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Studienausstieg - und dann? Der Übergang in Ausbildung und Beruf aus Sicht von Arbeitgeberinnen und […]
Neugebauer, Martin; Bröder, Charlotte; Daniel, Annabell
Monographie
| Bielefeld: wbv Media | 2021
42050 Endnote
Autor*innen:
Neugebauer, Martin; Bröder, Charlotte; Daniel, Annabell
Titel:
Studienausstieg - und dann? Der Übergang in Ausbildung und Beruf aus Sicht von Arbeitgeberinnen und Arbeitgebern
Erscheinungsvermerk:
Bielefeld: wbv Media, 2021
DOI:
10.3278/I70179
URL:
https://www.wbv.de/openaccess/themenbereiche/hochschule-und-wissenschaft/shop/detail/name/_/0/1/I70179/facet/I70179///////nb/0/category/1754.html
Dokumenttyp:
Monographien (Autorenschaft); Monographie
Sprache:
Deutsch
Schlagwörter:
Studienabbruch; Bewerber; Übergang Studium - Beruf; Arbeitsmarkt; Integration; Arbeitgeber; Stichprobe; Einstellung <Arbeitsrecht>; Bewertung; Befragung; Deutschland
Abstract:
Angesichts steigender Studierendenzahlen und konstant hoher Studienabbruchquoten wächst die Anzahl an Studienaussteiger:innen seit Jahren an. Eine gelungene Arbeitsmarktintegration dieser wachsenden Personengruppe ist aus wirtschafts- und bildungspolitischer Sicht hoch relevant, nicht zuletzt aufgrund des regelmäßig konstatierten Fachkräftemangels. Bislang ist allerdings nur wenig darüber bekannt, bei welchen Unternehmen sich Studienaussteiger:innen bewerben und wie Personalverantwortliche in Unternehmen Studienaussteiger:innen beurteilen. Hier knüpft der vorliegende Beitrag an. Er basiert auf einer Zufallsstichprobe von über 1.000 Unternehmen, die Stellen im kaufmännischen oder im IT-Bereich ausgeschrieben hatten. Die Publikation gliedert sich in zwei Abschnitte und beantwortet folgende übergreifende Fragen: I. Wo bewerben sich Studienaussteiger:innen und wie werden diese Bewerbungen von Unternehmen bewertet? II. In welchen Unternehmen werden Studienaussteiger:innen bereits beschäftigt und welche Erfahrungen haben Unternehmen mit ihnen gemacht? Die Ergebnisse zeigen sowohl Chancen als auch Hemmnisse einer gelingenden Integration von Studienaussteiger:innen in den Ausbildungs- und Arbeitsmarkt auf. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Change in mental health symptoms during the COVID-19 pandemic. The role of appraisals and daily […]
Brose, Annette; Blanke, Elisabeth S.; Schmiedek, Florian; Kramer, Andrea C.; Schmidt, Andrea; […]
Zeitschriftenbeitrag
| In: Journal of Personality | 2021
40575 Endnote
Autor*innen:
Brose, Annette; Blanke, Elisabeth S.; Schmiedek, Florian; Kramer, Andrea C.; Schmidt, Andrea; Neubauer, Andreas B.
