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(Schlagwörter: "Soziale Kompetenz")

Handlungsansätze zur Verminderung von Bildungsungleichheiten. Maaz, Kai Working Papers | 2021 41251 Endnote: Author(s): Maaz, Kai
Title: Handlungsansätze zur Verminderung von Bildungsungleichheiten.
Published: Bonn: Bundeszentrale für politische Bildung, 2021
URL: https://www.bpb.de/gesellschaft/bildung/zukunft-bildung/322534/ansaetze-zur-verminderung-von-bildungsungleichheiten
Publication Type: 5. Arbeits- und Diskussionspapiere; Online Dossiers
Language: Deutsch
Keywords: Bildungschance; Soziale Ungleichheit; Ungleichheit; Kompensation; Frühpädagogik; Betreuung; Kindergarten; Bildungsplanung; Grundbildung; Soziale Kompetenz; Kompetenzerwerb; Individuelle Förderung; Ganztagserziehung; Bildungsbiografie; Flexibilisierung; Deutschland
Abstract: Kein Bildungssystem ist frei von sozialen Bildungsungleichheiten, aber sie lassen sich reduzieren. Welche Ansatzpunkte sind dafür zentral? (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Students' social, emotional and intercultural competencies and their development in school settings Mornar, Mirta; Matić Bojić, Jelena; Odak, Iva; Eliasson, Nina; Gøtzsche, Katinka; Jurko, Lana; […] Journal Article | In: Šolsko polje | 2020 40961 Endnote: Author(s): Mornar, Mirta; Matić Bojić, Jelena; Odak, Iva; Eliasson, Nina; Gøtzsche, Katinka; Jurko, Lana; Kozina, Ana; Ojsteršek, Aleš; Sälzer, Christine; Veldin, Manja; Vieluf, Svenja
Title: Students' social, emotional and intercultural competencies and their development in school settings
In: Šolsko polje, 31 (2020) 3/4, S. 115-137
DOI: 10.32320/1581-6044.31(3-4)115-137
URL: https://www.pei.si/ISSN/1581_6044/3-4-2020/1581-6044.31(3-4)115-137.pdf
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Schüler; Schülerin; Emotionale Kompetenz; Interkulturelle Kompetenz; Soziale Kompetenz; Wohlbefinden; Schulerfolg; Schülerleistung; Literaturbericht; Schule; Förderung; Intervention; Selbstwertgefühl; Respekt; Zwischenmenschliche Beziehung; Unterrichtsmethode; Unterrichtsorganisation; Wirkung
Abstract (english): As the field of social and emotional learning has developed and grown over the last decades, so too has the number of different programmes seek-ing to achieve various SEL goals, resulting in a significant body of research on the topic. Meanwhile, there has also been an increase in the number of programmes aimed at developing intercultural competencies. For the pur-pose of developing a new programme for social and emotional learning, we reviewed the key characteristics of existing evidence-based social, emo-tional and intercultural learning programmes, including their theoretical and conceptual backgrounds, content, methodological and organisation-al aspects, and their evaluation. This review has revealed multiple similar-ities between these two approaches (i.e. social and emotional and intercul-tural), presenting a rationale for their integration. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Assessing social, emotional, and intercultural competences of students and school staff. A […] Müller, Fabian; Denk, Albert; Lubaway, Emily; Sälzer, Christine; Kozina, Ana; Vršnik Perše, Tina; […] Journal Article | In: Educational Research Review | 2020 39701 Endnote: Author(s): Müller, Fabian; Denk, Albert; Lubaway, Emily; Sälzer, Christine; Kozina, Ana; Vršnik Perše, Tina; Rasmusson, Maria; Jugović, Ivana; Lund Nielsen, Birgitte; Rozman, Mojca; Ojsteršek, Aleš; Jurko, Svetlana
Title: Assessing social, emotional, and intercultural competences of students and school staff. A systematic literature review
In: Educational Research Review, 29 (2020) , S. 100304
DOI: 10.1016/j.edurev.2019.100304
URN: urn:nbn:de:0111-pedocs-190670
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-190670
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Soziale Kompetenz; Emotionale Intelligenz; Interkulturelle Kompetenz; Bewertung; Messinstrument; Literaturbericht; Literaturrecherche; Systematic Review
Abstract: The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Evaluation of the HAND in HAND programme. Documentation of the questionnaire scales Roczen, Nina; Rožman, Mojca; Vieluf, Svenja; Lalla, Julia; Dahlström, Helene; […] Research Data, Diagnostic Instruments | Pedagoski Inštitut | 2020 39921 Endnote: Author(s): Roczen, Nina; Rožman, Mojca; Vieluf, Svenja; Lalla, Julia; Dahlström, Helene; Lund Nielsen, Birgitte; Kozina, Ana; Müller, Fabian; Puzić, Saša
Title: Evaluation of the HAND in HAND programme. Documentation of the questionnaire scales
Published: Ljubljana: Pedagoski Inštitut, 2020
URL: http://handinhand.si/wp-content/uploads/2020/02/Documentation_Questionnaire_Scales_ENG.pdf
Publication Type: 6. Forschungsdaten; Instrumente; Dokumentarische Aufbereitung (inkl. Skalenhandb.)
