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Autor*innen: Brandenburg, Janin; Huschka, Sina Simone
Titel: Wie unterstützen Eltern die häuslichen Lernaktivitäten von Kindern mit Lernstörung? Eine Längsschnittstudie
In: Kindheit und Entwicklung, 30 (2021) 2, S. 116-126
DOI: 10.1026/0942-5403/a000337
URL: https://econtent.hogrefe.com/doi/10.1026/0942-5403/a000337
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Kind; Lernschwierigkeit; Kontrollgruppe; Lernaktivität; Hausaufgabe; Praxis; Eltern; Hilfe; Unterstützung; Fragebogen; Längsschnittuntersuchung; Frankfurt am Main; Deutschland
Abstract: Theoretischer Hintergrund: Für Kinder mit Lernstörung (LS) hören die Lernproblemen nicht mit dem Unterrichtsschluss auf, sondern setzen sich bei den Hausaufgaben fort. Dennoch ist über die Hausaufgabenpraxis bei LS wenig bekannt. Fragestellung: Ziel war es, die familiäre Hausaufgabenpraxis bei Kindern mit und ohne LS längsschnittlich zu untersuchen. Methode: 82 Eltern (davon 47 von einem Kind mit LS) wurden zu vier Zeitpunkten befragt und latente Veränderungsmodelle gerechnet. Ergebnisse: Eltern von Kindern mit LS berichteten mehr Kontrolle und Konflikte bei den Hausaufgaben und nahmen ihre Hilfe als weniger kompetent wahr. Auch forderten sie von ihren Kindern weniger Anstrengung ein. Längsschnittlich nahmen bei beiden Gruppen die Hausaufgabenkontrolle sowie die familiäre Belastung ab. Diskussion und Schlussfolgerung: Die schwierigere Hausaufgabensituation bei Kindern mit LS legt nahe, das Thema bei der Diagnostik anzusprechen und zu eruieren, wie die Familien entlastet werden können. (DIPF/Orig.)
Abstract (english): Theoretical Background: Although research suggests that parents become more involved in the homework process when their child exhibits problems in school, most research has not focused on children with learning disorders (LDs). Therefore, little is known about how parents of children with LDs support their children's learning. In addition, only a few longitudinal studies exist, even though parental homework involvement is likely to change throughout schooling. Objective: Parental homework involvement for children with and without LDs during the transition from primary to secondary school was examined. Specifically, we investigated (a) interindividual differences in the amount of homework support provided by parents of children with and without LDs, as well as (b) the linear trend and the interindividual stability of parents' homework involvement. Method: In this 2-year longitudinal study, 82 parents (47 parents of a child with LDs) completed a questionnaire on homework involvement at four measurement points every 6 months. The questionnaire consisted of four scales: (a) parental competence regarding help with homework, (b) parental homework control, (c) parent-child conflicts during homework, and (d) parents' effort attribution. Results: Bivariate correlations between the scales were mostly insignificant with two exceptions: (1) the more competent parents felt in helping with homework, the more they made use of control, and (2) parents who made more use of homework control, reported more parent-child conflicts than parents who controlled their child's homework to a lesser extent. Latent change score models revealed that parents continuously reduced homework control over the 2-year period and that parent-child conflicts during homework also significantly decreased - both for families of children with LDs and those without. The interindividual differences between parents, however, remained relatively constant over time, suggesting high rank-order stability of parental homework involvement. The results further showed that compared with parents of children without LDs, parents of children with LDs reported a higher frequency of homework control and increased homework conflict. They also felt less competent to effectively help with homework. Significant group differences were also found concerning parents' emphasis on effort: Parents of children with LDs attributed school success less strongly to effort. Discussion and Conclusion: Overall, the study showed that the homework situation is more stressful in families of children with LDs than in those without LDs. The longitudinal results further support the idea that parental homework involvement does not remain consistent over time but rather undergoes some changes as children grow older and transfer to secondary school. Thus, caution is warranted when generalizing results from cross-sectional studies on parental homework involvement to different grade levels. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Brod, Garvin
Titel: Generative learning. Which strategies for what age?
In: Educational Psychology Review, 33 (2021) 4, S. 1295-1318
DOI: 10.1007/s10648-020-09571-9
URN: urn:nbn:de:0111-pedocs-237048
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-237048
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Lernen; Strategie; Effektivität; Aktives Lernen; Kind; Lebensalter; Entwicklung; Unterschied; Lerntechnik; Forschungsüberblick
Abstract: Generative learning strategies are intended to improve students' learning by prompting them to actively make sense of the material to be learned. But are they effective for all students? This review provides an overview of six popular generative learning strategies: concept mapping, explaining, predicting, questioning, testing, and drawing. Its main purpose is to review for what ages the effectiveness of these strategies has been demonstrated and whether there are indications of age-related differences in their effectiveness. The description of each strategy covers (1) how it is supposed to work, (2) the evidence on its effectiveness in different age groups, and (3) if there are age-related differences in its effectiveness. It is found that while all six generative learning strategies reviewed have proven effective for university students, evidence is mixed for younger students. Whereas some strategies (practice testing, predicting) seem to be effective already in lower-elementary-school children, others (drawing, questioning) seem to be largely ineffective until secondary school. The review closes with a call for research on the cognitive and metacognitive prerequisites of generative learning that can explain these differences.
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Geyer, Sabrina; Müller, Anja
Titel: Wie adaptiv ist Sprachförderung für Kinder mit Deutsch als Zweitsprache? Eine Studie zum sprachlichen Handeln in der Zweitsprachförderung
In: Zeitschrift für angewandte Linguistik, 74 (2021) 1, S. 31-60
DOI: 10.1515/zfal-2021-2052
URL: https://www.degruyter.com/document/doi/10.1515/zfal-2021-2052/html
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Anpassung; Deutsch als Zweitsprache; Deutschland; Einflussfaktor; Empirische Untersuchung; Erzieher; Grammatik; Kind; Kindergarten; Sprachanalyse; Sprachförderung; Sprachgebrauch; Sprachkompetenz; Sprachtest; Syntax; Vergleich; Videoaufzeichnung; Zweitsprachenerwerb
Abstract (english): This paper focuses on the definition, operationalization and empirical investigation of adaptivity in the context of language training. We discuss a study that aimed at answering the question whether kindergarten teachers adapt their language to the specific needs of children with German as a second language in language training situations. Specifically, we investigated whether teachers use subordinate clauses and specific language training techniques to present or elicit subordinate clauses more frequently when working with children who had not yet acquired subordinate clauses than teachers supporting children who already had. Fifteen teachers were videotaped during language support sessions. Ten children who were supported during these sessions had not yet acquired subordinate clauses (n = 18), the other five teachers supported children with no additional needs in this area (n = 7). The teachers' language was analysed both quantitatively and qualitatively in terms of the frequency of use of different subordinate clauses (e. g. position of the verb, subordinating conjunctions, different types of clauses) and the use of language support techniques (e. g. corrective feedback, expansions, questions) that aimed at presenting or eliciting subordinate clauses. A comparison of the two groups showed no differences in the teachers' language depending on whether they supported children with or without additional needs regarding subordinate clauses. Therefore, the teachers' language cannot be considered to be adaptive. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Huschka, Sina Simone; Georgiou, George K.; Brandenburg, Janin; Ehm, Jan-Henning; Hasselhorn, Marcus
Titel: Examining the contribution of RAN components to reading fluency, reading comprehension, and spelling in German
In: Reading and Writing, 34 (2021) 9, S. 2317-2336
DOI: 10.1007/s11145-021-10145-6
URL: https://link.springer.com/article/10.1007/s11145-021-10145-6
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Benennung; Geschwindigkeit; Lesefertigkeit; Leseverstehen; Rechtschreibung; Fonologische Bewusstheit; Buchstabe; Wissen; Fonologie; Kurzzeitgedächtnis; Kindergartenkind; Grundschule; Schüler; Schuljahr 01; Regressionsanalyse; Frankfurt <Main>; Deutschland
Abstract (english): We examined the contribution of rapid automatized naming (RAN) components (articulation time, pause time, and pause time consistency) to reading fluency, reading comprehension, and spelling in a sample of 257 German children (139 boys, 118 girls; Mage = 5.60 years, SD = 0.31) followed from kindergarten to Grade 1. In kindergarten, children were assessed on measures of RAN (colors and objects), phonological awareness, letter-sound knowledge, phonological short-term memory, and paired-associate learning. Reading fluency, reading comprehension, and spelling were assessed at the end of Grade 1. Hierarchical regression analyses revealed that pause time and pause time consistency continued to predict reading fluency, but not reading comprehension or spelling, after controlling for the effects of the other cognitive skills assessed in kindergarten. Articulation time did not add to the prediction of any literacy skills. These findings support previous research suggesting that, during the early phases of learning to read, pause time holds the key in the relation between RAN and reading fluency. (DIPF/Orig,)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Kramer, Andrea C.; Neubauer, Andreas B.; Leonhardt, Anja; Brose, Annette; Dirk, Judith; Schmiedek, Florian
Titel: Ambulatory assessment of rumination and worry. Capturing perseverative cognitions in children's daily life
In: Psychological Assessment, 33 (2021) 9, S. 827-842
DOI: 10.1037/pas0001020
URN: urn:nbn:de:0111-pedocs-243171
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-243171
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kind; Denken; Wiederholung; Negativität; Kognition; Affekt; Wohlbefinden; Arbeitsgedächtnis; Leistung; Messverfahren; Validität; Psychometrie; Grundschüler; Fragebogen; Test; Smartphone; Empirische Untersuchung; Frankfurt a.M.; Deutschland
Abstract: Rumination and worry are common forms of perseverative cognition in children. Research has started to target perseverative cognitions in the everyday life of children, however, valid measurement instruments reliably capturing rumination and worry in children's daily life are still missing. We conducted two ambulatory assessment studies validating short scales suitable for the measurement of rumination and worry in children's daily life. Results of the first study (N = 110, 8-11 year-olds, 31 days, up to 4 daily measurements) supported a unidimensional structure of the rumination scale. Rumination was associated with negative affect (but not positive affect) on the within- and on the between-person level. On the between-person level, children who ruminated more showed poorer working memory performance. In the second study (N = 84, 8-10 year-olds, 21 days, up to 3 daily measurements), findings of Study 1 were largely replicated. Moreover, we established a unidimensional worry scale in Study 2 reliably capturing worry in children's daily life. Importantly, Study 2 showed that worry and rumination share common variance but can be differentiated in children. On the within-person level, higher levels of worry were associated with higher levels of negative affect and lower levels of positive affect. On the between-person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life.person level, worry was associated with higher levels of negative affect and lower working memory performance. Altogether, findings of both studies demonstrated that the short scales had excellent psychometric properties suggesting that they are helpful tools for the assessment of rumination and worry in children's daily life. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Nagler, Telse; Zarić, Jelena; Kachisi, Fenke; Lindberg, Sven; Ehm, Jan-Henning
Titel: Reading-impaired children improve through text-fading training. Analyses of comprehension, orthographic knowledge, and RAN
In: Annals of Dyslexia, 71 (2021) 3, S. 458-482
DOI: 10.1007/s11881-021-00229-x
URL: https://link.springer.com/article/10.1007/s11881-021-00229-x
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Leseschwäche; Leseschwaches Kind; Leseprozess; Intervention; Text; Manipulation; Leseverstehen; Rechtschreibung; Wissen; Prädiktor; Grundschüler; Schuljahr 03; Leseübung; Training; Test; Empirische Untersuchung; Deutschland
Abstract (english): Early intervention for children with reading impairments is crucial in order to achieve reading improvements and avoid school failure. One line of reading intervention research focuses on the experimental manipulation of reading rate through a text-fading training approach. Considering relevant reading-related predictors (i.e., orthographic knowledge and rapid automatized naming; RAN), we aim at evaluating the text-fading training's efficiency for a sample of German reading-impaired third graders (n = 120). The purpose of the present study was to examine (1) the predictive value of orthographic knowledge and RAN and their contribution of explained variance in comprehension performance during training, (2) text-fading training effects on reading rate and comprehension in a pre-post comparison, and (3) (lasting) text-fading training effects at word and sentence level in a pre-post-follow-up design. Results of structural models indicated RAN to be significantly related to comprehension performance for the experimental group, whereas no sufficient regression weight was found for orthographic knowledge. A reverse pattern was found for the self-paced group. No significant improvements regarding reading rate and comprehension were revealed for the experimental group after training. However, significant positive effects on word and sentence level at post-test time point indicate stronger reading improvements for the experimental compared to the control group. The retention of training gains was indicated at sentence-level reading 6 months after the training. Possible explanations for the presented positive training effects as well as the mixed results for reading rate, comprehension, and follow-up preservation are discussed.
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Neubauer, Andreas B.; Kramer, Andrea C.; Schmidt, Andrea; Könen, Tanja; Dirk, Judith; Schmiedek, Florian
Titel: Reciprocal relations of subjective sleep quality and affective well-being in late childhood
In: Developmental Psychology, 57 (2021) 8, S. 1372-1386
DOI: 10.1037/dev0001209
URN: urn:nbn:de:0111-pedocs-252136
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252136
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Deutschland; Kind; Grundschulalter; Schlaf; Qualität; Wirkung; Wohlbefinden; Negativität; Subjektivität; Affekt; Tagesablauf; Emotionaler Zustand; Messverfahren; Test; Mehrebenenanalyse; Strukturgleichungsmodell
Abstract: High sleep quality has been associated with beneficial outcomes across the life span. Intensive longitudinal studies suggest that these beneficial effects can also be observed on a day-to-day level. However, the dynamic interplay between subjective sleep quality and affective well-being in children's daily life has only rarely been investigated. The aims of the present work were (a) to replicate findings from a prior ambulatory assessment study in this area (Könen et al., 2016), (b) to explore the effect of subjective sleep quality on well-being throughout the day, and (c) to examine the reciprocal relation between subjective sleep quality and well-being in more detail. Data from two ambulatory assessment studies with children between 8 and 11 years (N = 108/84, with assessments over 28/21 consecutive days) consistently showed that positive affect was higher and negative affect was lower after nights with better sleep quality, and that the effects of subjective sleep quality were stronger on well-being assessed in the morning compared with later in the day. Results from dynamic structural equation models revealed reciprocal effects of subjective sleep quality and positive affect. Negative affect was not consistently related to worse subsequent sleep quality after controlling for positive affect and prior night's sleep quality. Results suggest a close relation of sleep quality and positive affect, which strengthens the idea behind interventions targeting both, children's sleep and well-being. Differences between children in the dynamic interplay between sleep and affect may be important predictors of long-term outcomes. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Neubauer, Andreas B.; Schmidt, Andrea; Kramer, Andrea C.; Schmiedek, Florian
Titel: A little autonomy support goes a long way. Daily autonomy-supportive parenting, child well-being, parental need fulfillment, and change in child, family, and parent adjustment across the adaptation to the COVID-19 pandemic
In: Child Development, 92 (2021) 5, S. 1679-1697
DOI: 10.1111/cdev.13515
URN: urn:nbn:de:0111-dipfdocs-252301
URL: https://www.pedocs.de/volltexte/2022/25230/pdf/Child_Development_2021_Neubauer_et_al_A_Little_Autonomy_Support_Goes_a_Long_Way_A.pdf
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Mehrebenenanalyse; Deutschland; Pandemie; Eltern; Kind; Selbstständigkeit; Unterstützung; Wirkung; Verhalten; Wohlbefinden; Bedürfnisbefriedigung; Veränderung; Verhaltensänderung; Anpassung; Familienleben; Stress; Vitalität; Befragung; Fragebogen; Längsschnittuntersuchung; Strukturgleichungsmodell
Abstract: This study examined the effects of daily parental autonomy support on changes in child behavior, family environment, and parental well‐being across 3 weeks during the COVID‐19 pandemic in Germany. Day‐to‐day associations among autonomy‐supportive parenting, parental need fulfillment, and child well‐being were also assessed. Parents (longitudinal N = 469; Mage = 42.93, SDage = 6.40) of school children (6-19 years) reported on adjustment measures at two measurement occasions and completed up to 21 daily online questionnaires in the weeks between these assessments. Results from dynamic structural equation models suggested reciprocal positive relations among autonomy‐supportive parenting and parental need fulfillment. Daily parental autonomy support, parental need fulfillment, and child well‐being partially predicted change in adjustment measures highlighting the central role of daily parenting for children's adjustment during the pandemic. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Nolden, Sophie; Brod, Garvin; Meyer, Ann-Kristin; Fandakova, Yana; Shing, Yee Lee
Titel: Neural correlates of successful memory encoding in kindergarten and early elementary school children. Longitudinal trends and effects of schooling
In: Cerebral Cortex, 31 (2021) 8, S. 3764-3779
DOI: 10.1093/cercor/bhab046
URL: https://academic.oup.com/cercor/article-abstract/31/8/3764/6248485
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Englisch