Titel:
Change in mental health symptoms during the COVID-19 pandemic. The role of appraisals and daily life experiences
In:
Journal of Personality, 89 (2021) 3, S. 468-482
DOI:
10.1111/jopy.12592
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jopy.12592
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Affekt; Emotionaler Zustand; Bewertung; Pandemie; Stress; Wohlbefinden; Achtsamkeit; Psychohygiene; Alltag; Erfahrung; Empirische Untersuchung; Tagebuch; Pretest; Deutschland
Abstract:
Intro: When confronted with major threats, people often experience decline in well‐being. The central purpose of this study was to identify mechanisms underlying change of well‐being in times of threat, using the example of the COVID‐19 pandemic, with a focus on appraisals of the pandemic and affective states, stress, as well as mindfulness in daily life. Methods: We conducted a study across 3.5 weeks, including pretest, posttest, and a diary phase in‐between. We worked with a sample of 460 adults, pre‐ and post‐test information, as well as 7189 observations from the diary phase. Results: Results showed that deterioration in mental health symptoms across the duration of the study was associated with (a) change towards less fortunate appraisals of the pandemic and (b), more negative affect and less mindfulness in daily life. Furthermore, appraisals of the pandemic at pretest predicted experiences in daily life, with more negative appraisals of the pandemic predicting more negative affect and stressor occurrence as well as less mindfulness. Discussion: These findings speak to the dynamic nature of well‐being and appraisals in times of threat, and highlight the role of experiences in daily life in changes in well‐being. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Facilitation of information literacy through a multilingual MOOC considering cultural aspects
Dreisiebner, Stefan; Polzer, Anna Katharina; Robinson, Lyn; Libbrecht, Paul; […]
Zeitschriftenbeitrag
| In: Journal of Documentation | 2021
40969 Endnote
Autor*innen:
Dreisiebner, Stefan; Polzer, Anna Katharina; Robinson, Lyn; Libbrecht, Paul; Boté-Vericad, Juan-José; Urbano, Cristóbal; Mandl, Thomas; Vilar, Polona; Žumer, Maja; Pehar, Franjo; Stričević, Ivanka
Titel:
Facilitation of information literacy through a multilingual MOOC considering cultural aspects
In:
Journal of Documentation, 77 (2021) 3, S. 777-797
DOI:
10.1108/JD-06-2020-0099
URL:
https://www.emerald.com/insight/content/doi/10.1108/JD-06-2020-0099/full/html
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Deutschland; Großbritannien; Kroatien; Spanien; Katalonien; Slovenien; Österreich; Informationskompetenz; MOOC <Massive Open Online Course>; Mehrsprachigkeit; Übersetzung; Interkulturelle Differenz; Student; Wissenserwerb; Einstellung <Psy>; Hochschullehrer; Bewertung; Evaluation; Deutsch; Englisch; Katalanisch; Kroatisch; Slovenisch; Spanisch
Abstract:
Purpose: The purpose of this paper is to demonstrate the rationale, technical framework, content creation workflow and evaluation for a multilingual massive open online course (MOOC) to facilitate information literacy (IL) considering cultural aspects. Design/methodology/approach: A good practice analysis built the basis for the technical and content framework. The evaluation approach consisted of three phases: first, the students were asked to fill out a short self-assessment questionnaire and a shortened adapted version of a standardized IL test. Second, they completed the full version of the IL MOOC. Third, they were asked to fill out the full version of a standardized IL test and a user experience questionnaire. Findings: The results show that first the designed workflow was suitable in practice and led to the implementation of a full-grown MOOC. Second, the implementation itself provides implications for future projects developing multilingual educational resources. Third, the evaluation results show that participants achieved significantly higher results in a standardized IL test after attending the MOOC as mandatory coursework. Variations between the different student groups in the participating countries were observed. Fourth, self-motivation to complete the MOOC showed to be a challenge for students asked to attend the MOOC as nonmandatory out-of-classroom task. It seems that multilingual facilitation alone is not sufficient to increase active MOOC participation. Originality/value: This paper presents an innovative approach of developing multilingual IL teaching resources and is one of the first works to evaluate the impact of an IL MOOC on learners' experience and learning outcomes in an international evaluation study. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Development and evaluation of a framework for the performance-based testing of ICT skills
Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Horz, Holger; Hartig, Katja; […]
Zeitschriftenbeitrag
| In: Frontiers in Education | 2021
41203 Endnote
Autor*innen:
Engelhardt, Lena; Naumann, Johannes; Goldhammer, Frank; Frey, Andreas; Horz, Holger; Hartig, Katja; Wenzel, S. Franziska C.
