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(Schlagwörter: "Struktur")

The education systems of the Americas Jornitz, Sieglinde; Parreira do Amaral, Marcelo (Hrsg.) Compilation Book | Cham: Springer | 2021 42404 Endnote: Editor(s) Jornitz, Sieglinde; Parreira do Amaral, Marcelo
Title: The education systems of the Americas
Published: Cham: Springer, 2021 (Global Education Systems)
DOI: 10.1007/978-3-319-93443-3
URL: https://link.springer.com/referencework/10.1007/978-3-319-93443-3
Publication Type: Sammelbände; Werkeditionen (Herausgeberschaft); Sammelband (keine besondere Kategorie)
Language: Englisch
Keywords: Bildungssystem; Bildungsorganisation; Entwicklung; Struktur; Argentinien; Bahamas; Barbados; Bermuda; Bolivien; Brasilien; Kanada; Chile; Kolumbien; Costa Rica; Kuba; Dominikanische Republik; Ecuador; El Salvador; Französisch-Guayana; Martinique; Guadeloupe; Grenada; Guatemala; Guyana; Haiti; Jamaika; Mexiko; Montserrat; Nicaragua; Panama; Peru; Puerto Rico; Surinam; Trinidad und Tobago; USA; Uruguay; Venezuela; Nordamerika; Mittelamerika; Südamerika
Abstract (english): The handbook focuses on and compares the education systems in the three Americas: North, Central and South America, and includes a chapter on most countries in the region. The chapters follow a common structure and include schematic diagrams of the structure of mainstream education from pre-primary to tertiary level. Each chapter starts with a description of the historical and social foundations of the education system from the post-World War II period up to today, including political, economic and cultural contexts and conditions. By highlighting important dates and structural decisions, the current education system can be understood as resulting from past developments. The first part ends with a description of the transitions to the labour market that are offered, and the way in which these are organized in the education system described. The second part consists of an overview of the institutional and organizational principles as well as the structure of education from pre-primary to tertiary level. It includes a focus on legislative bases and financial provisions for the education system and a description of the structure by using the ISCED-classification. It further includes information of the supply of human resources such as teachers and other educators. The third and final part of the handbook discusses selected educational trends and aspects. In this context, three topics are of particular interest: dealing with inequality, ICT and digitization activities, and STEM-related policies and programmes. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung

Bildung im digitalen Wandel. Organisationsentwicklung in Bildungseinrichtungen Wilmers, Annika; Achenbach, Michaela; Keller, Carolin (Hrsg.) Compilation Book | Münster: Waxmann | 2021 42031 Endnote: Editor(s) Wilmers, Annika; Achenbach, Michaela; Keller, Carolin
Title: Bildung im digitalen Wandel. Organisationsentwicklung in Bildungseinrichtungen
Published: Münster: Waxmann, 2021 (Digitalisierung in der Bildung. Forschungsstand und -perspektiven, 20/3)
DOI: 10.25656/01:23602
URN: urn:nbn:de:0111-pedocs-236024
Publication Type: Sammelbände; Werkeditionen (Herausgeberschaft); Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Ausbildung; Berufsbildung; Bildung; Bildungseinrichtung; Bildungsforschung; Bildungsorganisation; COVID-19; Digitale Medien; Digitalisierung; Erwachsenenbildung; Forschungsstand; Fortbildung; Fortbildungsstätte; Hochschule; Hochschulentwicklung; Infrastruktur; Kinder- und Jugendhilfe; Kompetenz; Kompetenzentwicklung; Lehrerausbildung; Lehrerfortbildung; Literaturauswertung; Literaturrecherche; Literaturübersicht; Mediendidaktik; Medieneinsatz; Methode; Organisationsentwicklung; Qualität; Schule; Schulentwicklung; Schulleitung; Soziale Einrichtung; Studie; Systematic Review; Technik; Technische Medien; Technologische Entwicklung; Weiterbildung; Wissenschaftliche Literatur
Abstract: Für die Umsetzung von Konzepten zur digitalen Bildung spielt der Prozess der Organisationsentwicklung eine entscheidende Rolle. Organisationsentwicklung setzt in Bildungseinrichtungen an mehreren Ebenen an und zielt auf Veränderungen in den Bereichen technische Infrastruktur, strategische Planung, Management, Kompetenzförderung und Ausgestaltung neuer Lernumgebungen. Entsprechend stellt der Gesamtprozess der Organisationsentwicklung große Anforderungen an die Leitungen von Bildungseinrichtungen, die die Digitalisierung idealerweise als ihre Kernaufgabe betrachten, Strategieprozesse anstoßen, als Gemeinschaftsprojekt in der Einrichtung verankern und die Umsetzung einzelner Maßnahmen begleiten. Die verschiedenen Beiträge betrachten diese Veränderungsprozesse in den Sektoren Bildung in Kindheit, Jugend und Familie, allgemeinbildende Schule, Lehrkräfteausbildung, in der Berufsbildung sowie der Erwachsenen- und Weiterbildung und stellen - bei unterschiedlicher Schwerpunktsetzung - aktuelle Entwicklungen der Forschung in Form von Critical Reviews zusammen. Dieser Sammelband mit fünf Reviews zur Organisationsentwicklung und Digitalisierung sowie einer Darstellung und Diskussion der methodischen Vorgehensweise ist der zweite Teil einer mehrteiligen Reihe mit Reviews zur Digitalisierung in der Bildung, deren Anliegen es ist, aktuelles Forschungswissen zu synthetisieren und zu strukturieren. (DIPF/Orig.)
