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(Schlagwörter: "Clusteranalyse")

Institution oder Profession? Analyse des pädagogischen Kooperationsnetzwerks an einem […] Kielblock, Stephan Journal Article | In: Zeitschrift für Pädagogik | 2022 43456 Endnote: Author(s): Kielblock, Stephan
Title: Institution oder Profession? Analyse des pädagogischen Kooperationsnetzwerks an einem Ganztagsgrundschulstandort
In: Zeitschrift für Pädagogik, 68 (2022) 6, S. 781-797
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Deutsch
Keywords: Ganztagsschule; Grundschule; Kooperation; Teamarbeit; Lehrer; Sozialpädagoge; Erzieher; Soziales Netzwerk; Institution; Außerschulische Erziehung; Schulentwicklung; Leitfadeninterview; Clusteranalyse; Fallstudie; Deutschland
Abstract: Von Ganztagsschulen wird erwartet, durch eine veränderte Lernkultur besser zur individuellen Förderung von Kindern und Jugendlichen beizutragen. Die Kooperation mit außerschulischen Partnern und eine multiprofessionelle Kooperation aller pädagogisch Tätigen soll dies unterstützen. Im vorliegenden Beitrag wird mittels Netzwerkanalyse das pädagogische Kooperationsnetzwerk und die multiprofessionelle Kooperation an einem Ganztagsgrundschulstandort untersucht (n = 41 Individuen). Knapp 40% aller Verbindungen im Kooperationsnetzwerk erweisen sich als inter-institutionell und/oder multiprofessionell. Zudem wird die Komplexität des Zusammenspiels der institutionellen Anbindung und der Professions-Zugehörigkeit herausgearbeitet. (DIPF/Orig.)
Abstract (english): All-day schools (Ganztagsschulen) in Germany are suposed to support students' learning through multi-professional and cross institutional collaboration. Although there is a profound state of research, previous studies do not fully embrace the relational character of collaboration. The present study applies social network analysis to gain insights into the collaboration of staff (n=41 individuals) at a primary all-day school. About 40 percent of the connections between the individuals were crossing the boundaries of the profession and/or institution. The complexities of multi-professional and cross institutional collaboration are examined. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Towards automatic collaboration analytics for group speech data using learning analytics Praharaj, Sambit; Scheffel, Maren; Schmitz, Marcel; Specht, Marcus; Drachsler, Hendrik Journal Article | In: Sensors | 2021 41336 Endnote: Author(s): Praharaj, Sambit; Scheffel, Maren; Schmitz, Marcel; Specht, Marcus; Drachsler, Hendrik
Title: Towards automatic collaboration analytics for group speech data using learning analytics
In: Sensors, 21 (2021) 9, S. 3156
DOI: 10.3390/s21093156
URN: urn:nbn:de:0111-dipfdocs-251702
URL: https://nbn-resolving.org/urn:nbn:de:0111-dipfdocs-251702
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Kooperation; Analyse; Gruppenanalyse; Audioaufzeichnung; Gesprächsanalyse; Gesprochene Sprache; Sprachgebrauch; Clusteranalyse
Abstract: Collaboration is an important 21st Century skill. Co-located (or face-to-face) collaboration (CC) analytics gained momentum with the advent of sensor technology. Most of these works have used the audio modality to detect the quality of CC. The CC quality can be detected from simple indicators of collaboration such as total speaking time or complex indicators like synchrony in the rise and fall of the average pitch. Most studies in the past focused on "how group members talk" (i.e., spectral, temporal features of audio like pitch) and not "what they talk". The "what" of the conversations is more overt contrary to the "how" of the conversations. Very few studies studied "what" group members talk about, and these studies were lab based showing a representative overview of specific words as topic clusters instead of analysing the richness of the content of the conversations by understanding the linkage between these words. To overcome this, we made a starting step in this technical paper based on field trials to prototype a tool to move towards automatic collaboration analytics. We designed a technical setup to collect, process and visualize audio data automatically. The data collection took place while a board game was played among the university staff with pre-assigned roles to create awareness of the connection between learning analytics and learning design. We not only did a word-level analysis of the conversations, but also analysed the richness of these conversations by visualizing the strength of the linkage between these words and phrases interactively. In this visualization, we used a network graph to visualize turn taking exchange between different roles along with the word-level and phrase-level analysis. We also used centrality measures to understand the network graph further based on how much words have hold over the network of words and how influential are certain words. Finally, we found that this approach had certain limitations in terms of automation in speaker diarization (i.e., who spoke when) and text data pre-processing. Therefore, we concluded that even though the technical setup was partially automated, it is a way forward to understand the richness of the conversations between different roles and makes a significant step towards automatic collaboration analytics. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

School-based staff development in two federal states in Germany Thillmann, Katja; Bach, Anabell; Wurster, Sebastian; Thiel, Felicitas Journal Article | In: International Journal of Educational Management | 2015 35656 Endnote: Author(s): Thillmann, Katja; Bach, Anabell; Wurster, Sebastian; Thiel, Felicitas
Title: School-based staff development in two federal states in Germany
In: International Journal of Educational Management, 29 (2015) 6, S. 714-734
DOI: 10.1108/IJEM-07-2014-0094
URN: urn:nbn:de:0111-pedocs-188770
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-188770
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Berlin; Brandenburg; Clusteranalyse; Empirische Untersuchung; Forschungsstand; Fragebogenerhebung; Lehrerfortbildung; Mitarbeiter; Organisationsentwicklung; Partizipation; Personalentwicklung; Professionalisierung; Programm; Regressionsanalyse; Schule; Schulform; Schulleiter; Unterrichtsbeobachtung