Titel:
Development and evaluation of a framework for the performance-based testing of ICT skills
In:
Frontiers in Education, 6 (2021) , S. 668860
DOI:
10.3389/feduc.2021.668860
URL:
https://www.frontiersin.org/articles/10.3389/feduc.2021.668860/full
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Informations- und Kommunikationstechnologie; Praktische Fertigkeit; Wissen; Problemlösen; Textverständnis; Bildverstehen; Bewertung; Modell; Item; Entwicklung; Testvalidität; Itemanalyse; Rasch-Modell; Implementation; Evaluation; Test; Testverhalten; Schüler; Sekundarstufe I; Baden-Württemberg; Rheinland-Pfalz; Deutschland
Abstract (english):
This paper addresses the development of performance-based assessment items for ICT skills, skills in dealing with information and communication technologies, a construct which is rather broadly and only operationally defined. Item development followed a construct-driven approach to ensure that test scores could be interpreted as intended. Specifically, ICT-specific knowledge as well as problem-solving and the comprehension of text and graphics were defined as components of ICT skills and cognitive ICT tasks (i.e., accessing, managing, integrating, evaluating, creating). In order to capture the construct in a valid way, design principles for constructing the simulation environment and response format were formulated. To empirically evaluate the very heterogeneous items and detect malfunctioning items, item difficulties were analyzed and behavior-related indicators with item-specific thresholds were developed and applied. The 69 item's difficulty scores from the Rasch model fell within a comparable range for each cognitive task. Process indicators addressing time use and test-taker interactions were used to analyze whether most test-takers executed the intended processes, exhibited disengagement, or got lost among the items. Most items were capable of eliciting the intended behavior; for the few exceptions, conclusions for item revisions were drawn. The results affirm the utility of the proposed framework for developing and implementing performance-based items to assess ICT skills. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Integrating information from multiple texts relates to pre-service teachers' epistemic products for […]
Hartmann, Ulrike; Kindlinger, Marcus; Trempler, Kati
Zeitschriftenbeitrag
| In: Teaching and Teacher Education | 2021
40622 Endnote
Autor*innen:
Hartmann, Ulrike; Kindlinger, Marcus; Trempler, Kati
Titel:
Integrating information from multiple texts relates to pre-service teachers' epistemic products for reflective teaching practice.
In:
Teaching and Teacher Education, 97 (2021) 1, S. 103205
DOI:
10.1016/j.tate.2020.103205
URL:
https://www.sciencedirect.com/science/article/pii/S0742051X20313962?via%3Dihub
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Lehrerausbildung; Referendariat; Text; Quelle; Integration; Reflexion <Phil>; Referendar; Kompetenz; Unterrichtsvorbereitung; Experte; Bewertung; Qualitative Forschung; Inhaltsanalyse
Abstract (english):
Integrating information from multiple texts is a core aspect of pre-service teachers' preparation for reflective teaching practice. This study connects research on multiple text use with teachers' epistemic reflexivity. Using qualitative content analysis, we investigate how information is integrated to explain real pedagogical situations in essays by 87 pre-service teachers. Competent text integration was related to a higher number of reflexive statements. These analyses are supplemented with an expert rating, showing that essays with competent text integration were rated higher on the quality of their conclusions for professional teaching practice than those without substantial text integration.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Measuring hygiene competence. The picture-based situational judgement test HygiKo
Heininger, Susanne Katharina; Baumgartner, Maria; Zehner, Fabian; Burgkart, Rainer; Söllner, Nina; […]
Zeitschriftenbeitrag
| In: BMC Medical Education | 2021
41439 Endnote
Autor*innen:
Heininger, Susanne Katharina; Baumgartner, Maria; Zehner, Fabian; Burgkart, Rainer; Söllner, Nina; Berberat, Pascal O.; Gartmeier, Martin
Titel:
Measuring hygiene competence. The picture-based situational judgement test HygiKo
In:
BMC Medical Education, 21 (2021) , S. 410
DOI:
10.1186/s12909-021-02829-y
URL:
https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-021-02829-y
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Hygiene; Kompetenz; Testverfahren; Gesundheitswesen; Medizin; Student; Arzt; Medizinisches Personal; Situation; Bewertung; Vignette; Item-Response-Theory; Rasch-Modell
Abstract:
Background: With the onset of the COVID-19 pandemic at the beginning of 2020, the crucial role of hygiene in healthcare settings has once again become very clear. For diagnostic and for didactic purposes, standardized and reliable tests suitable to assess the competencies involved in "working hygienically" are required. However, existing tests usually use self-report questionnaires, which are suboptimal for this purpose. In the present study, we introduce the newly developed, competence-oriented HygiKo test instrument focusing health-care professionals' hygiene competence and report empirical evidence regarding its psychometric properties. Methods: HygiKo is a Situational Judgement Test (SJT) to assess hygiene competence. The HygiKo-test consists of twenty pictures (items), each item presents only one unambiguous hygiene lapse. For each item, test respondents are asked (1) whether they recognize a problem in the picture with respect to hygiene guidelines and, (2) if yes, to describe the problem in a short verbal response. Our sample comprised n = 149 health care professionals (79.1 % female; age: M = 26.7 years, SD = 7.3 years) working as clinicians or nurses. The written responses were rated by two independent raters with high agreement (α > 0.80), indicating high reliability of the measurement. We used Item Response Theory (IRT) for further data analysis. Results: We report IRT analyses that show that the HygiKo-test is suitable to assess hygiene competence and that it allows to distinguish between persons demonstrating different levels of ability for seventeen of the twenty items), especially for the range of low to medium person abilities. Hence, the HygiKo-SJT is suitable to get a reliable and competence-oriented measure for hygiene-competence. Conclusions: In its present form, the HygiKo-test can be used to assess the hygiene competence of medical students, medical doctors, nurses and trainee nurses in cross-sectional measurements. In order to broaden the difficulty spectrum of the current test, additional test items with higher difficulty should be developed. The Situational Judgement Test designed to assess hygiene competence can be helpful in testing and teaching the ability of working hygienically. Further research for validity is needed. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Content-specificity of teachers' judgment accuracy regarding students' academic achievement
Kolovou, Dimitra; Naumann, Alexander; Hochweber, Jan; Praetorius, Anna-Katharina
Zeitschriftenbeitrag
| In: Teaching and Teacher Education | 2021
41044 Endnote
Autor*innen:
Kolovou, Dimitra; Naumann, Alexander; Hochweber, Jan; Praetorius, Anna-Katharina
Titel:
Content-specificity of teachers' judgment accuracy regarding students' academic achievement
In:
Teaching and Teacher Education, 100 (2021) , S. 103298
DOI:
10.1016/j.tate.2021.103298
URN:
urn:nbn:de:0111-pedocs-238937
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238937
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Schülerleistung; Lehrer; Bewertung; Genauigkeit; Konsistenz <Psy>; Unterrichtsfach; Bildungsinhalt; Mathematik; Deutsch; Test; Mehrebenenanalyse; Multivariate Analyse; Modell; Sekundarstufe I; Schuljahr 07; Empirische Untersuchung; Zürich; Kanton; Schweiz
Abstract:
Teachers' accuracy in judging students' achievement is often assumed to be a general ability of teachers. Based on this assumption, teachers should be at least consistent in their accuracy across different content domains within a school subject. Yet, this assumption has rarely been investigated empirically so far. Data from 54 mathematics teachers (N = 1170 students) and 55 language teachers (N = 1255 students) were analysed using a Bayesian multivariate multilevel modelling approach. Results indicate that latent accuracy measures across content domains indeed are substantially correlated within both investigated subjects, but may still be considered to represent different dimensions. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Measuring system competence in education for sustainable development
Roczen, Nina; Fischer, Frank; Fögele, Janis; Hartig, Johannes; Mehren, Rainer
Zeitschriftenbeitrag
| In: Sustainability | 2021
41188 Endnote
Autor*innen:
Roczen, Nina; Fischer, Frank; Fögele, Janis; Hartig, Johannes; Mehren, Rainer
Titel:
Measuring system competence in education for sustainable development
In:
Sustainability, 13 (2021) 9, S. 4932
DOI:
10.3390/su13094932
URN:
urn:nbn:de:0111-pedocs-238471
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-238471
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Bildung; Nachhaltige Entwicklung; Systemkompetenz; Testentwicklung; Messung; Bewertung; Schuljahr 08; Schuljahr 09; Gesamtschule; Realschule; Hauptschule; Gymnasium; Bayern; Hessen; Nordrhein-Westfalen; Deutschland
Abstract (english):
This paper presents the development of an instrument for the assessment of system competence in the field of Education for Sustainable Development (ESD). Based on an already existing, more complex model of system competence for the school subject geography, we have developed a test that refers to central themes and principles of ESD using exclusively closed answer formats. Building on the results of cognitive laboratories and expert feedback from various fields, the instrument was (further) developed in an iterative process of feedback and revision. We conducted a quantitative pilot study with N = 366 8th and 9th grade students. The results indicate that the development of our system competence test was successful-the overall test yielded a high reliability and only very few items were not working as intended. Furthermore, the difficulties of the items were appropriate for the ability levels of the students and the results of a confirmatory factor analysis (CFA) suggest that the newly developed test measures system competence with one dimension. As the test is compact, easy to interpret, and yet reliable, it is particularly suitable for monitoring purposes in the field of ESD.
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Distance learning, parent-child interactions, and affective well-being of parents and children […]
Schmidt, Andrea; Kramer, Andrea C.; Brose, Annette; Schmiedek, Florian; Neubauer, Andreas B.
Zeitschriftenbeitrag
| In: Developmental Psychology | 2021
42137 Endnote
Autor*innen:
Schmidt, Andrea; Kramer, Andrea C.; Brose, Annette; Schmiedek, Florian; Neubauer, Andreas B.
