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Atteggiamenti dei docenti nei confronti dell'inclusione scolastica
Vergani, Francesca; Kielblock, Stephan
Zeitschriftenbeitrag
| In: L'integrazione scolastica e sociale | 2021
41079 Endnote
Autor*innen:
Vergani, Francesca; Kielblock, Stephan
Titel:
Atteggiamenti dei docenti nei confronti dell'inclusione scolastica
In:
L'integrazione scolastica e sociale, 20 (2021) 1, S. 124-156
DOI:
10.14605/ISS2012106
URN:
urn:nbn:de:0111-pedocs-237445
URL:
https://rivistedigitali.erickson.it/integrazione-scolastica-sociale/archivio/vol-20-n-1/atteggiamenti-dei-docenti-nei-confronti-dellinclusione-scolastica/
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Sonstiges
Schlagwörter:
Inklusion; Lehrer; Einstellung <Psy>; Selbstwirksamkeit; Fragebogen; Übersetzung; Italienisch; Anpassung; Validität
Abstract:
Nel campo dell'inclusione scolastica grande interesse è attualmente rivolto alla misurazione degli atteggiamenti dei docenti verso l'inclusione. L'approfondimento della letteratura ha evidenziato, però, scarsa coerenza fra gli strumenti esistenti e un paradigma inclusivo non centrato esclusivamente sugli studenti con disabilità. Individuato in Kielblock, 2018 uno strumento coerente in tal senso, lo scopo di questo studio è la traduzione e validazione in italiano di tale questionario. Il processo ha previsto una double-blind back-translation; un adattamento culturale in collaborazione con ricercatori e docenti; una validazione statistica su un campione di 272 docenti. Il risultato è un questionario di 26 item complessivi, con solide proprietà univariate, buona coerenza fattoriale e adeguata affidabilità (α = 0,811 per la scala sugli atteggiamenti; α = 0,785 per la scala sull'autoefficacia). (DIPF/Orig.)
Abstract (english):
In the field of inclusive education, there is currently great interest in measuring the attitudes of teachers towards inclusion. An in-depth study of literature has shown, however, a lack of coherence between the existing tools, and an inclusive paradigm which is not focused exclusively on students with disabilities. Having identified (Kielblock, 2018) a coherent instrument, the purpose of this study is the Italian translation and validation of this questionnaire. The process involved double-blind back-translation; cultural adaptation in collaboration with researchers and teachers; and statistical validation on a sample of 272 teachers. The result is a questionnaire of 26 items, with solid univariate properties, good factorial consistency and appropriate reliability (α = 0.811 for the attitude scale, α = 0.785 for the self-efficacy scale). (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Differential associations of school practices with achievement and sense of belonging of immigrant […]
He, Jia; Fischer, Jessica
Zeitschriftenbeitrag
| In: Journal of Applied Developmental Psychology | 2020
39615 Endnote
Autor*innen:
He, Jia; Fischer, Jessica
Titel:
Differential associations of school practices with achievement and sense of belonging of immigrant and non-immigrant students
In:
Journal of Applied Developmental Psychology, 67 (2020) , S. 101089
DOI:
10.1016/j.appdev.2019.101089
URL:
https://www.sciencedirect.com/science/article/pii/S0193397319301078?dgcid=aut10.1016/j.appdev.2019.101089hor
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Deutschland; Italien; Spanien; Schüler; Immigrant; Lernergebnis; Schulische Integration; Einflussfaktor; Homogene Gruppierung; Notengebung; Schulpraxis; Außerunterrichtliche Aktivität; Mehrebenenanalyse; Datenanalyse; PISA <Programme for International Student Assessment>
Abstract (english):
We are interested in identifying "malleable" school and classroom practices to enhance immigrant students' learning. Using PISA 2015 data from Germany, Italy, and Spain we test the differential associations of school-level practices with achievement and sense of belonging at school for students with and without an immigrant background. We found that (1) in-school ability grouping was invariably, negatively related to achievement of both student groups, and the effects were stronger for immigrant than nonimmigrant students; (3) grading based on "hard" factors was not related to achievement, but it showed differential associations with sense of belonging in Germany; (4) grading based on "soft" factors and provision of extracurricular activities also showed mixed associations with the outcomes across countries and did not fulfil the potential to enhance immigrant students' outcomes. We discuss these findings and implications. (DIPF/Orig.)
DIPF-Abteilung:
Bildungsqualität und Evaluation
[Rezension des Buches Migration macht Schule, Bildung und Berufsqualifikation von und für […]
Mattes, Monika
Zeitschriftenbeitrag
| In: Erziehungswissenschaftliche Revue | 2019
39662 Endnote
Autor*innen:
Mattes, Monika
Titel:
[Rezension des Buches Migration macht Schule, Bildung und Berufsqualifikation von und für Italienerinnen und Italiener in Zürich, 1960-1980 von P. Eigenmann]
In:
Erziehungswissenschaftliche Revue, 18 (2019) 4
DOI:
10.25656/01:24011
URN:
urn:nbn:de:0111-pedocs-240118
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-240118
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Sprache:
Deutsch
Schlagwörter:
Migration; Migrant; Migrantin; Bildungsangebot; Berufliche Bildung; Schule; Italiener; Zürich; Schweiz; Rezension
DIPF-Abteilung:
Bibliothek für Bildungsgeschichtliche Forschung
TAXI. A taxonomy induction method based on lexico-syntactic patterns, substrings and focused […]
Panchenko, Alexander; Faralli, Stefano; Ruppert, Eugen; Remus, Steffen; Naets, Hubert; […]
Sammelbandbeitrag
| Aus: Association for Computational Linguistics (Hrsg.): Proceedings of the 10th International Workshop on Semantic Evaluation co-located with NAACL 2016 | Stroudsburg; PA: Association for Computational Linguistics | 2016
37068 Endnote
Autor*innen:
Panchenko, Alexander; Faralli, Stefano; Ruppert, Eugen; Remus, Steffen; Naets, Hubert; Fairon, Cédrick; Ponzetto, Simone Paolo; Biemann, Chris
Titel:
TAXI. A taxonomy induction method based on lexico-syntactic patterns, substrings and focused crawling
Aus:
Association for Computational Linguistics (Hrsg.): Proceedings of the 10th International Workshop on Semantic Evaluation co-located with NAACL 2016, Stroudsburg; PA: Association for Computational Linguistics, 2016 , S. 1320-1327
URL:
http://www.aclweb.org/anthology/S16-1206
Dokumenttyp:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Computerlinguistik; Taxonomie; Methode; Sprache; Englisch; Niederländisch; Französisch; Italienisch; Text; Begriff; Struktur; Evaluation
Abstract:
We present a system for taxonomy construction that reached the first place in all sub-tasks of the SemEval 2016 challenge on Taxonomy Extraction Evaluation. Our simple yet effective approach harvests hypernyms with substring inclusion and Hearst-style lexico-syntactic patterns from domain-specific texts obtained via language model based focused crawling. Extracted taxonomies are evaluated on English, Dutch, French and Italian for three domains each (Food, Environment and Science). Evaluations against a gold standard and by human judgment show that our method outperforms more complex and knowledge-rich approaches on most domains and languages. Furthermore, to adapt the method to a new domain or language, only a small amount of manual labour is needed. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Predicting the spelling difficulty of words for language learners
Beinborn, Lisa; Zesch, Torsten; Gurevych, Iryna
Sammelbandbeitrag
| Aus: Association for Computational Linguistic (Hrsg.): Proceedings of the 11th workshop on innovative use of NLP for building educational applications held in conjunction with NAACL 2016 | Stroudsburg; PA: Association for Computational Linguistics | 2016
36973 Endnote
Autor*innen:
Beinborn, Lisa; Zesch, Torsten; Gurevych, Iryna
Titel:
Predicting the spelling difficulty of words for language learners
Aus:
Association for Computational Linguistic (Hrsg.): Proceedings of the 11th workshop on innovative use of NLP for building educational applications held in conjunction with NAACL 2016, Stroudsburg; PA: Association for Computational Linguistics, 2016 , S. 73-83
URL:
https://www.ukp.tu-darmstadt.de/fileadmin/user_upload/Group_UKP/wall/BEA2016_SpellingDifficulty.pdf
Dokumenttyp:
4. Beiträge in Sammelwerken; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Computerlinguistik; Deutsch; Englisch; Fehler; Fremdsprache; Italienisch; Modell; Muttersprache; Phonetik; Psycholinguistik; Rechtschreibung
Abstract (english):
In many language learning scenarios, it is important to anticipate spelling errors. We model the spelling difficulty of words with new features that capture phonetic phenomena and are based on psycholinguistic findings. To train our model, we extract more than 140,000 spelling errors from three learner corpora covering English, German and Italian essays. The evaluation shows that our model can predict spelling difficulty with an accuracy of over 80% and yields a stable quality across corpora and languages. In addition, we provide a thorough error analysis that takes the native language of the learners into account and provides insights into cross-lingual transfer effects. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Innovative Ansätze der Lehrerbildung im Ausland
Döbert, Hans; Kopp, Botho von; Weishaupt, Horst (Hrsg.)
