Aktuelle Inhaltsverzeichnisse ausgewählter Fachzeitschriften Ausgabe April 2019 - Hamburg.de
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Aktuelle Inhaltsverzeichnisse
ausgewählter Fachzeitschriften
Ausgabe April 2019
BQ-F: Forschungskooperation und Datengewinnungsstrategie2 Zeitschrifteninhaltsdienst April 2019
In dieser Ausgabe:
Inhalt
American Educational Research Journal ................................................................................................. 3
Diagnostica .............................................................................................................................................. 4
Educational Assessment, Evaluation And Accountability ....................................................................... 5
Educational Researcher ........................................................................................................................... 6
European Educational Research Journal ................................................................................................. 7
International Review of Education .......................................................................................................... 8
Lernende Schule ...................................................................................................................................... 9
Psychologie in Erziehung und Unterricht .............................................................................................. 10
Zeitschrift für Soziologie ........................................................................................................................ 113 Zeitschrifteninhaltsdienst April 2019
American Educational Research Journal
Volume 56 Issue 2, April 2019
Link zur Zeitschrift mit Abstracts:
https://journals.sagepub.com/toc/aer/current
RICHARD PAQUIN MOREL, CYNTHIA COBURN
Access, Activation, and Influence: How Brokers Mediate Social Capital Among Professional Devel-
opment Providers [Abstract]
BRIAN A. BURT
Toward a Theory of Engineering Professorial Intentions: The Role of Research Group Experiences
[Abstract]
ELLIOTT W. FRIEDLANDER, NICOLE ARSHAN, SEN ZHOU, AND CLAUDE GOLDENBERG
Lifewide or School-Only Learning: Approaches to Addressing the Developing World’s Learning Cri-
sis [Abstract]
DI XU
Academic Performance in Community Colleges: The Influences of Part-Time and Full-Time In-
structors [Abstract]
RACHELLE WINKLE-WAGNER, BRIDGET TURNER KELLY, COURTNEY L. LUEDKE, AND TANGELA BLAKELY REAVIS
Authentically Me: Examining Expectations That Are Placed Upon Black Women in College [Abstract]
ALYSSA HADLEY DUNN, BETH SONDEL, AND HANNAH CARSON BAGGETT
‘‘I Don’t Want to Come Off as Pushing an Agenda’’: How Contexts Shaped Teachers’ Pedagogy in
the Days After the 2016 U.S. Presidential Election [Abstract]
SANDRA A. ALVEAR
The Additive Advantage and Bilingual Programs in a Large Urban School District [Abstract]
JASON A. GRISSOM AND BRENDAN BARTANEN
Strategic Retention: Principal Effectiveness and Teacher Turnover in Multiple-Measure Teacher
Evaluation Systems [Abstract]
KRYSTAL L. WILLIAMS, BRIAN A. BURT, KEVIN L. CLAY, AND BRIAN K. BRIDGES
Stories Untold: Counter-Narratives to Anti-Blackness and Deficit-Oriented Discourse Concerning
HBCUs [Abstract]4 Zeitschrifteninhaltsdienst April 2019
Diagnostica
Volume 65, Nr. 2 (2019)
Link zur Zeitschrift mit Abstract:
https://econtent.hogrefe.com/toc/dia/65/2
LAURA I. SCHMIDT, FABIAN SCHEITER, ANDREAS NEUBAUER, MONIKA SIEVERDING
Anforderungen, Entscheidungsfreiräume und Stress im Studium. Erste Befunde zu Reliabilität und
Validität eines Fragebogens zu strukturellen Belastungen und Ressourcen (StrukStud) in Anleh-
nung an den Job Content Questionnaire [Abstract]
GUIDO BREIDEBACH, NICOLE GRUBER
Erfolgssicherheit und -gewissheit (ESG). Konstitution einer „Hoffnung auf Erfolg“-Subkategorie im
Rahmen des Auswertungsschlüssels nach Heckhausen zur Steigerung der Güte des TAT [Abstract]
KATHARINA KUPPER, DOROTHEA KRAMPEN, BEATRICE RAMMSTEDT, SONJA ROHRMANN
Kurzversion des Big Five Inventory für Kinder und Jugendliche (BFI-K KJ). Adaptation und Validie-
rung eines deutschsprachigen Selbstbeurteilungsinventars zur Erfassung grundlegender Persön-
lichkeitsfaktoren im Kindes- und Jugendalter [Abstract]
CHRISTIANE OTTO, CLAUS BARKMANN, MANFRED DÖPFNER, FRANZ PETERMANN, ROBERT SCHLACK, ULRIKE
RAVENS-SIEBERER, FIONNA KLASEN
Der Global-Index der Conners-Skalen. Psychometrische Eigenschaften und Normierung einer deut-
schen Eltern- und Selbstbeurteilungsversion für Jugendliche [Abstract]
JULIA WALDEYER, JENS FLEISCHER, JOACHIM WIRTH, DETLEV LEUTNER
Entwicklung und erste Validierung eines Situational-Judgement-Instruments zur Erfassung von
Kompetenzen im Bereich des Ressourcenmanagements (ReMI) [Abstract]5 Zeitschrifteninhaltsdienst April 2019
Educational Assessment, Evaluation And Accountability
Volume 31, Heft 1 (2019)
Link zum aktuellen Heft mit Abstracts:
https://link.springer.com/journal/11092/31/1
Editorial
GURI SKEDSMO, STEPHAN GERHARD HUBER
Top-down and bottom-up approaches to improve educational quality: their intended and unintended
consequences
LOTH VAN DEN OUWELAND, JAN VANHOOF
Underperforming teachers: the impact on co-workers and their responses [Abstract]
NOELLE A. PAUFLER, CHRIS CLARK
Reframing conversations about teacher quality: school and district administrators’ perceptions of
the validity, reliability, and justifiability of a new teacher evaluation system [Abstract]
SHUANGSHUANG LIU, COURTNEY A. BELL, NATHAN D. JONES, DANIEL F. MCCAFFREY
Classroom observation systems in context: A case for the validation of observation systems [Abstract]
ILONA ARNOLD-BERKOVITS, ALEXANDER KURZ, LINDA A. REDDY
Teacher log of students’ opportunity to learn and classroom observation: an initial investigation of
convergence [Abstract]
LEONIDAS KYRIAKIDES, EVI CHARALAMBOUS, BERT P. M. CREEMERSY, PANAYIOTIS ANTONIOU, DYMPNA
DEVINE, DONA PAPASTYLIANOU, DECLAN FAHIE
Using the dynamic approach to school improvement to promote quality and equity in education: a
European study [Abstract]6 Zeitschrifteninhaltsdienst April 2019
Educational Researcher
48. Jahrgang, Heft 2 (2019)
Link zum aktuellen Heft mit Abstracts:
https://journals.sagepub.com/toc/edr/current
FRANCIS L. HUANG, DEWEY G. CORNELL
School Teasing and Bullying After the Presidential Election [Abstract]
XUELI WANG, YEN LEE, KELLY WICKERSHAM
The Role of Community College Attendance in Shaping Baccalaureate Recipients’ Access to Gradu-
ate and Professional Education [Abstract]
RUSSELL T. WARNE, GERHARD SONNERT, PHILIP M. SADLER
The Relationship Between Advanced Placement Mathematics Courses and Students’ STEM Career
Interest [Abstract]
MICHAEL J. JACOBSON, JAMES A. LEVIN, MANU KAPUR
Education as a Complex System: Conceptual and Methodological Implications [Abstract]
CLIVE R. BELFIELD, A. BROOKS BOWDEN
Using Resource and Cost Considerations to Support Educational Evaluation: Six Domains [Abstract]7 Zeitschrifteninhaltsdienst April 2019
European Educational Research Journal
Volume 18, Number 2 (2019)
Link zum aktuellen Heft mit Abstracts:
https://journals.sagepub.com/toc/eera/current
SUE ROBSON, MONNE WIHLBORG
Internationalisation of higher education: Impacts, challenges and future possibilities [Abstract]
MONNE WIHLBORG
Critical viewpoints on the Bologna Process in Europe: Can we do otherwise? [Abstract]
KATJA BRØGGER
How education standards gain hegemonic power and become international: The case of higher
education and the Bologna Process [Abstract]
SU-MING KHOO, JANI HAAPAKOSKI, MEERI HELLSTÉN, JOANNE MALONE
Moving from interdisciplinary research to transdisciplinary educational ethics: Bridging epistemo-
logical differences in researching higher education internationalization(s) [Abstract]
JOANNA ALMEIDA, SUE ROBSON, MARILIA MOROSINI, CAROLINE BARANZELI
Understanding Internationalization at Home: Perspectives from the Global North and South [Abstract]
ELINA LEHTOMÄKI, JOSEPHINE MOATE, HANNA POSTI-AHOKAS
Exploring global responsibility in higher education students’ cross-cultural dialogues [Abstract]
SARAH OHI, JOANNE O’MARA, RUTH ARBER, CATHERINE HARTUNG, GARY SHAW, CHRISTINE HALSE
Interrogating the promise of a whole-school approach to intercultural education: An Australian in-
vestigation [Abstract]
JULIEN DAHNIER, NATHANAËL FRIANT
Assessing local socioeconomic desegregation: The effects of successive decrees regulating school
choice in the Belgian French-speaking community [Abstract]8 Zeitschrifteninhaltsdienst April 2019
International Review of Education
Volume 65, Issue 1 (2019) “Indigenous knowledges as vital contributions to sustainability”
Link zum aktuellen Heft mit Abstracts:
https://link.springer.com/journal/11159/65/1
MIYE NADYA TOM, ELIZABETH SUMIDA HUAMAN, TERESA L. MCCARTY
Editorial
Indigenous knowledges as vital contributions to sustainability
JOHN TERIA NG’ASIKE
Indigenous knowledge practices for sustainable lifelong education in pastoralist communities of
Kenya [Abstract]
SHARON NELSON-BARBER, ZANETTE JOHNSON
Raising the standard for testing research-based interventions in Indigenous learning communities
[Abstract]
ROSALVA MOJICA LAGUNAS
Nahuatl in Coatepec: Ideologies, practices and management for linguistic and cultural continuance
[Abstract]
JEFF CORNTASSEL, TIFFANIE HARDBARGER
Educate to perpetuate: Land-based pedagogies and community resurgence [Abstract]
CHERYL CRAZY BULL, EMILY R. WHITE HAT
Cangleska Wakan: The ecology of the sacred circle and the role of tribal colleges and universities
[Abstract]
PETER J. MATAIRA
Transforming Indigenous research: Collaborative responses to historical research tensions [Abstract]
ELIZABETH SUMIDA HUAMAN
Comparative Indigenous education research (CIER): Indigenous epistemologies and comparative
education methodologies [Abstract]9 Zeitschrifteninhaltsdienst April 2019
Lernende Schule
Heft 85/2019 „Fachfremd unterrichten“
Link zum aktuellen Heft ohne Abstracts:
http://www.friedrich-verlag.de/shop/sekundarstufe/schulleitung/lernende-schule
RAPHAELA PORSCH
Fachfremd unterrichten. Ein Überblick zu Praxis und Forschung
RAPHAELA PORSCH
Was sagt die Forschung? Ein Gespräch zu fachfremdem Unterricht mit Ewald Terhart
INGRID AHLRING
Dafür oder dagegen? Pädagogische Argumente zum fachfremden Unterricht
RALF BENÖLKEN, MARCEL VEBER
Inklusiv und fachfremd. Zur Verbindung inklusionspädagogischer, fachdidaktischer und fachwis-
senschaftlicher Aspekte von Lehrerwissen
HOLGER KNERNDEL, ANNINA SCHULTE
Fachfremde als Abenteuer. Lernen jenseits von traditionellen Fächern
ANKE LENSCH
Fremde Klasse, fremdes Fach. Erfahrungen einer Vertretungslehrerin
LAURA PINNIG
Ins kalte Wasser geschubst. Erfahrungen einer Grundschullehrerin mit fachfremdem Unterricht
CHRISTOPH SELTER, BETTINA RÖSKEN-WINTER
Erfordernisse, Konzepte, Erfahrungen. Fortbildungen für fachfremd Mathematik Unterrichtende
ELKE BINNER
Fachfremde Lehrkräfte fortbilden. Erfahrungen als Fortbildnerin
RAPHAELA PORSCH
Fachfremdheit überwinden. Was Schulleitungen tun können
RAPHAELA PORSCH
Gretchenfrage neu gestellt: „Wie halten Sie es mit dem fachfremden Unterricht?“
UDO KLINGER
Ins Fach oder kann das weg?
DENNIS NOWAK, FABIENNE ENNIGKEIT, CHRISTOPHER HEIM
Ganztagsschulqualität aus Sicht der Lernenden. Zum Einsatz eines onlinebasierten Fragebogens
für die Schulentwicklung10 Zeitschrifteninhaltsdienst April 2019
Psychologie in Erziehung und Unterricht
Heft 2 (2019)
Link zum aktuellen Heft mit Abstracts:
https://www.reinhardt-journals.de/index.php/peu/issue/view/1494
CHARLOTT RUBACH, REBECCA LAZARIDES
Empirische Arbeit: Bedingungen und Auswirkungen des elterlichen Engagements im häuslichen
und schulischen Umfeld. Analysen in der Sekundarstufe I [Abstract]
HANNA RAVEN, JENS KLEINERT
Empirische Arbeit: Dem Burnout davonlaufen? Zusammenhänge zwischen beruflicher Bedürfnisbe-
friedigung, körperlicher Freizeitaktivität und Burnout bei Lehrkräften [Abstract]
LUISA GRÜTZMACHER, DIANA RAUFELDER
Empirische Arbeit: Das reziproke Zusammenspiel von Stresserleben, sozialen Beziehungen mit
Peers und Lehrkräften und schulischer Leistung im Verlauf von früher zu mittlerer Adoleszenz
[Abstract]
ULRICH KLOCKE, SABRINA LATZ, JULIAN SCHARMACHER
Empirische Arbeit: Schule unterm Regenbogen? Einflüsse auf die Berücksichtigung sexueller und
geschlechtlicher Vielfalt durch Lehrkräfte [Abstract]11 Zeitschrifteninhaltsdienst April 2019
Zeitschrift für Soziologie
47. Jahrgang, Heft 6 (2019)
Link zum aktuellen Heft mit Abstracts:
https://www.degruyter.com/view/j/zfsoz.2018.47.issue-6/issue-files/zfsoz.2018.47.issue-6.xml
THORNHILL, CHRIS
The Sociology of Law and Global Sociology [Abstract]
DOSDALL, HENRIK
Organisationsversagen und NSU-Ermittlungen [Abstract]
MAYS, ANJA
Fördert Partizipation am Arbeitsplatz die Entwicklung des politischen Interesses und der politi-
schen Beteiligung? [Abstract]
SCHÜRKMANN, CHRISTIANE
Über das Sichtbare hinaus. Eine Soziologie künstlerischer Praxis [Abstract]12 Zeitschrifteninhaltsdienst April 2019
Abstract
Professional development [PD] providers can shape how teachers understand and implement new poli-
cies. Yet we have a limited understanding of how providers develop the ideas they promote. We explore this by
examining social capital among mathematics PD providers. Using social network and interview data, we identi-
fied providers in brokerage positions and analyze their interactions. We found that broker behavior varied by
organizational setting. Brokers in school districts typically discussed logistical issues related to PD delivery,
while brokers outside of districts often discussed substantive mathematical topics. When district brokers did
access substantive information, they rarely shared it. We conclude that (1) the disconnect between accessing
and sharing diminished district brokers’ ability to support PD in their districts and (2) the lack of substance di-
minished their ability to influence ideas about mathematics.
Abstract
This article advances the Theoretical Model of Engineering Professorial Intentions to explain why individ-
uals do or do not choose to pursue faculty careers. A 13-month ethnographic study of members of a diverse
chemical engineering research group was conducted. The resulting theoretical model accounts for six emergent
components that contribute to members’ identification with faculty careers: (1) social identities and personal
factors; (2) sociocultural factors; (3) participation, interactions, and learning in research group experiences; (4)
faculty prototype; (5) social comparisons; and (6) individual and institutional experiences. The article concludes
with implications for further research and recommendations regarding mentoring and design of research group
experiences that may promote greater interest in and identification with the professoriate.
Abstract
This cluster randomized controlled trial tested the impact of school-only and lifewide-learning (LWL) ap-
proaches to supporting early-grade learning over 2 years in rural Rwanda. We compare school-only and LWL
treatments with a business-as-usual control condition and with each other. Schools in both treatment groups
received reading materials and teacher training. LWL villages also received support to enrich home and com-
munity literacy ecologies. Student reading assessments, administered across 21 sectors (analogous to U.S.
school districts), showed that both treatments positively impacted learning. LWL produced a greater impact,
particularly in oral comprehension, reading fluency, and reading comprehension. However, nearly one third of
the students lacked basic skills at endline, indicating that further efforts are needed to address the learning cri-
sis in the least-developed countries.
Abstract
Understanding the relative impacts of part-time adjuncts in community colleges is highly policy-relevant,
partly because community colleges rely on part-time faculty heavily and partly because community colleges
assume a critical role in addressing the national equity agenda by disproportionately serving underrepresented
groups. This study uses individual transcript data to explore how initial exposure to a particular field of study
with part-time adjuncts influences student performance in current and subsequent course performance in
community colleges. To address selection bias, I use two empirical strategies, a two-way fixed effects model
and an instrumental variable approach. The results consistently suggest that part-time adjuncts are associated
with higher grades in contemporaneous courses but have negative impacts on subsequent course perfor-
mance.
Abstract
Through analyzing critical life stories with Black alumnae from predominantly White institutions, this arti-
cle offers a narrative, in-depth approach to explore the ways in which alumnae managed and resisted expecta-
tions and stereotypes that were placed upon them by peers, faculty, and staff during college. Findings sug-
gested that participants grappled with assumptions of who they should be as Black college women. As they re-
sisted stereotypes and expectations, they crafted unique pathways toward asserting their authentic selves. The
findings emphasize heterogeneity among Black women and the need for varied support structures in educa-
tional institutions.
Abstract
Guided by perspectives on the sociopolitical contexts of schooling, control of teachers’ curriculum and
instruction, and teaching of elections, we use findings from a national questionnaire to explore the contexts
that shaped teachers’ pedagogical decision making following the 2016 U.S. presidential election. Our findings
reveal that classroom, school, district, state, and national contexts often manifested in pressure from col-
leagues, parents, the administration, the district, and the public. This pressure is reflective of the lack of trust,
autonomy, and professionalism for teachers in our current climate. The days immediately following the elec-
tion revealed new understandings about teachers’ views on neutrality, opportunities for agency within control
of teachers’ work, and a call for justice-oriented pedagogy. Implications for teacher education, practice, and
research are discussed.
Abstract
The current study analyzes the relationship between elementary school reading achievement and partici-
pation in the following language acquisition programs—transitional bilingual, developmental, two-way bilingual
immersion, and English immersion. With a focus on the achievement of Spanish-dominant English learners, the
study uses multilevel models to examine Spanish and English reading outcomes for evidence of an “additive13 Zeitschrifteninhaltsdienst April 2019
advantage” associated with programs that pursue full proficiency in students’ home language and English. Set
in a large urban school district in Texas, this research finds that participants in the most additive program, two-
way, earned the highest Grade 5 English reading performance. In contrast, students in transitional and two-way
programs demonstrated similar Spanish reading growth, and developmental students had significantly slower
growth than transitional students.
Abstract
Studies link principal effectiveness to lower average rates of teacher turnover. However, principals need
not target retention efforts equally to all teachers. Instead, strong principals may seek to strategically influence
the composition of their school’s teaching force by retaining high performers and not retaining lower perform-
ers. We investigate such strategic retention behaviors with longitudinal data from Tennessee. Using multiple
measures of teacher and principal effectiveness, we document that indeed more effective principals see lower
rates of teacher turnover, on average. Moreover, this lower turnover is concentrated among high-performing
teachers. In contrast, turnover rates of the lowest-performing teachers, as measured by classroom observation
scores, increase substantially under higher-rated principals. This pattern is more apparent in advantaged
schools and schools with stable leadership.
Abstract
Although there is empirical evidence concerning the value of historically Black colleges and universities
(HBCUs), broader narratives about these institutions too often overemphasize challenges and depict them from
a deficit perspective. We argue that such depictions elide the benefits of HBCUs within the higher education
landscape and are rooted in a form of institutional anti-blackness—persistent imagery and discourse that con-
struct Black colleges and universities as institutions devoid of value. In response to such silencing, this study
employs counter-narratives rooted in a critical race methodology to illuminate the modern contributions of
HBCUs as told by their chief executive officers—HBCU presidents. These contributions include transforming
today’s learners into tomorrow’s leaders, a commitment to serving low-income students that is unencumbered
by their financial strains, and tapping the potential of students who were marginalized in prior academic envi-
ronments.
Abstract
Mit dem Demand-Control-Modell und dem dazugehörigen Job Content Questionnaire (JCQ) existiert im
Arbeitsumfeld ein bewährtes Modell zur Vorhersage physischer und psychischer Gesundheitsrisiken. Um diese
auch unter Studierenden theoriegeleitet vorhersagen zu können, passten wir den JCQ auf den Hochschulkon-
text an und untersuchten mittels unseres Fragebogens zu strukturellen Belastungen und Ressourcen im Stu-
dium (StrukStud) den Erklärungsbeitrag hinsichtlich Stresserleben und Wohlbefinden. In 4 Studien mit insge-
samt 732 Studierenden (Psychologie, Lehramt, Soziale Arbeit, Wirtschaftsrecht und Erziehung & Bildung) wur-
den die Demand-Control-Dimensionen (StrukStud), Stresserleben (Heidelberger Stress-Index HEI-STRESS & Per-
ceived Stress Questionnaire) und weitere Referenzkonstrukte wie Studienzufriedenheit und körperliche Be-
schwerden erfasst. Befunde zur Reliabilität und Validität werden vorgestellt. Die Ergebnisse belegen die
psychometrische Qualität des StrukStud sowie dessen Potenzial zur Erklärung von Stress im Studium. Mit dem
StrukStud liegt für den deutschsprachigen Raum erstmals ein ökonomisches Selbsteinschätzungsinstrument zur
Erfassung von psychologischen Anforderungen und Entscheidungsfreiräumen im Studium vor.
Abstract
Der thematische Apperzeptionstest (TAT; Heckhausen, 1963) ist ein bewährtes Verfahren zur Erfassung
des impliziten Leistungsmotives. Dabei werden Personen instruiert, zu 6 Bildern Geschichten zu erfinden, wel-
che dann anhand eines spezifischen Kodierschlüssels hinsichtlich der beiden Motivkomponenten Hoffen auf
Erfolg und Furcht vor Misserfolg analysiert werden. Die Güte des Verfahrens hängt somit essentiell vom Aus-
wertungskategoriensystem ab. Ziel der vorliegenden Studie ist die Erweiterung des Kodierschlüssels von Heck-
hausen um die Kategorie Erfolgssicherheit und -gewissheit (ESG) und deren Überprüfung. Die Auswertungsob-
jektivität, Test-Retest-Reliabilität (Delay: 4 Wochen) und die interne Konsistenz des Verfahrens wurden jeweils
mit und ohne Berücksichtigung von ESG erfasst. Diskriminante und konvergente Validität sind durch Überein-
stimmung mit konstruktnahen und -fernen Verfahren sowie faktorielle Validität mittels CFA an N = 215 Schüle-
rinnen und Schüler ermittelt worden. Zur Prüfung der experimentellen Validität fand eine gezielte Motivanre-
gung an N = 130 Schülerinnen und Schülern statt. Die Ergebnisse deuten darauf hin, dass durch ESG die Güte-
kriterien des TAT gesteigert werden können.
Abstract
Die Kurzversion des Big Five Inventory für Kinder und Jugendliche (BFI-K KJ) stellt einen deutschsprachi-
gen Selbstbeurteilungsfragebogen zur Erfassung von Extraversion, Verträglichkeit, Gewissenhaftigkeit, Neuroti-
zismus und Offenheit für Erfahrungen bei Kindern und Jugendlichen dar. Der Fragebogen wurde basierend auf
einer Stichprobe von N = 267 Kindern und Jugendlichen im Alter von 9 bis 16 Jahren (M = 11.77, SD = 2.08; 52 %
Mädchen) entwickelt und umfasst 26 Items. Die internen Konsistenzanalysen, Retest-Reliabilitäten und Inter-
korrelationen der Skalen sprechen für die Zuverlässigkeit des Verfahrens. Auch erweist sich das Verfahren als
valide: So konnten (a) die 5-Faktoren-Struktur in einer Exploratorischen Faktorenanalyse (EFA) sowie in einem
Explorativen Strukturgleichungsmodell (ESEM) bestätigt, (b) die konvergente und diskriminante Validität ge-
stützt, (c) die aus der Literatur bekannten Zusammenhänge der Big Five mit Außenkriterien wie Alter und Ge-
schlecht und (d) die Kriteriumsvalidität an einer klinischen Stichprobe aufgezeigt werden. Mit dem BFI-K KJ liegt14 Zeitschrifteninhaltsdienst April 2019
demnach ein ökonomisches sowie reliables und valides Verfahren zur Erfassung der Big Five-Persönlichkeitsfak-
toren für Kinder und Jugendliche vor.
Abstract
Aufmerksamkeitsdefizits- / Hyperaktivitätsstörungen (ADHS) treten in der Kindheit und Jugend häufig auf
und ziehen oftmals psychische Probleme im Erwachsenenalter nach sich. Der Global-Index der etablierten Con-
ners-Skalen dient als Screening-Instrument für eine ADHS und weitere psychische Auffälligkeiten bei Kindern
und Jugendlichen in der klinischen Routine sowie in Forschungsstudien. Die vorliegende Untersuchung präsen-
tiert die psychometrische Analyse einer deutschen Eltern- und Selbstberichtsversion des Global-Index sowie
Normwerte basierend auf Daten von N = 967 13- bis 17-Jährigen aus der Allgemeinbevölkerung. Die Resultate
zeigen für den Eltern- und den Selbstbericht des Global-Index sowie für die zugehörige Subskala Rastlos-Impul-
siv jeweils neben einer guten internen Konsistenz Hinweise auf eine ausreichende bis gute konvergente Validi-
tät, aber die entsprechenden Kennwerte für die Subskala Emotional-Labil waren nicht ausreichend. Für beide
Urteilerperspektiven wurden Stärken, aber auch strukturelle Schwächen entdeckt, die in weiteren Studien un-
tersucht werden sollten. Die Subskala Emotional-Labil sollte mit Vorsicht verwendet werden. Die Befunde soll-
ten nicht auf Kinder und Jugendliche außerhalb des untersuchten Altersbereichs übertragen werden.
Abstract
Ein Studium stellt Lernende vor umfangreiche Herausforderungen im Bereich des selbstregulierten Ler-
nens, insbesondere im Bereich des Ressourcenmanagements. Entsprechend sollte Ressourcenmanagement
prädiktiv für Lernerfolg im Studium sein. Jedoch mangelt es bisher an validen Instrumenten zur Erfassung ent-
sprechender Kompetenzen. Es wird daher ein neues Instrument vorgestellt, das Ressourcenmanagementkom-
petenzen in Form von konditionalem Strategiewissen als auch in Form von Defiziten bei der Strategieanwen-
dung erfasst. Dieses Instrument wurde hinsichtlich seiner Validität mit einer Stichprobe von N = 198 Erstsemes-
terstudierenden überprüft. Konfirmatorische Faktorenanalysen bestätigen die theoretisch angenommene Fak-
torenstruktur. Zudem zeigen sich erwartungskonforme konvergente und diskriminante Korrelationen mit exter-
nen Kriterien. Prognostische Validität zeigt sich in der Form, dass Ressourcenmanagementkompetenzen, er-
fasst über das neue Instrument, Studienerfolg inkrementell zur Abiturnote und schlussfolgerndem Denken als
Indikator für Intelligenz signifikant vorhersagen können.
Abstract
Research indicates that underperforming teachers have a profound impact on students and on principals
who struggle to deal with the underperformance. However, the impact on, and responses of, other teachers
(i.e. co-workers) is rarely studied, in spite of the importance of teacher collaboration in contemporary educa-
tion. Therefore, we interviewed co-workers about incidents of teacher underperformance, using the Critical
Incident Technique. Our respondents reported various types of underperformance, including student-related
and team-related underperformance, as well as task underperformance and counterproductive work behav-
iours. Dependent on the specific incident, co-workers were more directly or indirectly affected by the under-
performance. They expressed frustrations, concerns, and feelings of injustice, not only about the underperfor-
mance itself, but also about a lack of response by the school principal. Moreover, we found that co-worker re-
sponses depended on how they perceived the necessity, appropriateness, and utility of responding, as well as
their responsibility to respond. This was influenced by characteristics of the underperformance, underper-
former and co-worker, and leadership and team factors. Implications for educational research, policy, and prac-
tice are discussed.
Abstract
In changing accountability contexts, policymakers are engaging in international dialogue and collabora-
tive efforts with new opportunities to reframe conversations about how to measure teacher quality and to (re)
design and implement evaluation systems accordingly to ensure that they are fair, useable, feasible, and accu-
rate. This study examined the lived experiences of school and district administrators in a large, fast-growth,
suburban district in the USA regarding their districts’ new teacher evaluation system to better understand their
perceptions of the system’s validity and reliability such that justifiable conclusions may be drawn about teach-
ers’ effectiveness. Given concerns regarding validity and reliability, administrators generally discouraged exter-
nal, high-stakes uses of evaluation results but valued the evaluation process and the data it provides for sup-
porting teacher growth. As part of a larger study including teachers, findings can inform policymakers seeking
to reform teacher evaluation frameworks to emphasize professional growth over high-stakes consequences.
Abstract
Researchers and practitioners sometimes presume that using a previously “validated” instrument will
produce “valid” scores; however, contemporary views of validity suggest that there are many reasons this as-
sumption can be faulty. In order to demonstrate just some of the problems with this view, and to support com-
parisons of different observation protocols across contexts, we introduce and define the conceptual tool of an
observation system. We then describe psychometric evidence of a popular teacher observation instrument,
Charlotte Danielson’s Framework for Teaching, in three use contexts—a lower-stakes research context, a
lower-stakes practice-based context, and a higher-stakes practice-based context. Despite sharing a common
instrument, we find the three observation systems and their associated use contexts combine to produce dif-
ferent average teacher scores, variation in score distributions, and different levels of precision in scores. How-15 Zeitschrifteninhaltsdienst April 2019
ever, all three systems produce higher average scores in the classroom environment domain than the instruc-
tional domain and all three sets of scores support a one-factor model, whereas the Framework posits four fac-
tors. We discuss how the dependencies between aspects of observation systems and practical constraints leave
researchers with significant validation challenges and opportunities.
Abstract
The present study investigated the convergent validity of the Instructional Learning Opportunities Guid-
ance System (MyiLOGS; Kurz and Elliott 2012), a teacher self-report log designed to measure students’ oppor-
tunity to learn (OTL) the intended curriculum. MyiLOGS is compared to the Classroom Strategies Assessment
System—Observer Form (CSAS-O; Reddy and Dudek 2016), an online multidimensional assessment of instruc-
tion and behavior management practices. The study included 71 kindergarten through 12th grade teachers and
11 school principals from six high poverty charter schools in the northeastern USA. Results provided initial evi-
dence for the relationship between OTL and principal observer ratings of instruction. As hypothesized, results
indicate significant positive correlations between teacher ratings of time spent on instruction and time spent
on academic standards with observer ratings of teaching strategies; and significant negative correlations with
observer discrepancy ratings for instructional and behavior management. These findings indicate that the Myi-
LOGS teacher self-report formative assessment may support teachers’ movement towards improving their
teaching practice. Limitations of the measures and generalizability are discussed.
Abstract
This paper presents the results of a European study investigating the extent to which the Dynamic Ap-
proach to School Improvement (DASI) can help schools situated in socially disadvantaged areas to improve
their effectiveness. At the beginning of the school year 2015–2016, a sample of 72 primary schools in four Eu-
ropean countries (Cyprus, England, Greece and Ireland) was randomly allocated into the experimental and con-
trol groups. A questionnaire measuring the functioning of school factors related with the school learning envi-
ronment, school policy for teaching and school evaluation was administered to all teachers of the school sam-
ple (n = 762). A battery of mathematics tests and a questionnaire measuring students’ socioeconomic status
(SES) were administered to all students of grades 4–6 of the school sample (n = 5560). The experimental group
made use of DASI to develop improvement strategies and action plans. Feedback was provided to the control
group regarding their students’ achievement and the functioning of school factors in their school. Ιn each coun-
try, DASI had an effect on promoting student learning outcomes. For the control group of each country, the
total effect of SES on student achievement at the end of the intervention was bigger than the effect of SES at
the beginning of the intervention. No increase in the effect of SES was identified in the schools of the experi-
mental group. Implications of findings for establishing a theory-driven and evidence-based approach to im-
prove the quality and the equity dimensions of school effectiveness are discussed and suggestions for future
studies are provided.
Abstract
In response to media reports of increased teasing and bullying in schools following the 2016 U.S. presi-
dential election, we investigated its prevalence with a Virginia school climate survey completed by approxi-
mately 155,000 seventh- and eighth-grade students in 2013, 2015, and 2017. Survey results were mapped onto
presidential election results for each school division’s locality. In localities favoring the Republican candidate,
there were higher adjusted rates of students reporting that (a) they had experienced some form of bullying in
the past year (18% higher) and (b) “students in this school are teased or put down because of their race or eth-
nicity” (9% higher). For these two outcomes, there were no meaningful differences prior to the election. These
results provide modest support for educator concerns about increased teasing and bullying since the 2016
presidential election in some schools and warrant further investigation.
Abstract
Using data from the Baccalaureate and Beyond Longitudinal Study and propensity score matching tech-
niques, this study examined the impact of having attended a community college on baccalaureate recipients’
access to graduate and professional schools in general and how previous community college attendance influ-
enced student enrollment in different professional and graduate programs. Our findings revealed that there
was no significant negative or positive effect of community college attendance on access to graduate or profes-
sional school or on program enrollment choices. These results imply that community college attendance does
not limit access to graduate and professional education and holds the promise to complement the route to
graduate and professional school.
Abstract
Increasing the number of students choosing a STEM (science, technology, engineering, and mathematics)
career is a national educational priority. One way thought to increase interest in STEM is with advanced STEM
courses in high school, especially Advanced Placement (AP) courses. Using data from 15,847 college undergrad-
uates, we investigated the relationship between participation in AP mathematics courses (AP Calculus and AP
Statistics) and student career interest in STEM. After controlling for covariates, the strongest effect (d = 0.13)
showed that students who took AP Calculus had a modestly higher career interest in engineering and mathe-
matics/computer science. However, the relationship between most AP mathematics courses and most STEM
career outcomes was negligible. Most differences in outcomes between AP and non-AP students are likely due
to preexisting differences between the two groups.16 Zeitschrifteninhaltsdienst April 2019
Abstract
Education is a complex system, which has conceptual and methodological implications for education re-
search and policy. In this article, an overview is first provided of the Complex Systems Conceptual Framework
for Learning (CSCFL), which consists of a set of conceptual perspectives that are generally shared by educa-
tional complex systems, organized into two focus areas: collective behaviors of a system, and behaviors of indi-
vidual agents in a system. Complexity and research methodologies for education are then considered, and it is
observed that commonly used quantitative and qualitative techniques are generally appropriate for studying
linear dynamics of educational systems. However, it is proposed that computational modeling approaches, be-
ing extensively used for studying nonlinear characteristics of complex systems in other fields, can provide a
methodological complement to quantitative and qualitative education research approaches. Two research case
studies of this approach are discussed. We conclude with a consideration of how viewing education as a com-
plex system using complex systems’ conceptual and methodological tools can help advance education research
and also inform policy.