Schlagwörter: Kind; Gedächtnis; Kognitive Prozesse; Entwicklung; Leistung; Kindergarten; Schulanfang; Wirkung; Gehirn; Neurowissenschaften; Test; Längsschnittuntersuchung; Datenanalyse; Empirische Untersuchung; Berlin; Deutschland
Abstract (english): From age 5 to 7, there are remarkable improvements in children's cognitive abilities ("5-7 shift"). In many countries, including Germany, formal schooling begins in this age range. It is, thus, unclear to what extent exposure to formal schooling contributes to the "5-7 shift." In this longitudinal study, we investigated if schooling acts as a catalyst of maturation. We tested 5-year-old children who were born close to the official cutoff date for school entry and who were still attending a play-oriented kindergarten. One year later, the children were tested again. Some of the children had experienced their first year of schooling whereas the others had remained in kindergarten. Using 2 functional magnetic resonance imaging tasks that assessed episodic memory formation (i.e., subsequent memory effect), we found that children relied strongly on the medial temporal lobe (MTL) at both time points but not on the prefrontal cortex (PFC). In contrast, older children and adults typically show subsequent memory effects in both MTL and PFC. Both children groups improved in their memory performance, but there were no longitudinal changes nor group differences in neural activation. We conclude that successful memory formation in this age group relies more heavily on the MTL than in older age groups. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung
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Autor*innen: Peters, Svenja; Höltge, Lea; Buchholz, Janine; Hartmann, Ulrike; Ehm, Jan-Henning; Hasselhorn, Marcus
Titel: Wie sind die Kenntnisse pädagogischer Fachkräfte zu Diagnostik und Förderung einzuschätzen?
In: Frühe Bildung, 10 (2021) 1, S. 39-48
DOI: 10.1026/2191-9186/a000503
URL: https://econtent.hogrefe.com/doi/10.1026/2191-9186/a000503
Dokumenttyp: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache: Deutsch
Schlagwörter: Erzieher; Fachkraft; Diagnostik; Förderung; Kind; Vorschulalter; Schulreife; Kompetenz; Kindergarten; Kindertagesstätte; Frühkindliche Bildung; Einstellung <Psy>; Belastung; Wahrnehmung; Wissen; Sprache; Mathematik; Beobachtung; Dokumentation; Vignette <Methode>; Fallbeispiel; Latent-Class-Analyse; Deutschland
Abstract: Diagnostik und Förderung werden zunehmend als Bestandteile professioneller Bildungsarbeit in Kitas anerkannt. Ihre Umsetzung bedarf entsprechender Kompetenzen. In einer Fragebogenstudie wurden Kenntnisse zu Diagnostik und Förderung von 285 pädagogischen Fachkräften mittels einer Fallvignette untersucht. Die schriftlichen Antworten gaben erste Hinweise darauf, über welche diagnostischen und förderbezogenen Kenntnisse sie in den Bereichen Sprache und Mathematik verfügen. Durch latente Klassenanalysen wurden fünf Fachkraftgruppen mit unterschiedlichen Kenntnissen identifiziert. Diese zeigten sich entweder vorwiegend austauschorientiert (C1), vorwiegend ideenlos (C2), vorwiegend beobachtungs- und förderorientiert (C3), vorwiegend förderorientiert (C4) oder vorwiegend beobachtungs- und austauschorientiert (C5). Die Gruppen unterschieden sich u.a. hinsichtlich der Einstellungen gegenüber Diagnostik sowie der wahrgenommenen beruflichen Belastung. Konsequenzen für die Professionalisierung pädagogischer Fachkräfte sowie für zukünftige Forschung werden diskutiert. (DIPF/Orig.)
Abstract (english): Diagnostics and instructional support are key components of professional early education, and are associated with specific competencies. To contribute to this field of research, we conducted a survey study with 285 early childhood educators. Educators' knowledge of diagnostics and instructional support regarding children's language and mathematic development was assessed by a case vignette. Latent class analysis identified five groups of educators differing with regard to their knowledge. Their written answers were characterized by either pointing out cooperation with others (C1), a lack of one's own ideas (C2), emphasizing both observation and support methods (C3), a focus on support methods (C4), or focusing on methods of observation and cooperation (C5). Moreover, these groups differed in other facets of professional competencies and structural features. Significant differences were revealed regarding their beliefs toward assessment of skills and their individual stress level. Implications for professional development and further research are discussed. (DIPF/Orig.)
DIPF-Abteilung: Bildung und Entwicklung; Lehr und Lernqualität in Bildungseinrichtungen