Sammelband
| Münster: Waxmann | 2014
34981 Endnote
Herausgeber*innen:
Döbert, Hans; Kopp, Botho von; Weishaupt, Horst
Titel:
Innovative Ansätze der Lehrerbildung im Ausland
Erscheinungsvermerk:
Münster: Waxmann, 2014 (Studien zu International und Interkulturell Vergleichenden Erziehungswissenschaften, 19)
Dokumenttyp:
2. Herausgeberschaft; Monographie
Sprache:
Englisch; Deutsch
Schlagwörter:
Analyse; Australien; Bildungspolitik; Bologna-Prozess; Dänemark; Deutschland; England; Frankreich; Hochschulzulassung; Innovation; Italien; Kompetenz; Lehramtsstudium; Lehrer; Lehrerausbildung; Lehrerfortbildung; Lettland; Norwegen; Organisation; Österreich; Polen; Portugal; Professionalisierung; Qualität; Referendariat; Schulpraktikum; Schweden; Spanien; Struktur
Abstract:
Bis heute ist die Suche nach überzeugenden Lösungen für die Ausbildung und die berufsbegleitende Fort- und Weiterbildung von Lehrkräften, die den zunehmenden Anforderungen an den Lehrerberuf gerecht werden, von kontroversen Debatten begleitet. Insbesondere seit den Ergebnissen internationaler Leistungsstudien gibt es zahlreiche Herausforderungen für eine Neustrukturierung der Lehrerbildung. Dieser Sammelband nimmt den Auftrag des BMBF, innovative Ansätze aus der internationalen Diskussion zur Lehrerbildung zu ermitteln, als Ausgangspunkt und will mit den hier vorgestellten innovativen Maßnahmen und Überlegungen Denkimpulse für die deutsche Debatte zur Reform der Lehrerbildung geben. Diese Publikation vereint internationale Beiträge zur aktuellen Entwicklung der Lehrerbildung in Australien, England, Frankreich, Italien bis hin zu Lettland, Portugal und Skandinavien. (DIPF/Verlag)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Leadership styles and school climate variables of the Pashiardis-Brauckmann Holistic Leadership […]
Pashiardis, Petros; Brauckmann, Stefan
Sammelbandbeitrag
| Aus: Pashiardis, Petros (Hrsg.): Modeling school leadership across Europe: In search of new frontiers | Dordrecht: Springer | 2014
34009 Endnote
Autor*innen:
Pashiardis, Petros; Brauckmann, Stefan
Titel:
Leadership styles and school climate variables of the Pashiardis-Brauckmann Holistic Leadership Framework. An intimate relationship?
Aus:
Pashiardis, Petros (Hrsg.): Modeling school leadership across Europe: In search of new frontiers, Dordrecht: Springer, 2014 , S. 89-106
DOI:
10.1007/978-94-007-7290-8_5
URL:
http://link.springer.com/chapter/10.1007/978-94-007-7290-8_5
Dokumenttyp:
4. Beiträge in Sammelwerken; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Befragung; Deutschland; Einflussfaktor; Elternmitwirkung; Empirische Untersuchung; England; Erwartung; Evaluation; Faktorenanalyse; Feedback; Führungsstil; Interaktion; Internationaler Vergleich; Italien; Konzeption; Lehren; Lehrer; Lehrerfortbildung; Lernen; Modell; Niederlande; Norwegen; Schüler; Schulerfolg; Schulklima; Schulleiter; Slowenien; Ungarn
Abstract:
In this chapter, school climate variables are employed in order to explore school principals' influence on student achievement through the Pashiardis-Brauckmann Holistic Leadership Framework. The aim is to identify the mechanisms through which leadership influences student learning. For the purposes of the LISA project, a number of school climate variables were used as mediating variables between the principal's leadership styles and student achievement. All analyses pointed towards a model comprising seven such mediating factors. The seven school climate factors were labeled as follows: professional development opportunities, evaluation and feedback, teacher commitment, parental involvement, teaching and learning practices, student-teacher interactions, and student expectations. Then, an analysis was performed that examined the degree to which school leadership styles reliably predicted school climate variables. The findings suggest that the instructional, the structuring, and the entrepreneurial leadership styles are utilized by school principals in order to enhance student achievement.
