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Theory-based behavioral indicators for children's purchasing self-control in a computer-based […]
Drake, Philine; Hartig, Johannes; Froitzheim, Manuel; Mau, Gunnar; Schramm-Klein, Hanna; […]
Zeitschriftenbeitrag
| In: European Journal of Psychological Assessment | 2023
43877 Endnote
Autor*innen:
Drake, Philine; Hartig, Johannes; Froitzheim, Manuel; Mau, Gunnar; Schramm-Klein, Hanna; Schuhen, Michael
Titel:
Theory-based behavioral indicators for children's purchasing self-control in a computer-based simulated supermarket
In:
European Journal of Psychological Assessment, 39 (2023) 4, S. 289-298
DOI:
10.1027/1015-5759/a000757
URL:
https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000757
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Aufgabe; Computerunterstütztes Verfahren; Deutschland; Empirische Untersuchung; Grundschule; Impulsivität; Indikator; Kind; Kompetenz; Konsum; Korrelation; Logdatei; Schuljahr 03; Schuljahr 04; Selbstbeherrschung; Simulation; Strukturgleichungsmodell; Test; Verhalten
Abstract:
The present study aims to investigate elementary school children's self-control as an important aspect of their purchasing literacy in a simulated supermarket. To this end, 136 children were asked to shop on a limited budget and work through a given shopping list. We processed the data of this task in two ways: First, we combined process and product data into a common score for a differentiated assessment of task performance. Second, we derived theory-based behavioral indicators from the log data. By means of a structural equation model, we confirmed that the covariance between them could be explained by a factor of self-control. Within the structural equation model, we also investigated whether self-controlled behavior mediated the relationship between self-reported impulsivity and task performance. This could not be confirmed, even though self-controlled behavior was positively related to task performance. Self-control and impulsivity both correlated positively with a distrustful attitude toward advertising. Higher self-control was also significantly related to better monitoring one's finances at the point of sale. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Theory matters: An example of deriving process indicators from log data to assess decision-making […]
Hahnel, Carolin; Jung, Alexander J.; Goldhammer, Frank
Zeitschriftenbeitrag
| In: European Journal of Psychological Assessment | 2023
43713 Endnote
Autor*innen:
Hahnel, Carolin; Jung, Alexander J.; Goldhammer, Frank
Titel:
Theory matters: An example of deriving process indicators from log data to assess decision-making processes in web search tasks
In:
European Journal of Psychological Assessment, 39 (2023) 4, S. 271-279
DOI:
10.1027/1015-5759/a000776
URL:
https://econtent.hogrefe.com/doi/10.1027/1015-5759/a000776
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Clusteranalyse; Computerunterstütztes Verfahren; Dauer; Deutschland; Entscheidung; Informationskompetenz; Internet; Interpretation; Logdatei; Modell; Nutzerverhalten; Problemlösen; Recherche; Student; Test; Theorie
Abstract (english):
Following an extended perspective of evidence-centered design, this study provides a methodological exemplar of the theory-based construction of process indicators from log data. We investigated decision-making processes in web search as the target construct, assuming that individuals follow a heuristic search (focusing on search results vs. websites as a primary information source) and stopping rule (following a satisficing vs. sampling strategy). Drawing on these assumptions, we describe our reasoning for identifying the empirical evidence needed and selecting an assessment to obtain this evidence to derive process indicators that represent groups differentiated by search and stopping rule combinations. To evaluate our approach, we reanalyzed the processing behavior of 150 university students who were requested in four tasks to select a specific website from a list of five search results. We determined the process indicators per item and conducted multiple cluster analyses to investigate group recovery. For each item, we found three clusters, two of which matched our assumptions. Additionally, we explored the consistency of students' cluster membership across items and investigated their relationship with students' skills in evaluating online information. Based on the results, we discuss the tradeoff between construct breadth and process elaboration for deriving meaningful process indicators. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Rule-based process indicators of information processing explain performance differences in PIAAC […]
Hahnel, Carolin; Kröhne, Ulf; Goldhammer, Frank
Zeitschriftenbeitrag
| In: Large-scale Assessments in Education | 2023
43714 Endnote
Autor*innen:
Hahnel, Carolin; Kröhne, Ulf; Goldhammer, Frank
Titel:
Rule-based process indicators of information processing explain performance differences in PIAAC web search tasks
In:
Large-scale Assessments in Education, 11 (2023) , S. 16
DOI:
10.1186/s40536-023-00169-5
URL:
https://largescaleassessmentsineducation.springeropen.com/articles/10.1186/s40536-023-00169-5
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Bewertung; Einflussfaktor; Erwachsener; Indikator; Information; Informationskompetenz; Informationsverhalten; Internationaler Vergleich; Internet; Leistungsmessung; Leistungstest; Lesekompetenz; Logdatei; OECD-Länder; PIAAC <Programme for the International Assessment of Adult Competencies>; Problemlösen; Recherche; Testkonstruktion; Typologie
Abstract:
Background: A priori assumptions about specific behavior in test items can be used to process log data in a rule-based fashion to identify the behavior of interest. In this study, we demonstrate such a top-down approach and created a process indicator to represent what type of information processing (flimsy, breadth-first, satisficing, sampling, laborious) adults exhibit when searching online for information. We examined how often the predefined patterns occurred for a particular task, how consistently they occurred within individuals, and whether they explained task success beyond individual background variables (age, educational attainment, gender) and information processing skills (reading and evaluation skills). Methods: We analyzed the result and log file data of ten countries that participated in the Programme for the International Assessment of Adult Competencies (PIAAC). The information processing behaviors were derived for two items that simulated a web search environment. Their explanatory value for task success was investigated with generalized linear mixed models. Results: The results showed item-specific differences in how frequently specific information processing patterns occurred, with a tendency of individuals not to settle on a single behavior across items. The patterns explained task success beyond reading and evaluation skills, with differences across items as to which patterns were most effective for solving a task correctly. The patterns even partially explained age-related differences. Conclusions: Rule-based process indicators have their strengths and weaknesses. Although dependent on the clarity and precision of a predefined rule, they allow for a targeted examination of behaviors of interest and can potentially support educational intervention during a test session. Concerning adults' digital competencies, our study suggests that the effective use of online information is not inherently based on demographic factors but mediated by central skills of lifelong learning and information processing strategies. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Artificial intelligence on the advance to enhance educational assessment. Scientific clickbait or […]
Zehner, Fabian; Hahnel, Carolin
Zeitschriftenbeitrag
| In: Journal of Computer Assisted Learning | 2023
44215 Endnote
Autor*innen:
Zehner, Fabian; Hahnel, Carolin
Titel:
Artificial intelligence on the advance to enhance educational assessment. Scientific clickbait or genuine gamechanger?