Abstract (english): https://www.pedocs.de/frontdoor.php?source_opus=23602
DIPF-Departments: Informationszentrum Bildung

The structure of academic self-concept. A methodological review and empirical illustration of […] Arens, A. Katrin; Jansen, Malte; Preckel, Franzis; Schmidt, Isabelle; Brunner, Martin Journal Article | In: Review of Educational Research | 2021 40775 Endnote: Author(s): Arens, A. Katrin; Jansen, Malte; Preckel, Franzis; Schmidt, Isabelle; Brunner, Martin
Title: The structure of academic self-concept. A methodological review and empirical illustration of central models
In: Review of Educational Research, 91 (2021) 1, S. 34-72
DOI: 10.3102/0034654320972186
URL: https://journals.sagepub.com/doi/10.3102/0034654320972186
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Selbstkonzept; Selbstwahrnehmung; Kognitive Kompetenz; Strukturmodell; Mehrdimensionalität; Theorie; Methodologie; Überblick; Datenanalyse; Sekundäranalyse; Schüler; Schuljahr 10; Empirische Forschung; Deutschland
Abstract: The structure of academic self-concept (ASC) is assumed to be multidimensional and hierarchical. This methodological review considers the most central models depicting the structure of ASC: a higher-order factor model, the Marsh/Shavelson model, the nested Marsh/Shavelson model, a bifactor representation based on exploratory structural equation modeling, and a first-order factor model. We elaborate on how these models represent the theoretical assumptions on the structure of ASC and outline their inherent psychometric properties. We analyzed these models using a data set of German 10th-grade students (N = 1,232) including a wide range of domain-specific ASCs as well as general ASC. The correlations among ASCs and between ASCs and academic achievement varied depending on the structural model used. We conclude with discussing recommendations for research purposes and advantages and limitations of each ASC model. Our approach may also guide research on other affective or motivational constructs (e.g., academic anxiety or interest). (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

The joint power of personality and motivation dynamics for occupational success. Bridging two […] Brandt, Naemi D.; Isreal, Anne; Becker, Michael; Wagner, Jenny Journal Article | In: European Journal of Personality | 2021 42515 Endnote: Author(s): Brandt, Naemi D.; Isreal, Anne; Becker, Michael; Wagner, Jenny
Title: The joint power of personality and motivation dynamics for occupational success. Bridging two largely separated fields
In: European Journal of Personality, 35 (2021) 4, S. 480-509
DOI: 10.1177/0890207021996965
URL: https://journals.sagepub.com/doi/10.1177/0890207021996965
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Arbeitsbedingungen; Berufserfolg; Deutschland; Einflussfaktor; Erwachsener; Erwartung; Faktorenanalyse; Junger Erwachsener; Längsschnittuntersuchung; Latente Wachstumskurvenmodelle; Messverfahren; Motivation; Persönlichkeit; Persönlichkeitsmerkmal; Schulabschluss; Selbstkonzept; Selbstwirksamkeit; Strukturgleichungsmodell; Überzeugung; Veränderung; Zufriedenheit
Abstract (english): When establishing a career in adulthood, two major socioemotional ingredients are expected to affect people's success: how people act (personality) and what motivates them to act this way (motivation). However, little is known about whether and how personality and motivation change together and how their possible dynamic interplay predicts success. We investigated the roles that changes in personality and expectancy beliefs played in explaining occupational success in 4121 participants assessed after high school (Mage ¼ 22.80, SDage ¼ 0.70; 63% female) and about 20 years later. We used latent change models and moderated structural equation modeling to investigate correlated change and latent change interactions of personality and expectancy beliefs in predicting success. Results illustrated that besides being related in a nomological net, personality and expectancy beliefs also illustrated a strong interrelatedness in change across time. We found the clearest joint change dynamics between emotional stability, conscientiousness, self-concept, and self-efficacy. Changes in personality and expectancy beliefs were furthermore associated with objective and subjective occupational success. The results call for a more integrative view on personality-motivation dynamics across time for understanding the long-term adaptive ingredients of occupational success stories in adulthood.