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Schulleitungshandeln zwischen deconcentration, devolution und delegation (3D) empirische […]
Brauckmann, Stefan
Zeitschriftenbeitrag
| In: Empirische Pädagogik | 2012
32540 Endnote
Autor*innen:
Brauckmann, Stefan
Titel:
Schulleitungshandeln zwischen deconcentration, devolution und delegation (3D) empirische Annäherungen aus internationaler Perspektive
In:
Empirische Pädagogik, 26 (2012) 1, S. 78-102
URN:
urn:nbn:de:0111-opus-58723
URL:
http://www.pedocs.de/volltexte/2012/5872/pdf/Brauckmann_Schulleitungshandeln_3D_EmpirPaed.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Deutsch
Schlagwörter:
Deutschland; Dezentralisierung; Effektivität; Empirische Untersuchung; England; Führungsstil; Internationaler Vergleich; Italien; Niederlande; Norwegen; Qualität; Schulautonomie; Schulleitung; Schulorganisation; Slowenien; Steuerung; Ungarn
Abstract:
Mit den Initiativen und Maßnahmen zur Sicherung und Entwicklung von einzelschulischer Qualität haben sich die schulsystembezogenen Kontextbedingungen des Schulleitungshandelns in den letzten Jahren verändert. Die 'neuen' Gegebenheiten werden von bildungspolitischer Seite häufig als Ermöglichungsbedingungen für eine stärkere Auseinandersetzung mit effektiven, d. h. ergebnisorientierten Handlungskonzepten verstanden. Für die Schulleitung betreffen diese im Wesentlichen die Nutzung von zugewiesenen erweiterten Handlungsspielräumen und die Verantwortungsübernahme für die an qualitätsorientierten Bezugsnormen ausgerichtete Entwicklung ihrer Schulen. Vor diesem Hintergrund werden nachstehend Befunde aus der explorativ angelegten, international vergleichenden Schulleitungsstudie "Leadership Improvement for Student Achievement" (LISA) zu Zusammenhängen zwischen unterschiedlichen Ausprägungsgraden schulischer Entscheidungsmöglichkeiten und praktizierten Führungsstilen berichtet, die auf mögliche Bruchstellen zwischen der intendierten Ermöglichung und Realisierung effektiven Schulleitungshandelns verweisen.
Abstract (english):
In recent years, initiatives and measures targeting the assurance and development of individual school quality have led to changes in the conditions of school leadership actions in the context of the education systems. From the perspective of educational policy, these "new" contextual conditions are often conceived in terms of enabling an enforced concern for effective (i. e. outcome-oriented) concepts of action. As far as school leaders are concerned, this mainly refers to using assigned enhanced realms of action and taking on responsibility for the development of their schools, based on quality-oriented reference norms. Against this background, findings from an explorative, international comparative school leadership study, "Leadership Improvement for Student Achievement" (LISA), are reported, investigating into the relationship between different degrees of "school autonomy" and applied leadership styles, delivering insights into possible points of breakage between intended enablement and actual implementation of effective leadership actions.
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
A validation study of the leadership styles of a holistic leadership theoretical framework
Brauckmann, Stefan; Pashiardis, Petros
Zeitschriftenbeitrag
| In: International Journal of Educational Management | 2011
30885 Endnote
Autor*innen:
Brauckmann, Stefan; Pashiardis, Petros
Titel:
A validation study of the leadership styles of a holistic leadership theoretical framework
In:
International Journal of Educational Management, 25 (2011) 1, S. 11-32
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Arbeitsbedingungen; Deutschland; Effektivität; Einflussfaktor; Empirische Untersuchung; Führungsstil; Großbritannien; Internationaler Vergleich; Italien; Lehrer; Lernerfolg; Niederlande; Norwegen; Qualität; Schülerleistung; Schulleistung; Schulleiter; Schulleitung; Sekundarbereich; Slowenien; Ungarn; Unterricht; Wirkung
Abstract (english):
The overall purpose of the European Union-funded Leadership Improvement for Student Achievement (LISA) project was to explore how leadership styles, as conceptualized in the developed dynamic holistic leadership framework, directly or indirectly affect student achievement at the lower secondary level of education in seven European countries. This paper seeks to address this issue. In its methodological design the study is a mixture of research methods and collaborative action research shared by acting school leaders and researchers. A series of statistical analyses was carried out in order to gather evidence whether the data from the LISA project supported the initially developed holistic leadership theoretical framework. Consequently, first some descriptive statistics are introduced in order to acquaint the reader with the kind of data the survey used from the schoolteacher questionnaires. Further, some explanations are laid out with regard to the methodologies employed in order to analyze the data, such as the treatment of missing data and exploratory and confirmatory factor analysis structural equation models (SEM); then, a description of the main findings is offered through the analyses, which were conducted in order to predict school performance level from the relevant leadership style, followed by between-countries comparisons and analyses. Finally, an in-depth discussion and interpretations of the main findings - both integrative and concludive in nature - are offered. The quantitative analyses stemming from confirmatory factor analysis and SEM identified five robust underlying dimensions of practised leadership styles across the seven participating European countries. Furthermore, the findings stemming from the logistic regression analyses pointed out clearly the complementary inter-relationships of the main research questions of the study and analytical strands, especially with regard to the impact of certain intermediate variables on student achievement. The expected results of this approach are predominantly assumed/seen as an enrichment in the grounding of hypothetical and theoretical ideas as well as professional development for both school principals and researchers. Such an equal contribution of school leaders and school leaders' organizations and researchers could probably provide a model for future professional development programs for both groups of professionals. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
A validation study of the leadership styles of a holistic leadership theoretical framework. […]
Brauckmann, Stefan; Pashiardis, Petros
Zeitschriftenbeitrag
| In: Journal for Educational Research [Taiwan] | 2011
32133 Endnote
Autor*innen:
Brauckmann, Stefan; Pashiardis, Petros
Titel:
A validation study of the leadership styles of a holistic leadership theoretical framework. Translated into Taiwanese and republished with permission from Emerald Group Publishing Limited: International Journal of Educational Management, 25(2011)1, 11-32
In:
Journal for Educational Research [Taiwan], (2011) 206, S. 112- 118
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Sonstiges
Schlagwörter:
Arbeitsbedingungen; Deutschland; Effektivität; Einflussfaktor; Empirische Untersuchung; Führungsstil; Großbritannien; Internationaler Vergleich; Italien; Lehrer; Niederlande; Norwegen; Qualität; Schülerleistung; Schulleistung; Schulleiter; Schulleitung; Sekundarbereich; Slowenien; Ungarn; Unterricht; Wirkung
Abstract (english):
The overall purpose of the European Union-funded Leadership Improvement for Student Achievement (LISA) project was to explore how leadership styles, as conceptualized in the developed dynamic holistic leadership framework, directly or indirectly affect student achievement at the lower secondary level of education in seven European countries. This paper seeks to address this issue. In its methodological design the study is a mixture of research methods and collaborative action research shared by acting school leaders and researchers. A series of statistical analyses was carried out in order to gather evidence whether the data from the LISA project supported the initially developed holistic leadership theoretical framework. Consequently, first some descriptive statistics are introduced in order to acquaint the reader with the kind of data the survey used from the schoolteacher questionnaires. Further, some explanations are laid out with regard to the methodologies employed in order to analyze the data, such as the treatment of missing data and exploratory and confirmatory factor analysis structural equation models (SEM); then, a description of the main findings is offered through the analyses, which were conducted in order to predict school performance level from the relevant leadership style, followed by between-countries comparisons and analyses. Finally, an in-depth discussion and interpretations of the main findings - both integrative and concludive in nature - are offered. The quantitative analyses stemming from confirmatory factor analysis and SEM identified five robust underlying dimensions of practised leadership styles across the seven participating European countries. Furthermore, the findings stemming from the logistic regression analyses pointed out clearly the complementary inter-relationships of the main research questions of the study and analytical strands, especially with regard to the impact of certain intermediate variables on student achievement. The expected results of this approach are predominantly assumed/seen as an enrichment in the grounding of hypothetical and theoretical ideas as well as professional development for both school principals and researchers. Such an equal contribution of school leaders and school leaders' organizations and researchers could probably provide a model for future professional development programs for both groups of professionals. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
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