Language: Englisch
Keywords: Fragebogen; Skala; Schüler; Lehrer; Dokumentation; Projekt; Emotionale Intelligenz; Soziale Kompetenz; Selbstbewusstsein; Selbstmanagement; Soziales Bewusstsein; Soziale Kompetenz; Klassenklima; Interkulturelle Kompetenz; Multikulturalität; Antidiskriminierung
Abstract (english): This overview documents the self-reported questionnaire scales used in the evaluation of the EU Erasmus+ project HAND in HAND. In addition to the questionnaire scales documented in the following, many other instruments such as other-reports, interviews, sociometric measures and vignettes were used for the evaluation of the project. General information on the HAND in HAND project, the complete questionnaires including the above mentioned measures and the evaluation report in which all measures and the respective results are described can be found on the HAND in HAND project page (http://handinhand.si/).
DIPF-Departments: Bildungsqualität und Evaluation

Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of […] Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike; Hasselhorn, Marcus Journal Article | In: Early Child Development and Care | 2019 37638 Endnote: Author(s): Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike; Hasselhorn, Marcus
Title: Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
In: Early Child Development and Care, 189 (2019) 2, S. 339-351
DOI: 10.25656/01:17607
URN: urn:nbn:de:0111-pedocs-176073
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-176073
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Erzieher; Überzeugung; Einstellung <Psy>; Selbstwirksamkeit; Förderung; Leistungsbeurteilung; Kind; Vorschulalter; Kindertagesstätte; Kindergarten; Mathematische Kompetenz; Sprachkompetenz; Soziale Kompetenz; Emotionale Kompetenz; Qualifikation; Berufsausbildung; Studium; Befragung; Faktorenanalyse; Baden-Württemberg; Deutschland
Abstract (english): This study addresses preschool teachers' self-efficacy beliefs in assessment and promotion of children's early language, social-emotional, and mathematical skills. The aim of the study was to find out to what extent preschool teachers believe to be able to assess and promote those skills, respectively. In a sample of 368 German preschool teachers, average scores in all scales were quite homogenously high. However, average scores of self-efficacy beliefs between the domains differed, with self-efficacy beliefs regarding language skills being the strongest. Self-efficacy beliefs regarding assessment were stronger than in promotion in the social-emotional and the mathematical domain, but not in language. Yet, confirmatory factor analyses indicate that self-efficacy beliefs regarding assessment were highly correlated with self-efficacy beliefs regarding promotion of skills in all three domains. Possible explanations for these results and ideas for further research are discussed.
DIPF-Departments: Bildung und Entwicklung

Social, emotional and intercultural competencies. A literature review with a particular focus on […] Nielsen, Birgitte Lund; Laursen, Hilmar Dyrborg; Reol, Lise Andersen; Jensen, Helle; Kozina, Ana; […] Journal Article | In: European Journal of Teacher Education | 2019 39139 Endnote: Author(s): Nielsen, Birgitte Lund; Laursen, Hilmar Dyrborg; Reol, Lise Andersen; Jensen, Helle; Kozina, Ana; Vidmar, Masa; Rasmusson, Maria; Marušić, Iris; Denk, Albert; Roczen, Nina; Jurko, Svetlana; Ojstersek, Ales
Title: Social, emotional and intercultural competencies. A literature review with a particular focus on the school staff
In: European Journal of Teacher Education, 42 (2019) 3, S. 410-428
DOI: 10.1080/02619768.2019.1604670
URN: urn:nbn:de:0111-pedocs-180860
URL: http://nbn-resolving.org/urn:nbn:de:0111-pedocs-180860
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Lehrer-Schüler-Beziehung; Soziale Kompetenz; Emotionale Kompetenz; Interkulturelle Kompetenz; Intervention; Professionalität; Weiterentwicklung; Literaturbericht
Abstract (english): Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be `in the core´, 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Effectiveness of a "grass roots" statewide enrichment program for gifted elementary school children Golle, Jessika; Zettler, Ingo; Rose, Norman; Trautwein, Ulrich; Hasselhorn, Marcus; […] Journal Article | In: Journal of Research on Educational Effectiveness | 2018 38134 Endnote: Author(s): Golle, Jessika; Zettler, Ingo; Rose, Norman; Trautwein, Ulrich; Hasselhorn, Marcus; Nagengast, Benjamin