DIPF-Departments: Struktur und Steuerung des Bildungswesens

What matters when? Social and dimensional comparisons in the context of university major choice Keyserlingk, Luise von; Dicke, Anna-Lena; Becker, Michael; Eccles, Jacquelynne J. Journal Article | In: AERA Open | 2021 42044 Endnote: Author(s): Keyserlingk, Luise von; Dicke, Anna-Lena; Becker, Michael; Eccles, Jacquelynne J.
Title: What matters when? Social and dimensional comparisons in the context of university major choice
In: AERA Open, 7 (2021)
DOI: 10.1177/23328584211020711
URN: urn:nbn:de:0111-pedocs-251726
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-251726
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Schüler; Student; Studienfach; Fächerwahl; Leistung; Vergleich; Standard; Fähigkeit; Selbstkonzept; Mathematik; Deutsch; Sekundarbereich; Schuljahr 12; Universität; Längsschnittuntersuchung; Leistungstest; Messung; Befragung; Datenanalyse; Strukturgleichungsmodell; Mehrebenenanalyse; Empirische Untersuchung; Deutschland
Abstract: Students compare their achievement to different standards in order to evaluate their ability. We built on the theoretical frameworks of situated expectancy-value theory, dimensional comparison theory, and the big-fish-little-pond effect literature to examine the role of social and dimensional comparisons for ability self-concept and subjective task value (STV) in secondary school and university major choice. We used two German longitudinal data sets from different cohorts with data collection in 12th grade and 2 years after high school graduation (Study 1: N = 2,207, Study 2: N = 1,710). Dimensional and social comparisons predicted students' self-concept and domain-specific STV in school: Individual achievement was positively related to ability self-concept and STV in the corresponding domain and negatively related in the noncorresponding domain. School-level mean achievement was negatively related to ability self-concept and STV in the corresponding domain. Dimensional comparisons were directly related to university major choice, social comparisons were only indirectly related. (DIPF/Orig.)
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Sekundäranalysen mit Daten der amtlichen Statistik. Potenziale und Herausforderungen für das […] Kühne, Stefan; Mank, Svenja; Schulz, Stefan; Maaz, Kai Journal Article | In: Zeitschrift für Pädagogik | 2021 42449 Endnote: Author(s): Kühne, Stefan; Mank, Svenja; Schulz, Stefan; Maaz, Kai
Title: Sekundäranalysen mit Daten der amtlichen Statistik. Potenziale und Herausforderungen für das Bildungsmonitoring in Deutschland
In: Zeitschrift für Pädagogik, 76 (2021) 6, S. 860-880
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Deutsch
Keywords: Bildungsstatistik; Schulstatistik; Daten; Nutzung; Sekundäranalyse; Bildungsmonitoring; Bildungsforschung; Forschungsdaten; Datenanalyse; Datenerfassung; Methode; Datenbank; Bildungsbericht; Region; Dokumentation; Infrastruktur; Zugang; Deutschland
Abstract: Im Vergleich zu Primärdaten aus wissenschaftlichen Erhebungen sind amtliche Statistiken mit Blick auf die erfassten Inhalts- und Merkmalsbereiche in der Regel deutlich stärker eingeschränkt. Ihre Vorteile liegen aber darin, dass sie ein flächendeckendes und in langen Zeitreihen vorhandenes Datenmaterial für sekundäranalytische Forschungszwecke bereitstellen. Sie können nicht nur als Bezugspunkt für wissenschaftliche Untersuchungen dienen (z.B. Stichprobenziehung) sondern auch für eigenständige Fragestellungen und Analysen genutzt werden, für die keine alternativen Forschungsdaten verfügbar sind (z.B. für kleinere Populationen oder kleinräumige Disparitäten). Der vorliegende Beitrag stellt in groben Zügen das verfügbare Spektrum und die Zugangsmöglichkeiten zu amtlichen Bildungsstatistiken vor. Mehr und mehr Statistiken werden inzwischen auf Individualdatenbasis erhoben, können also nicht nur für Struktur- oder Zeitreihenanalysen, sondern auch für Mikrodatenanalysen verwendet werden. Anhand ausgewählter Forschungsergebnisse wird der Mehrwert der unterschiedlichen amtlichen Datentypen und -zugänge aus Sicht des Bildungsmonitorings in Deutschland veranschaulicht.