Abstract
Cost, cost-effectiveness, and benefit-cost analysis are methods used by economists to evaluate public
policies. Essentially, these methods rely on impact evaluations, that is, research studies of efficacy and effec-
tiveness. However, in most research in education, these cost and impact evaluations are performed separately.
This separation creates methodological deficiencies and undermines the contribution of educational research
to decision making. In this article, we identify key domains of educational research evaluations that, we be-
lieve, would be enhanced if resource and cost analyses were integrated more directly. These domains relate to
outcome specification, treatment contrast, implementation fidelity, the role of mediators, power of the test,
and meta-analysis. For each domain, we provide a case study example of how these cost analyses can comple-
ment and augment current research practices in educational evaluation. More interaction between economists
and education researchers would be beneficial for both groups.
Abstract
This article introduces the special edition entitled ‘Critical reflections on contemporary higher education
and developments of and in internationalization’. The articles presented here have resulted from the growing
interest in internationalisation among members of the European Educational Research Association Network 22,
Research in Higher Education. The authors responded to a special call for papers at the ECER 2016 Conference
held at University College, Dublin, taking a critical stance on the phenomenon of internationalisation in relation
to higher education. In this special edition, we explore a range of contemporary issues impacting upon Euro-
pean and European-influenced higher education policies, dialogues and practices. Internationalisation is con-
ceptualised as a process where cross-cultural challenges are addressed, deliberative pedagogies are developed,
and curriculum and the broader higher education experience is enriched to encourage individual and collective
agency and engagement with the complex challenges facing society (Shaffer et al., 2017). The papers explore
and critique the conceptual and methodological challenges and possibilities of researching internationalisation.
They transcend institutional, disciplinary and national boundaries, and aim to offer new research approaches,
analytical tools and frameworks, and a robust critique of ideas around internationalising higher education in
Europe and beyond.
Abstract
The starting point for this inductive study is to determine, through a search of studies, what critical view-
points in terms of research are delivered, based on experiences, observations and evaluation, concerning the
Bologna Process over time? The aim is to present a description using a thematic analysis based on data from 38
papers (2004–2016) that reveal the critical reasoning behind the research. The reasoning is critical in the sense
that various authors have elaborated on and problematized aspects of the Bologna Process in terms of what to
avoid and/or have characterized aspects related to the Bologna Process that are not desirable. Based on the
outcome of the thematic analysis, theorists were selected in order to deepen the reasoning and meaning high-
lighted in three themes. The findings are further discussed in terms of knowledge and curriculum development
for the future and the advancement of European higher education policy and beyond on equal terms. The arti-
cle suggests that there are causes for concern regarding unwanted consequences in the aftermath of the Bolo-
gna Process.
Abstract
Through an ethnographic exploration of policy documents, this paper aims to expose how outcome-ori-
ented education standards gained international hegemonic status in the Bologna Process. Taking inspiration in
the concept of hegemony and by connecting the invisible power of hegemony to soft governance, the paper
shows how the outcome-based modular curriculum gained hegemonic power by means of the infrastructure of
the reform. Centring on the movement from political agendas within the Bologna Process to the implementa-
tion in a national context using Denmark as a case, the paper tracks the transformation from an input- and con-
tent-driven curriculum to an outcome- and objectives-driven curriculum and the transition from a semestrial
timeframe structure to a modular block structure. The paper shows how consent and legitimisation is manufac-
tured through the infrastructure of the Bologna Process consisting of communication paths, standardisation
and follow-up mechanisms such as benchmarking through graphs and frameworks for reporting.17 Zeitschrifteninhaltsdienst April 2019
Abstract
This article begins with the proposition that inter- and transdisciplinarity offer an important methodologi-
cal grounding for collaborative HE research addressing complex agendas such as HE internationalization. Inter-
nationalization acts as a figure for the ‘troubled’ nature of higher education; hence we begin with the larger
problem, discussing the current crises of disciplinary knowledge as the background question. We set out a
framework for understanding and conceptualizing inter- and transdisciplinarity as a meta-theoretical approach
that problematizes reductive and disciplinary approaches, in favour of research and analytical strategies which
can work with, and across, differences. To work further through and operationalize different possibilities of-
fered by inter-and transdisciplinary approaches to HE internationalizations, we discuss the use of tools such as
social cartography to do ‘bridging work’ across different disciplinary and theoretical backgrounds and contexts.
A non-formal practitioner–collaborator project is discussed to highlight emergent dimensions of collaboration
that might otherwise be overlooked. Inter- and transdisciplinarity are not pre-specified specialized ‘methods’
but, rather, are orientations that may take reductive, convergent, divergent or emergent pathways. Inter- and
transdisciplinarity can perhaps be best treated as a problematizing and open-ended methodological approach
that foregrounds plurality and contestation, orienting research frameworks towards inclusiveness, tensions,
unpredictability and complexity.
Abstract
Internationalization at Home (IaH) has become a strategic priority in higher education research, policy
and practice, although there is still a lack of conceptual clarity around its meaning and practical applications
and implications.
This paper aims to shed empirical insight into how this concept is understood by higher education staff. It fol-
lows a multiple-case study design to explore bottom-up understandings of IaH by 18 staff in two universities in
Brazil and the UK. Findings yielded by a thematic analysis of two focus group sessions forefront three dimen-
sions when enacting an IaH agenda: (1) the institutional or organizational side of internationalization, (2) teach-
ing and learning aspects, and (3) personal experiences of the social actors involved in internationalization pro-
cesses. Within these dimensions, four baseline features should be considered for a bottom-up understanding
of IaH: institutional strategizing, international curricula, student integration, and inclusivity of IaH.