Titel:
Distance learning, parent-child interactions, and affective well-being of parents and children during the COVID-19 pandemic. A diary study
In:
Developmental Psychology, 57 (2021) 10, S. 1719-1734
DOI:
10.1037/dev0001232
URL:
https://doi.apa.org/fulltext/2022-06056-013.html
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Pandemie; Fernunterricht; Hausunterricht; Eltern; Kind; Interaktion; Kind-Eltern-Beziehung; Affekt; Wohlbefinden; Alltag; Belastung; Bewertung; Fragebogen; Online; Stichprobe; Mehrebenenanalyse; Empirische Untersuchung; Deutschland
Abstract:
To slow down the spread of the COVID-19 virus, schools around the world were closed in early 2020, transferring children's scholastic activities to the homes and imposing a massive burden on parents and school-age children. Using data of a 21-day diary study conducted between March and April 2020 in Germany, this work examined whether (a) distance learning and (b) parents' involvement therein were associated with negative parent-child interactions and affective well-being of parents and children, over and above the effect of daily stressors. Participants were 562 parents (489 mothers, Mage = 42.79, SDage = 6.12, range = 25-63) most of whom were married (n = 382, 68.0%). They responded to the daily items with respect to the youngest child living in their household (Mage = 9.74, SDage = 2.81, range = 6-19). On days when children were working on school tasks, parents reported more negative parent-child interactions as well as lower parental and child positive affect and higher child negative affect, but not higher parental negative affect. Moreover, days when parents were more heavily involved in learning (i.e., when children worked less independently) were days with more negative parent-child interactions, lower parental and child positive affect, and higher parental and child negative affect. Negative parent-child interactions were linked to lower affective well-being of parents and children, and partially accounted for the relation among daily stressors and affective well-being. The present work highlights the need for measures to better support school-age children and their parents during distance learning. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
Virtual academic conferences as learning spaces. Factors associated with the perceived value of […]
Seidenberg, Nina; Scheffel, Maren; Kovanovic, Vitomir; Lynch, Grace; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: Journal of Computer Assisted Learning | 2021
42175 Endnote
Autor*innen:
Seidenberg, Nina; Scheffel, Maren; Kovanovic, Vitomir; Lynch, Grace; Drachsler, Hendrik
Titel:
Virtual academic conferences as learning spaces. Factors associated with the perceived value of purely virtual conferences
In:
Journal of Computer Assisted Learning, 37 (2021) 6, S. 1694-1707
DOI:
10.1111/jcal.12614
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jcal.12614
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Konferenz; Videokonferenz; Online; Pandemie; Wissenschaftler; Lernen; Soziale Interaktion; Kommunikation; Vernetzung; Fachkonferenz; Wahrnehmung; Bewertung; Befragung; Umfrage; Datenanalyse; Empirische Untersuchung
Abstract:
Background: The COVID-19 outbreak came with an unprecedented opportunity to investigate how the new reality of social distancing and limited international travel will affect the organization of academic conferences. Objectives: Drawing on conceptualization of academic conferences as professional learning spaces, in this study, we examine the factors associated with the perceived value of purely virtual academic conferences and how such perceptions differ between participants from different research fields. The aim was to gain knowledge about factors that should be considered when designing a virtual conference. Methods: Survey data from participants of three different virtual conferences were collected (N = 311). Kendall's rank correlation and χ2-analyses were performed. Results and Conclusion: Results show satisfaction with social interaction, the extent to which presentations met participants' topics of interest and the perceived importance of learning and getting an overview on the research topic to be related to the value rating. Researchers from different research fields differ significantly in their opinion about the most appropriate conference format regarding getting an overview on the research topic. For some researchers, virtual participation might be a valuable alternative to attending a conference in person. The study serves as a first attempt to understand how and for which target groups virtual conferences serve as a valuable learning event. Further research on this conference format is needed. Lay Description What is already known about the topic: Prior to the pandemic only a few academic conferences were held purely virtual, thus scientific knowledge about this event format was rather scarce. Research on face-to-face conferences identified these events as platforms for networking and learning with a focus on social interaction. Mainly informal social interaction and networking is limited in the virtual space. What this paper adds: First insights how and for which target groups virtual conferences serve as a valuable learning event. Perceptions about the most appropriate conference format regarding certain conference aspects among researchers from different fields. Implications for practice: Formal interaction opportunities should be considered when designing a virtual conference. Virtual conferences are valuable events especially for those people, who focus on learning.
DIPF-Abteilung:
Informationszentrum Bildung
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