DIPF-Departments: Struktur und Steuerung des Bildungswesens

Do higher educated people feel better in everyday life? Insights from a day reconstruction method […] Möwisch, Dave; Brose, Annette; Schmiedek, Florian Journal Article | In: Social Indicators Research | 2021 41210 Endnote: Author(s): Möwisch, Dave; Brose, Annette; Schmiedek, Florian
Title: Do higher educated people feel better in everyday life? Insights from a day reconstruction method study
In: Social Indicators Research, 153 (2021) , S. 227-250
DOI: 10.1007/s11205-020-02472-y
URL: https://link.springer.com/article/10.1007%2Fs11205-020-02472-y
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Bildungsniveau; Wohlbefinden; Affektives Merkmal; Alltagserfahrung; Tagesablauf; Rekonstruktion; Datenanalyse; Sekundäranalyse; Sozioökonomisches Panel; Mehrebenenanalyse; Strukturgleichungsmodell; Deutschland
Abstract: Past research has shown a positive association between education and well-being. Much of this research has focused on the cognitive component of well-being (i.e., life satisfaction) as outcome. On the other hand, the affective component, that is, how often and intensively people experience positive affect (PA) and negative affect (NA) in their everyday lives, has received far less attention. Therefore, we examined the association between education and PA and NA in everyday life, with a particular focus on affective experiences at the sub-facet level (based on a structure of NA with multiple factors). We used data from a nationally representative sample (N = 1647) of the German Socioeconomic Panel Innovation Sample (SOEP-IS), employing the Day Reconstruction Method (DRM) to capture affective experiences of everyday activities. Multilevel structural equation models revealed that (1) education was not related to PA, but (2) was positively associated with two sub-facets of NA (mourning/worries and loneliness/boredom); (3) income might in part explain the association between education and NA; (4) education does not particularly seem to serve as a resource in times of unemployment or retirement (i.e., there were no interactions between education and unemployment/retirement regarding well-being) In essence, higher educated people reported fewer negative emotions in everyday life than their lower educated counterparts, but not more positive emotions. The findings underline that different facets of NA, in addition to life satisfaction, are relevant variables related to education and should receive more attention in order to gain a more comprehensive understanding of non-monetary correlates of education. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Reciprocal relations of subjective sleep quality and affective well-being in late childhood Neubauer, Andreas B.; Kramer, Andrea C.; Schmidt, Andrea; Könen, Tanja; Dirk, Judith; […] Journal Article | In: Developmental Psychology | 2021 41323 Endnote: Author(s): Neubauer, Andreas B.; Kramer, Andrea C.; Schmidt, Andrea; Könen, Tanja; Dirk, Judith; Schmiedek, Florian
Title: Reciprocal relations of subjective sleep quality and affective well-being in late childhood
In: Developmental Psychology, 57 (2021) 8, S. 1372-1386
DOI: 10.1037/dev0001209
URN: urn:nbn:de:0111-pedocs-252136
URL: https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252136
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Deutschland; Kind; Grundschulalter; Schlaf; Qualität; Wirkung; Wohlbefinden; Negativität; Subjektivität; Affekt; Tagesablauf; Emotionaler Zustand; Messverfahren; Test; Mehrebenenanalyse; Strukturgleichungsmodell
Abstract: High sleep quality has been associated with beneficial outcomes across the life span. Intensive longitudinal studies suggest that these beneficial effects can also be observed on a day-to-day level. However, the dynamic interplay between subjective sleep quality and affective well-being in children's daily life has only rarely been investigated. The aims of the present work were (a) to replicate findings from a prior ambulatory assessment study in this area (Könen et al., 2016), (b) to explore the effect of subjective sleep quality on well-being throughout the day, and (c) to examine the reciprocal relation between subjective sleep quality and well-being in more detail. Data from two ambulatory assessment studies with children between 8 and 11 years (N = 108/84, with assessments over 28/21 consecutive days) consistently showed that positive affect was higher and negative affect was lower after nights with better sleep quality, and that the effects of subjective sleep quality were stronger on well-being assessed in the morning compared with later in the day. Results from dynamic structural equation models revealed reciprocal effects of subjective sleep quality and positive affect. Negative affect was not consistently related to worse subsequent sleep quality after controlling for positive affect and prior night's sleep quality. Results suggest a close relation of sleep quality and positive affect, which strengthens the idea behind interventions targeting both, children's sleep and well-being. Differences between children in the dynamic interplay between sleep and affect may be important predictors of long-term outcomes. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

A little autonomy support goes a long way. Daily autonomy-supportive parenting, child well-being, […] Neubauer, Andreas B.; Schmidt, Andrea; Kramer, Andrea C.; Schmiedek, Florian Journal Article | In: Child Development | 2021 41086 Endnote: Author(s): Neubauer, Andreas B.; Schmidt, Andrea; Kramer, Andrea C.; Schmiedek, Florian
Title: A little autonomy support goes a long way. Daily autonomy-supportive parenting, child well-being, parental need fulfillment, and change in child, family, and parent adjustment across the adaptation to the COVID-19 pandemic
In: Child Development, 92 (2021) 5, S. 1679-1697
DOI: 10.1111/cdev.13515
URL: https://srcd.onlinelibrary.wiley.com/doi/10.1111/cdev.13515
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Englisch
Keywords: Mehrebenenanalyse; Deutschland; Pandemie; Eltern; Kind; Selbstständigkeit; Unterstützung; Wirkung; Verhalten; Wohlbefinden; Bedürfnisbefriedigung; Veränderung; Verhaltensänderung; Anpassung; Familienleben; Stress; Vitalität; Befragung; Fragebogen; Längsschnittuntersuchung; Strukturgleichungsmodell
Abstract: This study examined the effects of daily parental autonomy support on changes in child behavior, family environment, and parental well‐being across 3 weeks during the COVID‐19 pandemic in Germany. Day‐to‐day associations among autonomy‐supportive parenting, parental need fulfillment, and child well‐being were also assessed. Parents (longitudinal N = 469; Mage = 42.93, SDage = 6.40) of school children (6-19 years) reported on adjustment measures at two measurement occasions and completed up to 21 daily online questionnaires in the weeks between these assessments. Results from dynamic structural equation models suggested reciprocal positive relations among autonomy‐supportive parenting and parental need fulfillment. Daily parental autonomy support, parental need fulfillment, and child well‐being partially predicted change in adjustment measures highlighting the central role of daily parenting for children's adjustment during the pandemic. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung

Forschungsdaten in den Bildungswissenschaften - Archivierung und Nachnutzung. Eine Einleitung Reh, Sabine; Stanat, Petra Journal Article | In: Zeitschrift für Pädagogik | 2021 42448 Endnote: Author(s): Reh, Sabine; Stanat, Petra
Title: Forschungsdaten in den Bildungswissenschaften - Archivierung und Nachnutzung. Eine Einleitung
In: Zeitschrift für Pädagogik, 67 (2021) 6, S. 827-839
DOI: 10.3262/ZP2106827
URL: https://www.beltz.de/fachmedien/erziehungswissenschaft/zeitschriften/zeitschrift_fuer_paedagogik/artikel/47774-forschungsdaten-in-den-bildungswissenschaften-archivierung-und-nachnutzung.html
Publication Type: Zeitschriftenbeiträge; Zeitschriftenbeiträge
Language: Deutsch
Keywords: Forschungsdaten; Erziehungswissenschaft; Dokumentation; Infrastruktur; Nutzung; Zugang; Bildungsforschung; Wissenschaftspolitik; Open Science; Einführung
DIPF-Departments: Bibliothek für Bildungsgeschichtliche Forschung