In:
Journal of Computer Assisted Learning, 39 (2023) 3, S. 695-702
DOI:
10.1111/jcal.12810
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jcal.12810
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Datenanalyse; Datenverarbeitung; Empirische Forschung; Künstliche Intelligenz; Leistungsbeurteilung; Logdatei; Technologiebasiertes Testen; Terminologie; Textanalyse; Wissenschaft
Abstract (english):
Contributions in the Special Issue: The special issue assembles papers centring around log data analysis, natural language processing, and machine learning used to advance educational assessment. They demonstrate how semi- and unstructured data such as log and text data can, despite their challenging nature, be handled appropriately to benefit educational assessment. In this editorial, we contextualize the special issue's contributions within the diverse field of modern technology-based assessments. Reflection on Terminology: Moreover, we raise concerns about nowadays' use of the term artificial intelligence (AI) in scientific communication. While the contribution of AI to scientific progress is indisputable, the mere use of methods that have evolved within AI research does not necessarily render tools or studies AI-related. We argue that academics have the social responsibility to adopt accurate terminology, given it is integral to scientific rigour and proper scientific communication. Implications: In view of the inflationary use of the term AI in science, we propose a scheme to locate one's research in the field by focusing on (1) the type of data, (2) the processing involved, and (3) the output of a study and the actions derived from it, which are situated within the (4) scope of a study. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Fostering multiple document comprehension. Motivational factors and its relationship with the use […]
Zink, Theresa; Hahnel, Carolin; Kroehne, Ulf; Deribo, Tobias; Mahlow, Nina; Artelt, Cordula; […]
Zeitschriftenbeitrag
| In: Zeitschrift für Erziehungswissenschaft | 2023
44004 Endnote
Autor*innen:
Zink, Theresa; Hahnel, Carolin; Kroehne, Ulf; Deribo, Tobias; Mahlow, Nina; Artelt, Cordula; Goldhammer, Frank; Naumann, Johannes; Schoor, Cornelia
Titel:
Fostering multiple document comprehension. Motivational factors and its relationship with the use of self-study materials
In:
Zeitschrift für Erziehungswissenschaft, 26 (2023) 3, S. 727-750
DOI:
10.1007/s11618-023-01163-x
URL:
https://link.springer.com/article/10.1007/s11618-023-01163-x
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Deutschland; Dokument; Empirische Untersuchung; Feedback; Fertigkeit; Fragebogen; Kompetenz; Korrelationsanalyse; Logdatei; Material; Motivation; Regressionsanalyse; Selbsteinschätzung; Selbststudium; Student; Test; Text; Universität; Verbesserung; Verstehen
Abstract:
Multiple Document Comprehension (MDC) ist eine wichtige Kompetenz für Studierende, weshalb ihre Verbesserung vorteilhaft ist. Wir nehmen an, dass der wahrgenommene Wert der MDC-Kompetenz wichtig bei der Förderung von MDC ist, da er ein Prädiktor für Verhaltensentscheidungen sein kann, wie z. B. die Bearbeitung von Selbstlernmaterialien. Die Bearbeitung von Selbstlernmaterialien ist typisch für das Lernen an Universitäten, erfordert aber die Motivation, sich in einer Kompetenz wie MDC zu verbessern. Wir definieren die Motivation, sich in MDC zu verbessern, als die Erwartung, den Wert und die damit verbundenen Kosten, sich in MDC zu verbessern. Wir nehmen an, dass die Motivation, sich in MDC zu verbessern, sowohl die Bearbeitung der Selbstlernmaterialien beeinflusst als auch von dem wahrgenommenen Wert der MDC-Kompetenz abhängt. Deshalb wurde in dieser Studie untersucht, ob der wahrgenommene Wert der MDC-Kompetenz die Motivation, sich in MDC zu verbessern, vorhersagt und letztere die Bearbeitung von Selbstlernmaterialien begünstigt. Insgesamt nahmen N = 278 Studierende dreier deutscher Universitäten an einem MDC-Test teil und hatten danach die Möglichkeit, ihre MDC-Kompetenz mit Selbstlernmaterialien zu trainieren. Das Engagement bei der Bearbeitung der Selbstlernmaterialien wurde über die Bearbeitungszeit und die Anzahl der Seitenwechsel gemessen. Die Ergebnisse zeigten, dass der wahrgenommene Wert der MDC-Kompetenz die Motivation, sich in MDC zu verbessern, teilweise vorhersagte. Die weiteren Analysen zeigten im Wesentlichen keine signifikanten Effekte des wahrgenommenen Werts der MDC-Kompetenz und der Motivation, sich zu verbessern, auf das Engagement bei der Bearbeitung der Selbstlernmaterialien. Allerdings deuteten die ausgewerteten Log-Daten darauf hin, dass das Selbstlernmaterial nicht in dem erwarteten Umfang bearbeitet wurde. (DIPF/Orig.)
Abstract (english):
Multiple document comprehension (MDC) is an essential skill for university students, making it beneficial to improve it. We assume that the value assigned to MDC is important to foster MDC since it can be a predictor for behavioral choices, such as working with self-study material. Using self-study material is typical for university learning, but it requires the motivation to improve a skill such as MDC. We define motivation to improve MDC in terms of expectancy, value, and cost to improve MDC. We expect that it is a driving force for working with self-study material on MDC, while it might also depend on the perceived value of MDC. Therefore, this study examined whether the perceived value of MDC predicts the motivation to improve MDC, which is also expected to predict the use of self-study material. A total of 278 students of different majors participated in a MDC assessment and received the opportunity to train their MDC skill with self-study material. The engagement in using the self-study material was measured by the total time and the number of page transitions on the self-study material. The results indicated that the perceived value of MDC partially predicted motivation to improve MDC. However, further analysis revealed mainly no significant effects of the perceived value of MDC and the motivation to improve MDC on the engagement in using the self-study material. However, the log data indicated that the engagement in using the self-study material was not as high as expected. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Disengaged response behavior when the response button is blocked. Evaluation of a micro-intervention
Persic-Beck, Lothar; Goldhammer, Frank; Kroehne, Ulf
Zeitschriftenbeitrag
| In: Frontiers in Psychology. Section Quantitative Psychology and Measurement | 2022
43065 Endnote
Autor*innen:
Persic-Beck, Lothar; Goldhammer, Frank; Kroehne, Ulf
Titel:
Disengaged response behavior when the response button is blocked. Evaluation of a micro-intervention
In:
Frontiers in Psychology. Section Quantitative Psychology and Measurement, 13 (2022) , S. 954532
DOI:
10.3389/fpsyg.2022.954532
URL:
https://www.frontiersin.org/articles/10.3389/fpsyg.2022.954532/full
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Antwort; Datenanalyse; Dauer; Effektivität; Einflussfaktor; Erwachsener; Evaluation; Frage; Intervention; Kompetenz; Leistungstest; Logdatei; Messung; Motivation; Technologiebasiertes Testen; Testkonstruktion; Validität; Verhalten; Verhaltensänderung
Abstract (english):
In large-scale assessments, disengaged participants might rapidly guess on items or skip items, which can affect the score interpretation's validity. This study analyzes data from a linear computer-based assessment to evaluate a micro-intervention that blocked the possibility to respond for 2 s. The blocked response was implemented to prevent participants from accidental navigation and as a naive attempt to prevent rapid guesses and rapid omissions. The response process was analyzed by interpreting log event sequences within a finite-state machine approach. Responses were assigned to different response classes based on the event sequence. Additionally, post hoc methods for detecting rapid responses based on response time thresholds were applied to validate the classification. Rapid guesses and rapid omissions could be distinguished from accidental clicks by the log events following the micro-intervention. Results showed that the blocked response interfered with rapid responses but hardly led to behavioral changes. However, the blocked response could improve the post hoc detection of rapid responding by identifying responses that narrowly exceed time-bound thresholds. In an assessment context, it is desirable to prevent participants from accidentally skipping items, which in itself may lead to an increasing popularity of initially blocking responses. If, however, data from those assessments is analyzed for rapid responses, additional log data information should be considered.