Title: Effectiveness of a "grass roots" statewide enrichment program for gifted elementary school children
In: Journal of Research on Educational Effectiveness, 11 (2018) 3, S. 375-408
DOI: 10.1080/19345747.2017.1402396
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Baden-Württemberg; Deutschland; Grundschüler; Begabtenförderung; Bildungsprogramm; Effektivität; Wirkung; Kognitive Kompetenz; Schülerleistung; Interesse; Kreativität; Neugier; Selbstregulation; Selbstkonzept; Soziale Kompetenz; Schüler; Schuljahr 03; Vergleich; Test; Fragebogen; Empirische Untersuchung
Abstract: Enrichment programs provide learning opportunities for a broader or deeper examination of curricular or extracurricular topics and are popular in gifted education. Herein, we investigated the effectiveness of a statewide extracurricular enrichment program for gifted elementary school children in Germany. The program implemented a "grass roots" strategy by which local units developed and offered the enrichment courses, which spanned a broad array of topics. The courses targeted different outcomes, including students' cognitive abilities, school achievement, interests, creativity, self-control, self-concept, and social competencies. We compared third-grade students attending the enrichment program (N =423) with nonattending third-grade students (N = 2,328) by means of a propensity score analysis. Speciﬁcally, we controlled for potential selection effects and estimated the average causal effect of the enrichment program for children attending the program. The ﬁndings revealed positive program effects on academic achievement but not on the other targeted outcomes. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Zur Bedeutung des Besuchs von Ganztagsschulangeboten für das prosoziale Verhalten von Schülerinnen […] Sauerwein, Markus; Lossen, Karin; Theis, Désirée; Rollett, Wolfram; Fischer, Natalie Book Chapter | Aus: Schüpbach, Marianne; Nieuwenboom, Wim; Frei, Lukas (Hrsg.): Tagesschulen: Ein Überblick | Wiesbaden: Springer VS | 2018 37729 Endnote: Author(s): Sauerwein, Markus; Lossen, Karin; Theis, Désirée; Rollett, Wolfram; Fischer, Natalie
Title: Zur Bedeutung des Besuchs von Ganztagsschulangeboten für das prosoziale Verhalten von Schülerinnen und Schülern. Ergebnisse der Studie zur Entwicklung von Ganztagsschulen
In: Schüpbach, Marianne; Nieuwenboom, Wim; Frei, Lukas (Hrsg.): Tagesschulen: Ein Überblick, Wiesbaden: Springer VS, 2018 , S. 269-288
DOI: 10.1007/978-3-658-19024-8_15
Publication Type: 4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Ganztagsschule; Bildungsangebot; Qualität; Einflussfaktor; Teilnahme; Schüler; Soziales Verhalten; Soziale Kompetenz; Soziales Lernen; Medien; Schuljahr 03; Schuljahr 04; Schuljahr 05; Regressionsanalyse; Längsschnittuntersuchung; Empirische Untersuchung
Abstract: [Die Autorinnen und Autoren stellen] Ergebnisse aus der zweiten Förderphase (2012-2015) der Studie zur Entwicklung von Ganztagsschulen (StEG) vor. Sie gehen den fragen nach, ob ein Zusammenhang zwischen der Teilnahme an Ganztagsangeboten aus den Bereichen soziales Lernen oder Medien und der Entwicklung des prosozialen Verhaltens bzw. zwischen der Qualität dieser Ganztagsangebote und einer Verbesserung des prosozialen Verhaltens bestehen. (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Hand in hand. SEI programmes for school staff, a review catalogue Birgitte, Nielsen; Andersen, Réol; Laursen Hilmar, Dyrborg; Kozina, Ana; Perše Tina, Vršnik; […] Working Papers | 2018 38224 Endnote: Author(s): Birgitte, Nielsen; Andersen, Réol; Laursen Hilmar, Dyrborg; Kozina, Ana; Perše Tina, Vršnik; Sälzer, Christine; Aleš, Ojsteršek; Lana, Jurko; Oskarsson, Magnus; Roczen, Nina; Marusic, Iris
Title: Hand in hand. SEI programmes for school staff, a review catalogue
Published: Ljubljana: Pedagoški Inštitut ; Educational Research Institute, 2018
URL: http://handinhand.si/wp-content/uploads/2018/01/D11_HAND_SEI-programmes-for-school-staff_CATALOGUE.pdf
Publication Type: 5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Language: Englisch
Keywords: Dänemark; Deutschland; Emotionale Kompetenz; Evidenz; Forschung; Interkulturelle Kompetenz; Katalog; Kroatien; Lehrerkollegium; Programm; Projekt; Qualifizierung; Schweden; Slovenien; Soziale Kompetenz