Abstract: Design/methodology/approach - Considering that different constellations of organizational management tools may be differentially effective in different contexts (see Mintzberg, 1983/1992), an approach that takes a combination of different staff development instruments into account was chosen. Data were gathered from principals of primary and secondary schools in two federal states of Germany. Using regression, cluster analysis, and analysis of variance, the authors examined different instruments and patterns of staff development used in everyday school practice and determined how these affected the professional development of teachers. Findings - Five staff development patterns could be identified. With regard to the extent of professional development activities of teachers, these patterns have been proven to have a different impact. Furthermore, the use of the different staff development patterns seems to be heavily dependent on the type of school. Research limitations/implications - Further research would be needed that examines if the three most relevant staff development patterns identified in this study can also be proven to be effective with regard to somewhat" harder" criteria than the extent of professional development activities of teachers. Such criteria could be teachers' teaching skills or even student achievement. Originality/value - The current study is the first to examine staff development in German schools systematically. The results provide some good leads for further studies in this area. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Autonomous leadership and a centralised school system. An odd couple? Empirical insights from Cyprus Brauckmann, Stefan; Schwarz, Alexandra Journal Article | In: International Journal of Educational Management | 2014 34794 Endnote: Author(s): Brauckmann, Stefan; Schwarz, Alexandra
Title: Autonomous leadership and a centralised school system. An odd couple? Empirical insights from Cyprus
In: International Journal of Educational Management, 28 (2014) 7, S. 823-841
DOI: 10.1108/IJEM-08-2013-0124
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Befragung; Bildungspolitik; Clusteranalyse; Deregulierung; Empirische Untersuchung; Faktorenanalyse; Fragebogenerhebung; Schulautonomie; Schulleiter; Schulleitung; Steuerung; Zypern
Abstract (english): Purpose - Although policy makers strengthen the necessity of "deregulation", discussions about deregulation vs regulation in Europe still seem to be characterized by a lack of sophistication and require a more differentiated picture of specific forms of deregulation. As a consequence, the analysis of new educational governance approaches should consider the local actor's interpretation of new roles and new responsibilities. Relating actions and reactions of school leaders to their formal environment should lead to more contextual patterns of responsiveness. The paper aims to discuss these issues. Design/methodology/approach - The authors investigate, based on a survey among Cypriot school leaders, whether school autonomy needs deregulation, or regulation towards autonomy, respectively. At the time of research the school system of Cyprus could be characterized as a "centralized" system and hence represented a suitable field of study. Using a factor model followed by a cluster analysis the paper explores the school leaders' profiles of operative and perceived autonomy in different fields of governance issues and identify different types of leadership. Findings - The authors find that the autonomy school leaders experience is not necessarily related to a "defined" degree of autonomy which is prescribed by educational law and driven by concepts of new public management. Their "perceived" autonomy is also due to factors which can be located at a rather individual level. Originality/value - The findings provide insight into principals' motives to adopt certain styles of leading schools, quite independently from new measures of educational governance. The authors conclude that greater emphasis on systematic support programmes may prepare school principals for gains of autonomy as well as for potential sources of conflict. (DIPF/Autor)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Patterns of interpersonal problems in borderline personality disorder Salzer, Simone; Streek, Ulrich; Jaeger, Ulrich; Masuhr, Oliver; Warwas, Jasmin; Leichsenring, Falk; […] Journal Article | In: Journal of Nervous and Mental Disease | 2013 33306 Endnote: Author(s): Salzer, Simone; Streek, Ulrich; Jaeger, Ulrich; Masuhr, Oliver; Warwas, Jasmin; Leichsenring, Falk; Leibing, Eric
Title: Patterns of interpersonal problems in borderline personality disorder
In: Journal of Nervous and Mental Disease, 201 (2013) 2, S. 94-98
DOI: 10.1097/NMD.0b013e3182532b59
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Clusteranalyse; Klinische Psychologie; Krankheit; Persönlichkeit; Problem; Psychische Vorgänge; Psychoanalyse; Psychodiagnostik; Psychotherapie; Soziale Interaktion; Zwischenmenschliche Beziehung
Abstract (english): Borderline personality disorder (BPD) is characterized by a wide variety of interpersonal problems. We examined whether there are different characteristic interpersonal patterns in BPD and how these patterns are related to symptom distress and therapeutic alliance. In 228 inpatients with diagnoses of BPD, interpersonal subtypes based on the Inventory of Interpersonal Problems (Horowitz et al., Inventar zur Erfassung Interpersonaler Probleme, 2000) were examined through cluster analyses. The global symptom severity and therapeutic alliance were also assessed. We identified five characteristic interpersonal patterns, which we labeled as follows: Cluster 1, "Vindictive"; Cluster 2, "Moderate Submissive"; Cluster 3, '"Nonassertive"; Cluster 4, "Exploitable"; and Cluster 5, "Socially Avoidant". The clusters differed significantly in terms of interpersonal distress, interpersonal differentiation, and severity of global symptoms. The ratings of the therapeutic alliance by therapists during treatment significantly differed between the interpersonal subtypes, and the lowest ratings for patients were in the ''Socially Avoidant'' cluster. Our results stress the impact of interpersonal style on the appearance and treatment of BPD.
DIPF-Departments: Bildungsqualität und Evaluation

Micro and macro pattern analyses of FMRI data support both early and late interaction of numerical […] Koten, Jan Willem; Lonnemann, Jan; Willmes, Klaus; Knops, André Journal Article | In: Frontiers in Human Neuroscience | 2011 32096 Endnote: Author(s): Koten, Jan Willem; Lonnemann, Jan; Willmes, Klaus; Knops, André
Title: Micro and macro pattern analyses of FMRI data support both early and late interaction of numerical and spatial information
In: Frontiers in Human Neuroscience, (2011) , S. 5:115
DOI: 10.3389/fnhum.2011.00115/full
URL: https://www.frontiersin.org/articles/10.3389/fnhum.2011.00115/full
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Clusteranalyse; Experimentelle Untersuchung; Hirnforschung; Kognitive Prozesse; Neuropsychologie; Raumvorstellung; Visuelle Wahrnehmung; Zahlensystem
Abstract (english): Numbers and space are two semantic primitives that interact with each other. Both recruit brain regions along the dorsal pathway, notably parietal cortex. This makes parietal cor- tex a candidate for the origin of numerical spatial interaction. The underlying cognitive architecture of the interaction is still under scrutiny. Two classes of explanations can be dis- tinguished. The early interaction approach assumes that numerical and spatial information are integrated into a single representation at a semantic level. A second approach pos- tulates independent semantic representations. Only at the stage of response selection and preparation these two streams interact. In this study we used a numerical landmark task to identify the locus of the interaction between numbers and space. While lying in an MR scanner participants decided on the smaller of two numerical intervals in a visually presented number triplet. The spatial position of the middle number was varied; hence spatial intervals were congruent or incongruent with the numerical intervals. Responses in incongruent trials were slower and less accurate than in congruent trials. By combining across-vertex correlations (micro pattern) with a cluster analysis (macro pattern) we identi- fied large-scale networks that were devoted to number processing, eye movements, and sensory motor functions. Using support vector classification in different regions of inter- est along the intraparietal sulcus, the frontal eye fields, and supplementary motor area we were able to distinguish between congruent and incongruent trials in each of the networks. We suggest that the identified networks participate in the integration of numerical and spa- tial information and that the exclusive assumption of either an early or a late interaction between numerical and spatial information does not do justice to the complex interaction between both dimensions.
DIPF-Departments: Bildung und Entwicklung

Normative data and psychometric properties of the Thai version of the Strengths and Difficulties […] Woerner, Wolfgang; Nuanmanee, Supavadee; Becker, Andreas; Wongpiromsarn, Yongyud; Mongkol, Apichai Journal Article | In: Journal of Mental Health of Thailand | 2011 31728 Endnote: Author(s): Woerner, Wolfgang; Nuanmanee, Supavadee; Becker, Andreas; Wongpiromsarn, Yongyud; Mongkol, Apichai
Title: Normative data and psychometric properties of the Thai version of the Strengths and Difficulties Questionnaire (SDQ)
In: Journal of Mental Health of Thailand, 19 (2011) 1, S. 42-57
URL: http://thailand.digitaljournals.org/index.php/JMHT/article/view/4811
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Clusteranalyse; Diagnostischer Test; Eltern; Erhebungsinstrument; Faktorenanalyse; Fragebogen; Jugendlicher; Kind; Lehrer; Psychometrie; Psychopathologie; Screening-Verfahren; Statistische Methode; Thailand; Validität; Verhaltensauffälligkeit
Abstract (english): Objective: To study normative data and psychometric properties of the Thai Strengths and Difficulties Questionnaire (SDQ; parent-, teacher-, and self-rated forms), which addresses positive and negative aspects of children's and adolescents' behaviour and generates clinically relevant scale scores. Materials and Methods: Using multistage random cluster sampling method, data were collected in 13 provinces from parents, teachers, and as self-reports of 9,491 children aged between 5 and 16 years. Evaluation methods included scale reliability analyses (Cronbach s alpha), correlations with age and among scales, testing for gender effects, and comparing urban and rural regions. A factor analysis examines the specific scale structure of the Thai parent-rated SDQ. Bandings are recommended to identify normal, borderline, and abnormal score ranges. Results: Problem scores were higher than those observed in Western countries, stressing the necessity to establish national norms. Thai SDQ norms identify probable behaviour problems if the total difficulties score is 19-40 in the parent-rated form,17-40 in the teacher form, and/or 19-40 in the self-report. Internal reliabilities were satisfactory for all but one subscale. Age and gender effects on SDQ scores as well as correlations between subscales were well in line with the English original and its many other translated versions. Conclusion: The Thai SDQ was shown to possess sufficiently favourable psychometric properties. Thus, this instrument promises to be a useful assessment and screening tool, as in other parts of the world. Ongoing validation studies and cross-cultural comparisons will provide further culture-specific findings.
DIPF-Departments: Bildung und Entwicklung

Patterns of interpersonal problems and their improvement in depressive and anxious patients treated […] Salzer, Simone; Leibing, Eric; Jakobsen, Thorsten; Rudolf, Gerd; Brockmann, Josef; Eckert, Jochen; […] Journal Article | In: Bulletin of the Menninger Clinic | 2010 31400 Endnote: Author(s): Salzer, Simone; Leibing, Eric; Jakobsen, Thorsten; Rudolf, Gerd; Brockmann, Josef; Eckert, Jochen; Huber, Dorothea; Klug, Günther; Henrich, Gerhard; Grande, Tilmann; Keller, Wolfram; Kreische, Reinhard; Biskup, Joachim; Staats, Hermann; Warwas, Jasmin; Leichsenring, Falk
Title: Patterns of interpersonal problems and their improvement in depressive and anxious patients treated with psychoanalytic therapy
In: Bulletin of the Menninger Clinic, 74 (2010) 4, S. 283-300
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Clusteranalyse; Forschung; Krankheit; Problem; Psychoanalyse; Psychotherapie; Soziale Interaktion; Zwischenmenschliche Beziehung
Abstract (english): Interpersonal problems were studied in 121 patients treated with psychoanalytic therapy using the Inventory of Interpersonal Problems. Four characteristic subtypes were identified, which differed in the quality and flexibility of their interpersonal behavior. Independent of the predominant type of interpersonal problems, the psychotherapy treatment led to strong decreases in interpersonal distress and increases in interpersonal differentiation. Psychoanalytic therapy was highly effective for all identified interpersonal subtypes and seems to help patients achieve more satisfactory relationships.
DIPF-Departments: Bildungsqualität und Evaluation

Staatsangehörigkeitsspezifische Zusammensetzung der Schülerschaft. Lassen sich anhand der […] Kemper, Thomas Journal Article | In: Schulverwaltung. Ausgabe Nordrhein-Westfalen | 2009 7962 Endnote: Author(s): Kemper, Thomas
Title: Staatsangehörigkeitsspezifische Zusammensetzung der Schülerschaft. Lassen sich anhand der Schülerstruktur spezifische Schultypen identifizieren?
In: Schulverwaltung. Ausgabe Nordrhein-Westfalen, 20 (2009) 6, S. 185-188
Publication Type: 3b. Beiträge in weiteren Zeitschriften; praxisorientiert
Language: Deutsch
Keywords: Schüler; Struktur; Staatsangehörigkeit; Allgemeinbildende Schule; Schulform; Ausländischer Schüler; Migrationshintergrund; Aussiedler; Empirische Untersuchung; Clusteranalyse; Deutschland; D-Nordrhein-Westfalen
Abstract: Der Beitrag analysiert die Schülerstruktur an den allgemein bildenden Schulen in NRW nach dem Nichtdeutschenanteil insgesamt und der Schülerzusammensetzung nach Staatsangehörigkeit. Neben einer allgemeinen Typisierung der Schulen werden die Schulformen berücksichtigt und regionale Disparitäten der Schülerstruktur dargestellt. (DIPF/Orig.)
DIPF-Departments: Steuerung und Finanzierung des Bildungswesens