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
From sensor data to educational insights
Ruipérez-Valiente, José A.; Martínez-Maldonado, Roberto; Di Mitri, Daniele; Schneider, Jan
Zeitschriftenbeitrag
| In: Sensors | 2022
43621 Endnote
Autor*innen:
Ruipérez-Valiente, José A.; Martínez-Maldonado, Roberto; Di Mitri, Daniele; Schneider, Jan
Titel:
From sensor data to educational insights
In:
Sensors, 22 (2022) 21, S. 8556
DOI:
10.3390/s22218556
URL:
https://www.mdpi.com/1424-8220/22/21/8556
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Datenanalyse; Datenerfassung; Künstliche Intelligenz; Lernprozess; Logdatei; Mensch-Maschine-Kommunikation; Messverfahren; Tool; Übersicht; Virtuelles Lernen
Abstract:
Technology is gradually becoming an integral part of learning at all levels of educational. This includes the now pervasive presence of virtual learning environments (VLEs) and the inclusion of interactive devices used or worn by learners or that are present in the physical classroom environment. These new technology-rich educational ecosystems have greatly facilitated data capture about learners. Thus, several research areas, such as learning analytics (LA), educational data mining (EDM), and artificial intelligence in education (AIED), have grown exponentially during the last decade, with multiple venues supporting this research [1]. However, the inferences about learning that can be made by solely analyzing trace data from VLEs are limited, since logged data do not commonly provide a complete view of the learning experience [2]. Therefore, research communities are moving beyond the data obtained from VLEs and other online tools by incorporating data from external sources such as sensors, pervasive devices, and computer vision systems. Within the context of education, this subfield is often denominated as multimodal learning analytics (MMLA) [3]; nevertheless, the use of these data sources is also common in broader research areas, such as affective computing (e.g., [4]) and human-computer interaction (HCI) (e.g., [5]). The promise is to augment and improve the extent and quality of the analysis that can be performed with these new data sources [6]. Moreover, many new sensor-based tools, such as sensor-based games [7] or realistic laboratories [8,9], are being built to support the educational process. The challenge is embedding sensors and resulting data representations in authentic educational settings in pedagogically meaningful and ethical ways [10]. This Special Issue (SI) invited publications that include approaches to converting data captured using sensors (e.g., cameras, smartphones, microphones, or temperature sensors), wearables (e.g., smart wristbands, watches, or glasses), or other Internet of Things (IoT) devices (e.g., interactive whiteboards, eBooks, or tablets) into meaningful educational insights. Moreover, it invited papers on tools, architectures, or frameworks to manage the orchestration of these sensors and IoT devices to improve education. The submitted articles had to appropriately explain how the inclusiveness of sensor devices can augment the analyses performed to improve teaching, learning, or the educational context in which the sensing it occurs (e.g., in classrooms, VLEs, or other educational spaces). This SI has focused on empirical case studies that fulfill the aforementioned criteria and experimental architectures, methodologies, frameworks, or survey papers. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Teacher log characteristics
Klieme, Eckhard
Sammelbandbeitrag
| Aus: OECD (Hrsg.): Global teaching insights technical report | Paris: OECD Publishing | 2021
42210 Endnote
Autor*innen:
Klieme, Eckhard
Titel:
Teacher log characteristics
Aus:
OECD (Hrsg.): Global teaching insights technical report, Paris: OECD Publishing, 2021 , S. 1-10
URL:
https://www.oecd.org/education/school/GTI-TechReport-Chapter22.pdf
Dokumenttyp:
Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Unterrichtsforschung; Mathematikunterricht; Quadratische Gleichung; Lehrer; Logdatei; Unterrichtsstunde; Internationaler Vergleich; Chile; China; Deutschland; Großbritannien; Japan; Kolumbien; Mexiko; Spanien
Abstract:
Das Kapitel stellt die Indikatoren für lerngelegenheiten (Opportunity to learn) dar, die im Rahmen der TALIS Videostudie aus den Stundenprotokollen der Lehrkräfte gewonnen wurden. (DIPF/Autor)
Abstract (english):
The chapter documents the Opportunity-to-learn indicators based on teacher log data in the TALIS Video Study. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
From byproduct to design factor. On validating the interpretation of process indicators based on […]
Goldhammer, Frank; Hahnel, Carolin; Kroehne, Ulf; Zehner, Fabian
Zeitschriftenbeitrag
| In: Large-scale Assessments in Education | 2021
41612 Endnote
Autor*innen:
Goldhammer, Frank; Hahnel, Carolin; Kroehne, Ulf; Zehner, Fabian
Titel:
From byproduct to design factor. On validating the interpretation of process indicators based on log data
In:
Large-scale Assessments in Education, 9 (2021) , S. 20
DOI:
10.1186/s40536-021-00113-5
URN:
urn:nbn:de:0111-pedocs-250050
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-250050
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Leistungstest; Logdatei; PISA <Programme for International Student Assessment>; PIAAC <Programme for the International Assessment of Adult Competencies>; Datenanalyse; Interpretation; Leistungsmessung; Messverfahren; Indikator; Typologie; Testkonstruktion; Testtheorie
Abstract (english):
International large-scale assessments such as PISA or PIAAC have started to provide public or scientific use files for log data; that is, events, event-related attributes and timestamps of test-takers' interactions with the assessment system. Log data and the process indicators derived from it can be used for many purposes. However, the intended uses and interpretations of process indicators require validation, which here means a theoretical and/or empirical justification that inferences about (latent) attributes of the test-taker's work process are valid. This article reviews and synthesizes measurement concepts from various areas, including the standard assessment paradigm, the continuous assessment approach, the evidence-centered design (ECD) framework, and test validation. Based on this synthesis, we address the questions of how to ensure the valid interpretation of process indicators by means of an evidence-centered design of the task situation, and how to empirically challenge the intended interpretation of process indicators by developing and implementing correlational and/or experimental validation strategies. For this purpose, we explicate the process of reasoning from log data to low-level features and process indicators as the outcome of evidence identification. In this process, contextualizing information from log data is essential in order to reduce interpretative ambiguities regarding the derived process indicators. Finally, we show that empirical validation strategies can be adapted from classical approaches investigating the nomothetic span and construct representation. Two worked examples illustrate possible validation strategies for the design phase of measurements and their empirical evaluation. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Deadlines don't prevent cramming. Course instruction and individual differences predict learning […]
Theobald, Maria; Bellhäuser, Henrik; Imhof, Margarete
Zeitschriftenbeitrag
| In: Learning and Individual Differences | 2021
41287 Endnote
Autor*innen:
Theobald, Maria; Bellhäuser, Henrik; Imhof, Margarete
Titel:
Deadlines don't prevent cramming. Course instruction and individual differences predict learning strategy use and exam performance
In:
Learning and Individual Differences, 87 (2021) , S. 101994
DOI:
10.1016/j.lindif.2021.101994
URL:
https://www.sciencedirect.com/science/article/abs/pii/S1041608021000315?via%3Dihub
Dokumenttyp:
Zeitschriftenbeiträge; Zeitschriftenbeiträge
Sprache:
Englisch
Schlagwörter:
Hochschulunterricht; Arbeitsanleitung; Student; Lernmethode; Individueller Unterschied; Studienleistung; Logdatei; Analyse; Quasi-Experiment; Deutschland
Abstract:
The goal of the present study was to investigate how course instruction and individual differences in general academic competences and conscientiousness relate to students' learning strategy use and exam performance. The sample comprised two cohorts of university students who attended a lecture on the same topic, but with varying course instruction: In the blended course (N = 238), the teacher applied deadlines for self-testing and offered regular in-class meetings to encourage distributed practice over the semester. In the online course, students studied independently without regular meetings, nor deadlines (N = 200). Learning strategies were measured objectively using behavioral log-file data. Students in the blended course used fewer self-tests than online students which was associated with poor exam performance. Academic competences (high school GPA) positively predicted exam performance via more distributed practice and self-testing. Conscientiousness was related to more distributed practice which was associated with better exam performance. Results revealed that (voluntary) in-class meeting and deadlines did not prevent cramming. Especially less conscientious students with lower general academic competences need further support in applying efficient learning strategies. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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