-Scale Studien zur Bildung zu berücksichtigen. [ABSTRACT FROM AUTHOR]

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.)