Abstract: The HAND in HAND: Social and Emotional Skills for Tolerant and Non-Discriminative Societies project will develop an open-access systemic policy tool - an EU-based universal social, emotional and intercultural (SEI) learning programme (a programme for students and school staff) based on multiculturalism and diversity awareness that fosters inclusion and develops more tolerant and non-discriminative learning environments for all students (including immigrant and refugee students) to prevent discriminative bullying, segregation and early school leaving. [...] The project aims to change the role of SEI competencies in educational setting in the consortium countries (Slovenia, Croatia, Germany, Sweden, Denmark) and wider. [...] The catalogue presents a collection of evidence-based SEI programmes for school staff. Through researching the background and the practices that have already been used in the consortium countries and worldwide, it was explored what already exists, what works and what can be learnt from previously developed SEI programmes when planning our own programme, with a view to advancing policy, practice and research. Therefore, a catalogue of existing SEI programmes was developed, i.e. a catalogue aimed at developing school staff's SEI competencies, based on a systematic review of the literature and the existing good practices from national (consortium) contexts. The catalogue is divided into the following two sections: - International catalogue: an international catalogue of the programmes aiming to improve the school staff's SEI competencies is presented first, followed by - national catalogues of the countries participating in the project (Croatia, Denmark, Germany, Slovenia, Sweden). [...] (DIPF/Orig.)
DIPF-Departments: Bildungsqualität und Evaluation

Understanding innovative pedagogies. Key themes to analyse new approaches to teaching and learning Peterson, Amelia; Dumont, Hanna; Lafuente, Marc; Law, Nancy Working Papers | 2018 38585 Endnote: Author(s): Peterson, Amelia; Dumont, Hanna; Lafuente, Marc; Law, Nancy
Title: Understanding innovative pedagogies. Key themes to analyse new approaches to teaching and learning
Published: Paris: OECD Publishing, 2018
DOI: 10.1787/19939019
URL: https://www.oecd-ilibrary.org/education/understanding-innovative-pedagogies_9f843a6e-en
Publication Type: 5. Arbeits- und Diskussionspapiere; Arbeits- und Diskussionspapier (keine besondere Kategorie)
Language: Englisch
Keywords: Pädagogik; Innovation; Reform; Schule; Unterricht; Adaptiver Unterricht; Erziehungsziel; Veränderung; Netzwerk; Beispiel; Lernziel; Kompetenz; Mathematikunterricht; Fremdsprachenunterricht; Soziale Kompetenz; Informations- und Kommunikationstechnologie; Multimedia; Computerunterstütztes Lernen; Bildungssystem; Umsetzung
Abstract: Pedagogy is at the heart of teaching and learning. Preparing young people to meet new contemporary challenges means to review and update the pedagogies teachers use. However, despite the increased reporting of teachers and schools that are innovating, schools remain largely seen as very resistant places for innovation. To address the importance and challenges of implementing new pedagogies, this paper brings together leading experts to reflect on key areas of pedagogy. In particular, each chapter addresses a pedagogical dimension that together offers a conceptual framework for action. This framework moves beyond a fragmented focus on specific innovations. In doing so, it helps explain how innovative pedagogies may be developed, applied and scaled. Amelia Peterson's first contribution shows how fundamental purpose is to pedagogy, while Hanna Dumont's section explores adaptive teaching as a cross-cutting concept over a range of different pedagogical approaches. Then the paper moves to discuss the importance of understanding pedagogies as combinations, which Amelia Peterson defines as two layers: one combining discrete teaching practices and another that combines approaches to meet long-term educational goals. Marc Lafuente looks first at content domains (mathematics, non-native languages, and socio-emotional learning) and how they relate to pedagogies. He then contributes to the thinking on "new learners" and technology, as important context influencing pedagogical choices and implementation. The final section by Nancy Law is focused on change, through the particular prism of technology-enhanced pedagogical innovations. Her analysis moves towards a theory of change that takes account of the need for alignment at the different levels of the educational system. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens