Menü Überspringen
Contact
Deutsch
English
Not track
Data Protection
Search
Log in
DIPF News
Research
Infrastructures
Institute
Zurück
Contact
Deutsch
English
Not track
Data Protection
Search
Home
>
Research
>
Publications
>
Publications Data Base
Search results in the DIPF database of publications
Your query:
(Personen: "Scharf%2C(ignoriert!)" und "Jan")
Advanced Search
Search term
Only Open Access
Search
Unselect matches
Select all matches
Export
407
items matching your search terms.
Show all details
Rapid expansion of academic upper secondary graduation in Germany. Changing social inequalities in […]
Scharf, Jan; Becker, Michael; Neumann, Marko; Maaz, Kai
Journal Article
| In: Research in Social Stratification and Mobility | 2023
44049 Endnote
Author(s):
Scharf, Jan; Becker, Michael; Neumann, Marko; Maaz, Kai
Title:
Rapid expansion of academic upper secondary graduation in Germany. Changing social inequalities in the transition to secondary and to tertiary education?
In:
Research in Social Stratification and Mobility, 84 (2023) , S. 100771
DOI:
10.1016/j.rssm.2023.100771
URL:
https://www.sciencedirect.com/science/article/abs/pii/S027656242300015X
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
aking as its point of departure the rapid expansion in the proportion of students graduating with a university entrance diploma (Abitur) in Germany, this paper adds to research on the mechanisms and effects of academic educational expansion, a worldwide phenomenon in the 20th and 21st century. Drawing on Boudon's theory of primary and secondary effects of social origin, we seek to understand if the educational expansion went along with a decreasing or persisting role of social background. Therefore, we analyze educational inequalities in two respects: first, in the transition from primary school to the academic track (Gymnasium) leading to the Abitur and, second, in the transition to tertiary education after academic upper secondary education. The study is based on two student cohorts (initial N = 13,026 and N = 13,873) who obtained university entrance diplomas in 2005 (cohort 1) and 2011/2012 (cohort 2) in the school system of the federal state of Hamburg (Germany). These cohorts were assessed during secondary education between 1996 (start of cohort 1) and 2012 (end of cohort 2). Employing the KHB decomposition method, we break the total effect of social background down into the relative importance of achievement differentials (primary effects) and educational decisions (secondary effects). Our findings indicate no changes in the total effects of social background and thus suggest that educational inequalities related to social origin persisted in both of the transitions we studied. However, when comparing both cohorts, we noted a clear decrease in secondary effects regarding transitions to the academic secondary track, meaning that achievement-related social differences gained in importance compared to the period before the educational expansion. At the same time, we observed a slight increase in the relative importance of secondary effects for transitions to tertiary education during the expansion. As a further result, our study shows that the rapid expansion of academic upper secondary graduation is mainly the consequence of an increase in the number of Abitur graduates via alternative paths besides the Gymnasium. (DIPF/Orig.)
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
Effects of mental contrasting on sleep and associations with stress. A randomized controlled trial
Schmidt, Laura I.; Neubauer, Andreas B.; Stoffel, Martin; Ditzen, Beate; Schirmaier, Jana; […]
Journal Article
| In: Journal of Health Psychology | 2023
43582 Endnote
Author(s):
Schmidt, Laura I.; Neubauer, Andreas B.; Stoffel, Martin; Ditzen, Beate; Schirmaier, Jana; Farrenkopf, Claudia; Sieverding, Monika
Title:
Effects of mental contrasting on sleep and associations with stress. A randomized controlled trial
In:
Journal of Health Psychology, (2023) , S. online first
DOI:
10.1177/13591053231159168
URL:
https://journals.sagepub.com/doi/10.1177/13591053231159168
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Mental contrasting with implementation intentions (MCII) has been successfully applied to improve health-related behaviors (e.g. exercise). We explored its effectiveness to improve sleep outcomes beyond effects of sleep hygiene (SH) information, and investigated associations with stress. Eighty university employees (mean age: 29.6, SD = 4.5) were randomized to either a MCII + SH or a SH-only condition. During a baseline-week and a post-intervention week, sleep duration (Fitbit Alta and self-report), sleep quality, and stress were assessed daily and saliva was collected to assess the cortisol awakening response (CAR). In total, self-reported sleep quality and duration increased, but there was no meaningful condition*week interaction for sleep parameters or CAR. Higher average stress was associated with shorter sleep duration and lower sleep quality. Within-person, days with higher stress were followed by nights with lower sleep quality. Despite overall improvements, effects of MCII were not confirmed. MCII might be less effective to improve behaviors which are less controllable. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in […]
Steigleder, Julia; Buhr, Lilly; Ehm, Jan-Henning; Gawrilow, Caterina; Suchodoletz, Antje von
Journal Article
| In: Teaching and Teacher Education | 2023
43968 Endnote
Author(s):
Steigleder, Julia; Buhr, Lilly; Ehm, Jan-Henning; Gawrilow, Caterina; Suchodoletz, Antje von
Title:
Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany. A longitudinal study during 12 months of the COVID-19 pandemic
In:
Teaching and Teacher Education, 124 (2023) , S. 104015
DOI:
10.1016/j.tate.2023.104015
URL:
https://www.sciencedirect.com/science/article/pii/S0742051X23000033
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
This study collected monthly data between September 2020 and August 2021 to document the consequences of the COVID-19 pandemic for German preschool teachers during different pandemic phases. This longitudinal study investigated how subjective stress experiences and self-efficacy beliefs of preschool teachers (N = 279) change over time and explored associations on the inter- and intraindividual level. We observed phase-specific changes in subjective stress experiences and interindividual differences in change rates, but no systematic increase across the entire study period. Results also highlight self-efficacy beliefs as a resource for preschool teachers, which should be strengthened to better face stress experiences. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Measurement invariance in relation to first language. An evaluation of German reading and spelling […]
Visser, Linda; Cartschau, Friederike; Goldammer, Ariane von; Brandenburg, Janin; […]
Journal Article
| In: Applied Measurement in Education | 2023
43274 Endnote
Author(s):
Visser, Linda; Cartschau, Friederike; Goldammer, Ariane von; Brandenburg, Janin; Timmerman, Marieke; Hasselhorn, Marcus; Mähler, Claudia
Title:
Measurement invariance in relation to first language. An evaluation of German reading and spelling tests
In:
Applied Measurement in Education, 36 (2023) 2, S. 115-131
DOI:
10.1080/08957347.2023.2201701
URL:
https://www.tandfonline.com/doi/full/10.1080/08957347.2023.2201701
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Bewertung; deutsch; Deutsch als Zweitsprache; Deutschland; Faktorenanalyse; Grundschule; Lesen; Lesetest; Messung; Muttersprache; Rechtschreibtest; Rechtschreibung; Reliabilität; Sekundarstufe I; Testkonstruktion; Textverständnis; Varianzanalyse; Vergleich
Abstract (english):
The growing number of children in primary schools in Germany who have German as their second language (L2) has raised questions about the fairness of performance assessment. Fair tests are a prerequisite for distinguishing between L2 learning delay and a specific learning disability. We evaluated five commonly-used reading and spelling tests for measurement invariance (MI) as a function of first language (German vs. other). Multi-group confirmatory factor analyses revealed strict MI for the Weingarten Basic Vocabulary Spelling Tests (WRTs) 3+ and 4+ and the Salzburger Reading (SLT) and Spelling (SRT) Tests, suggesting these instruments are suitable for assessing reading and spelling skills regardless of first language. The MI for A Reading Comprehension Test for First to Seventh Graders - 2nd Edition (ELFE II) was partly strict with unequal intercepts for the text subscale. We discuss the implications of this finding for assessing reading performance of children with L2. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Students' expectations of Learning Analytics across Europe
Wollny, Sebastian; Di Mitri, Daniele; Jivet, Ioana; Muñoz-Merino, Pedro; Scheffel, Maren; […]
Journal Article
| In: Journal of Computer Assisted Learning | 2023
43542 Endnote
Author(s):
Wollny, Sebastian; Di Mitri, Daniele; Jivet, Ioana; Muñoz-Merino, Pedro; Scheffel, Maren; Schneider, Jan; Tsai, Yi-Shan; Whitelock-Wainwright, Alexander; Gašević, Dragan; Drachsler, Hendrik
Title:
Students' expectations of Learning Analytics across Europe
In:
Journal of Computer Assisted Learning, 39 (2023) 4, S. 1325-1338
DOI:
10.1111/jcal.12802
URL:
https://onlinelibrary.wiley.com/doi/10.1111/jcal.12802
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Background : Learning Analytics (LA) is an emerging field concerned with measuring, collecting, and analysing data about learners and their contexts to gain insights into learning processes. As the technology of Learning Analytics is evolving, many systems are being implemented. In this context, it is essential to understand stakeholders' expectations of LA across Higher Education Institutions (HEIs) for large-scale implementations that take their needs into account. Objectives : This study aims to contribute to knowledge about individual LA expectations of European higher education students. It may facilitate the strategy of stakeholder buy-in, the transfer of LA insights across HEIs, and the development of international best practices and guidelines. Methods : To this end, the study employs a 'Student Expectations of Learning Analytics Questionnaire' (SELAQ) survey of 417 students at the Goethe University Frankfurt (Germany) Based on this data, Multiple Linear Regressions are applied to determine how these students position themselves compared to students from Madrid (Spain), Edinburgh (United Kingdom) and the Netherlands, where SELAQ had already been implemented at HEIs. Results and Conclusions : The results show that students' expectations at Goethe University Frankfurt are rather homogeneous regarding 'LA Ethics and Privacy' and 'LA Service Features'. Furthermore, we found that European students generally show a consistent pattern of expectations of LA with a high degree of similarity across the HEIs examined. European HEIs face challenges more similar than anticipated. The HEI experience with implementing LA can be more easily transferred to other HEIs, suggesting standardized LA rather than tailor-made solutions designed from scratch. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Interaktionsbezogene Selbstwirksamkeitserwartungen frühpädagogischer Fachkräfte
Wolstein, Katrin; Peters, Svenja; Mischo, Christoph; Ehm, Jan-Henning
Journal Article
| In: Frühe Bildung | 2023
43969 Endnote
Author(s):
Wolstein, Katrin; Peters, Svenja; Mischo, Christoph; Ehm, Jan-Henning
Title:
Interaktionsbezogene Selbstwirksamkeitserwartungen frühpädagogischer Fachkräfte
In:
Frühe Bildung, 12 (2023) 3, S. 160-169
DOI:
10.1026/2191-9186/a000617
URL:
https://econtent.hogrefe.com/doi/10.1026/2191-9186/a000617
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Abstract:
Befunde aus der Schulforschung verweisen auf die Relevanz berufsbezogener Selbstwirksamkeitserwartungen für die pädagogische Interaktionsqualität. Für den Kita-Alltag liegt hierzu bislang kaum Forschung vor. In dieser Studie wurde ein Fragebogen entwickelt und die interaktionsbezogenen Selbstwirksamkeitserwartungen an N = 120 (angehenden) frühpädagogischen Fachkräften in drei Bereichen der Interaktionsqualität erfasst (Emotionale Unterstützung, Organisation des Kita-Alltags und Lernunterstützung). Die Analysen verglichen dreifaktorielle und bifaktorielle konfirmatorische Faktorenanalysen (3-CFA, B-CFA) mit explorativen Strukturgleichungsmodellen (3-ESEM, B-ESEM). Die Ergebnisse zeigen eine ausreichende Differenzierung der drei Bereiche und eine gute Passung des konfirmatorischen dreifaktoriellen Modells (3-CFA) und bifaktoriellen Modells (B-CFA). Eine erste Validierung ergab einen signifikanten Zusammenhang von Selbstwirksamkeitserwartungen mit Berufserfahrung, nicht aber mit der Qualifikation (3-CFA) sowie einen Zusammenhang mit dem Generalfaktor, nicht aber den spezifischen Faktoren (B-CFA). Konsequenzen für die weitere Anwendung des Fragebogenverfahrens und die inhaltliche Bedeutung der Ergebnisse für die alltägliche Interaktionsqualität frühpädagogischer Fachkräfte in Kindertageseinrichtungen werden diskutiert. (DIPF/Orig.)
Abstract (english):
Teacher research shows relevant relationships between self-efficacy beliefs and interaction quality, whereas the interaction-related self-efficacy beliefs of preschool teachers have remained unexplored. We constructed a questionnaire measuring interaction-related self-efficacy beliefs in three domains of interaction quality (Emotional Support, Classroom Organisation, and Instructional Support) and assessed them in a sample of N = 120 (prospective) preschool teachers. We compared three-factor and bifactor confirmatory factor analyses (3-CFA, B-CFA) using exploratory structural equation models (3-ESEM, B-ESEM). Our results show a sufficient differentiation of the three domains and good model fits of the confirmatory three-factor model (3-CFA) and bifactor model (B-CFA). A first validation revealed a significant correlation between self-efficacy beliefs and vocational experience but not qualification (3-CFA). There was also a relationship with the general factor but not with the specific factors (B-CFA). We discuss the consequences for further implementations and the meaning of the results for the daily interaction quality of preschool teachers. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
LAxplore: An NLP-based tool for distilling learning analytics and learning design instruments out […]
Ahmad, Atezaz; Schneider, Jan; Schiffner, Daniel; Islamovic, Esad; Drachsler, Hendrik
Book Chapter
| Aus: Fred, Ana; Coenen, Frans; Bernardino, Jorge (Hrsg.): Proceedings of the 15th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management, November 13-15, in Rome, Italy | Setúbal: SciTePress | 2023
44460 Endnote
Author(s):
Ahmad, Atezaz; Schneider, Jan; Schiffner, Daniel; Islamovic, Esad; Drachsler, Hendrik
Title:
LAxplore: An NLP-based tool for distilling learning analytics and learning design instruments out of scientific publications
In:
Fred, Ana; Coenen, Frans; Bernardino, Jorge (Hrsg.): Proceedings of the 15th International Joint Conference on Knowledge Discovery, Knowledge Engineering and Knowledge Management, November 13-15, in Rome, Italy, Setúbal: SciTePress, 2023 , S. 230-239
DOI:
10.5220/0012163600003598
URL:
https://www.scitepress.org/Link.aspx?doi=10.5220/0012163600003598
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
Each year, the amount of research publications is increasing. Staying on top of the state of the art is a pressing issue. The field of Learning Analytics (LA) is no exception, with the rise of digital education systems that are used broadly these days from K12 up to Higher Education. Keeping track of the advances in LA is challenging. This is especially the case for newcomers to the field, as well as for the increasing number of LA units that consult their teachers and scholars on applying evidence-based research outcomes in their lectures. To keep an overview of the rapidly growing research findings on LA, we developed LAxplore, a tool that uses NLP to extract relevant information from the LA literature. In this article, we present the evaluation of LAxplore. Results from the evaluation show that LAxplore can significantly support researchers in extracting information from relevant LA publications as it reduces the time of searching and retrieving the knowledge by a factor of six. However, the accurate extraction of relevant information from LA literature is not yet ready to be fully automatized and some manual work is still required.
DIPF-Departments:
Informationszentrum Bildung
A trusted learning analytics dashboard for displaying OER
Ahmad, Atezaz; Yordanov, Ivaylo Ivanov; Yau, Jane; Schneider, Jan; Drachsler, Hendrik
Book Chapter
| Aus: Otto, Daniel; Scharnberg, Gianna; Kerres, Michael; Zawacki-Richter, Olaf (Hrsg.): Distributed learning ecosystems: Concepts, resources, and repositories | Wiesbaden: Springer | 2023
43376 Endnote
Author(s):
Ahmad, Atezaz; Yordanov, Ivaylo Ivanov; Yau, Jane; Schneider, Jan; Drachsler, Hendrik
Title:
A trusted learning analytics dashboard for displaying OER
In:
Otto, Daniel; Scharnberg, Gianna; Kerres, Michael; Zawacki-Richter, Olaf (Hrsg.): Distributed learning ecosystems: Concepts, resources, and repositories, Wiesbaden: Springer, 2023 , S. 279-303
DOI:
10.1007/978-3-658-38703-7_15
URL:
https://link.springer.com/chapter/10.1007/978-3-658-38703-7_15
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Englisch
Keywords:
Datenanalyse; Datenerfassung; Indikator; Internetplattform; Learning Analytics; Lernplattform; Literaturbericht; Open Educational Resources; Technologie
Abstract:
Learning Analytics (LA) consists of miscellaneous steps that include data harvesting, storing, cleaning, anonymisation, mining, analysis, and visualisation so that the vast amount of educational data is comprehensible and ethically utilisable by educators or instructors to obtain the advantages and benefits that LA can bring to the educational scene. These include the potential to increase learning experiences and reduce dropout rates. In this chapter, we shed light on OER repositories, LA, and LA dashboards and present an implementation of a research-driven LA dashboard for displaying OER and their repositories that allows the visualisation of educational data in an understandable way for both educators and learners. Moreover, we present an LA dashboard for displaying OER that shows information about the existing German OER repositories as part of our EduArc project located in Germany. The LA dashboard consists of multiple adopted indicators and metrics such as the number of reading sessions, duration of reading sessions, number of reading interruptions, number of learning activities, student attendance, and student grades. The details of the research methodology, including a literature review to create this dashboard, as well as the display items of the dashboard are presented and further elaborated. (DIPF/Autor)
DIPF-Departments:
Informationszentrum Bildung
Detecting the disengaged reader. Using scrolling data to predict disengagement during reading
Biedermann, Daniel; Schneider, Jan; Ciordas-Hertel, George-Petru; Eichmann, Beate; Hahnel, Carolin; […]
Book Chapter
| Aus: Hilliger, Isabel, Khosravi, Hassan; Rienties, Bart; Dawson, Shane (Hrsg.): LAK23 Conference Proceedings: The Thirteenth International Conference on Learning Analytics & Knowledge, March 13-17, 2023, Hybrid, Arlington, Texas, USA | New York; NY: Association for Computing Machinery | 2023
43666 Endnote
Author(s):
Biedermann, Daniel; Schneider, Jan; Ciordas-Hertel, George-Petru; Eichmann, Beate; Hahnel, Carolin; Goldhammer, Frank; Drachsler, Hendrik
Title:
Detecting the disengaged reader. Using scrolling data to predict disengagement during reading
In:
Hilliger, Isabel, Khosravi, Hassan; Rienties, Bart; Dawson, Shane (Hrsg.): LAK23 Conference Proceedings: The Thirteenth International Conference on Learning Analytics & Knowledge, March 13-17, 2023, Hybrid, Arlington, Texas, USA, New York; NY: Association for Computing Machinery, 2023 , S. 585-591
DOI:
10.1145/3576050.3576078
URL:
https://dl.acm.org/doi/10.1145/3576050.3576078
Publication Type:
4. Beiträge in Sammelbänden; Beiträge in Proceedings mit Peer-Review-System
Language:
Englisch
Abstract:
When reading long and complex texts, students may disengage and miss out on relevant content. In order to prevent disengaged behavior or to counteract it by means of an intervention, it is ideally detected an early stage. In this paper, we present a method for early disengagement detection that relies only on the classification of scrolling data. The presented method transforms scrolling data into a time series representation, where each point of the series represents the vertical position of the viewport in the text document. This time series representation is then classified using time series classification algorithms. We evaluated the method on a dataset of 565 university students reading eight different texts. We compared the algorithm performance with different time series lengths, data sampling strategies, the texts that make up the training data, and classification algorithms. The method can classify disengagement early with up to 70% accuracy. However, we also observe differences in the performance depending on which of the texts are included in the training dataset. We discuss our results and propose several possible improvements to enhance the method. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung; Lehr und Lernqualität in Bildungseinrichtungen
Möglichkeiten der Schule zur Prävention psychischer Auffälligkeiten bei Kindern und Jugendlichen
Brandenburg, Janin; Hartmann, Daniela; Visser, Linda; Schwenck, Christina; Hasselhorn, Marcus; […]
Book Chapter
| Aus: Schwenck, Christina; Mähler, Claudia; Hasselhorn, Marcus (Hrsg.): Diagnostik und schulische Interventionsmöglichkeiten bei psychischen Auffälligkeiten | Göttingen: Hogrefe | 2023
43279 Endnote
Author(s):
Brandenburg, Janin; Hartmann, Daniela; Visser, Linda; Schwenck, Christina; Hasselhorn, Marcus; Mähler, Claudia
Title:
Möglichkeiten der Schule zur Prävention psychischer Auffälligkeiten bei Kindern und Jugendlichen
In:
Schwenck, Christina; Mähler, Claudia; Hasselhorn, Marcus (Hrsg.): Diagnostik und schulische Interventionsmöglichkeiten bei psychischen Auffälligkeiten, Göttingen: Hogrefe, 2023 (Tests und Trends der pädagogisch-psychologischen Diagnostik, 19), S. 165-178
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Diagnostik; Emotionale Entwicklung; Entwicklungsstörung; Förderungsmaßnahme; Intervention; Jugendlicher; Kind; Lehrerrolle; Prävention; Psychische Entwicklung; Rehabilitation; Schule; Sonderpädagogischer Förderbedarf; Soziale Entwicklung; Therapie; Unterstützung; Verhaltensauffälligkeit; Wirkung
Abstract:
Angesichts der negativen Auswirkungen, die psychische Auffälligkeiten für das Individuum, ihr soziales Umfeld und die Gesellschaft nach sich ziehen können, kommt ihrer Prävention eine große Bedeutung zu. Darunter versteht man Maßnahmen, die darauf abzielen, bestehende Risikofaktoren zu reduzieren, drohende gesundheitliche Schäden zu begrenzen bzw. zu verhindern oder protektive Faktoren zu stärken. Es ist sinnvoll, Maßnahmen zur Prävention psychischer Auffälligkeiten bereits im Kindes- und Jugendalter anzusiedeln. Zum einen, weil viele psychische Auffälligkeiten bereits im Kindes- und Jugendalter beginnen, zum anderen weil sich gesundheitsschädigende Kognitionen, Emotionen und Verhaltensweisen bei Heranwachsenden noch leichter modifizieren lassen als bei Erwachsenen. Die Schule bietet als Ort einige Vorteile zur Durchführung primärpräventiver Maßnahmen, mit der Zielsetzung, eine große Zahl an Heranwachsenden für das Thema der psychischen Gesundheit zu sensibilisieren und zu nachhaltigen gesundheitsfördernden Verhaltensweisen anzuregen. Auch bei der Früherkennung (sekundäre Prävention) kann die Schule eine wichtige Funktion als "Weichensteller" einnehmen, mit dem Ziel, potenzielle Warnzeichen einer psychischen Störung frühzeitig zu erkennen und den betroffenen Schülerinnen und Schülern professionelle Hilfe zu vermitteln. Sofern Kinder und Jugendliche aufgrund von emotionalen oder sozialen Problemen in ihrer Lernentwicklung gravierend eingeschränkt sind, übernimmt die Schule darüber hinaus eine zentrale Funktion im Rahmen der schulischen Rehabilitation (tertiäre Prävention). Dies betrifft die Feststellung eines sonderpädagogischen Förderbedarfes im Bereich der emotionalen und sozialen Entwicklung und die entsprechende Förderung der Schülerinnen und Schüler. Nach einem stationären Klinikaufenthalt aufgrund psychischer Auffälligkeiten steht die Schule vor der Herausforderung, die Reintegration der betroffenen Kinder und Jugendlichen zu unterstützen. Inwiefern die Schule diesen Erwartungen und Herausforderungen gerecht wird, ist Gegenstand dieses Kapitels. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Unselect matches
Select all matches
Export
<
1
2
3
4
...
20
>
Show all
(407)