Implications for future research highlight the importance of furthering empirically grounded definitions of IaH
via a bottom-up and top-down development of the concept that clarifies the epistemology of equity it repre-
sents. Implications for practice point to the urge of attending to staff perceptions whilst exploring macro-,
meso- and micro-contextual conditions and needs.
Abstract
This study engages with current debate around global education and internationalization of higher edu-
cation(HE). There is an identified need to critically reflect on how global education commitments are intro-
duced to HE students, and how the debates are brought to individual as well as institutional levels. The study
explores how students in a Finnish university develop their understanding of global education, citizenship and
potential dispositions towards global responsibility. The students participated in an international seminar on
the global Education for All (EFA) process, with purposefully planned participatory activities and cross-cultural
dialogues, and reflected on their learning about the global process in assignments. A rigorous qualitative the-
matic analysis was conducted on the students’ written learning assignments (n = 43). The analysis revealed that
students learned about the global EFA process and targets, and reflected on general and personal significance
of the process as well as the connections between the local and global. They placed the responsibility for edu-
cational transformation in three distinct levels: the ‘other’; ‘we’; and ‘I’. The findings suggest that purposefully
designed learning activities guide students to develop their understanding of global education and to disposi-
tion themselves as responsible future education professionals, both prerequisites of global citizenship and
transformation of education.
Abstract
Intercultural education (ICE) is a priority for schools and schooling systems worldwide. While extensive
policy and academic literature exists that describes how ICE should be done in schools, relatively little has been
published about the pragmatics of implementing and enacting ICE, despite evidence that principals, teachers
and schools feel ill equipped to teach and engage in ICE. This article investigates how schools implementing ICE
are confronted with distinctive challenges. Engaging methodological tools of social constructivism (Denzin and
Lincoln, 2005) and an analytical lens supported by social cultural theories of identity and representation (Hall,
1997; Gee, 2004), we argue that the everyday experiences and practices of teachers need be explored, but also
interrogated and understood otherwise (Lather, 1991). We draw on qualitative data from a large-scale study
conducted in schools in Victoria, Australia. We present three vignettes that elucidate how ICE was enacted at
the principal, curriculum and teacher levels. Each vignette is based upon a key challenge confronted by schools
and illustrates the processes different schools used to tackle these issues and to embed ICE into the daily
schooling practice.
Abstract
Assuming that free school choice is one of the parameters contributing to segregation in the Belgian edu-
cational system, the government implemented decrees to alter school enrolment policies in order to regulate
school choice. In this study, two statistical approaches (a ‘Lorenz’ index and a multilevel one) have been used to18 Zeitschrifteninhaltsdienst April 2019
measure the evolution of segregation from 2006 to 2015 exploiting two databases (administrative student
count and the Programme for International Student Assessment). The results do not provide any support to the
claim that there has been a reduction in school segregation, and they stress that the decrees are inefficient
concerning this objective.
Abstract
Despite setting high hopes on education, very few pastoral nomad children in Kenya transition from pri-
mary education to secondary education. This article argues that the national Kenyan compulsory formal curric-
ulum fails to accommodate the needs of pastoralist communities. Literacy rates are particularly low among the
Turkana people, pastoralist nomads who live in the Northwest of Kenya. Low literacy has resulted in an acute
shortage of local teachers, a state of affairs which exacerbates the situation. Nomadic communities like the
Turkana people rarely attract national discussions on education curriculum even as their children continue to
perform poorly on national examinations. The author of this article demonstrates the importance of integrating
Indigenous knowledge and mother-tongue instruction in the curriculum for pastoralist schools. Based on his
own research in Turkana County, he identifies two main problems besides the shortage of teachers, namely the
inappropriateness of the materials used for instruction, which do not reflect the pastoralist children’s local In-
digenous culture and everyday environment; and the failure to use Turkana mother tongue in early childhood
education, which would support children’s literacy development, and thus serve to improve literacy rates in the
community as a whole. The author presents a family literacy project he was involved in which has made a
promising start in addressing these two issues. Stories were collected from parents and elders and made into
storybooks, thereby creating tailor-made, meaningful instruction materials. The author expresses his hope that
this article will stimulate critical discussions in Kenya which will respect the participation of pastoralist nomadic
communities in making decisions about education policy.
Abstract
Preserving the unique contours of cultural communities is integral to the rich weave of our collective hu-
man heritage. However, the postcolonial United States (US) educational paradigm, reflected in curricula and
standards based on white middle-class norms, has a flattening effect on the vibrancy of diverse languages and
community traditions. Based on their own research, the authors demonstrate that, for distinctive populations
like Indigenous groups, research-based educational interventions can actively inhibit learner achievement and
suppress cultural vitality. This article presents examples of how Diné (Navajo) public schools are affected at sys-
tem, teacher and individual levels, illustrating how, in a specific cultural milieu, some research-based “best
practices” are not in fact for the best. Each example highlights some of the ways in which “understanding con-
text” is an essential ingredient paving the way for student success. The authors argue that in order to optimise
the potency of educational innovations developed for Indigenous learners, interventions must adhere to a
higher standard of assessment practice. They suggest employing local testing and incorporating stakeholder
opinions as part of the strategic design of measuring students’ learning progress, as a way of responding to the
particular needs and dispositions of a community’s unique learners.
Abstract
Although more than a million people still speak Nahuatl, this number is rapidly diminishing. Historically,
Nahuatl was the dominant language of Coatepec de los Costales, a small village in Guerrero, Mexico. The last
50 years have seen a pronounced shift there from Nahuatl to Spanish. The ultimate cause of language shift is a
disruption in intergenerational language transmission as a result of often violent colonial encounters. Using a
conceptual framework that combines (1) the primacy of Indigenous knowledge systems, (2) a critical sociocul-
tural approach to language acquisition, (3) Bernard Spolsky’s definition of language policy as language prac-
tices, ideologies and management, and (4) the ethnography of language policy, this article explores, from a crit-
ical Indigenous perspective, the local dynamics and global influences that contribute to the endangerment of
Nahuatl. More specifically, it examines the mechanisms through which language ideologies, family–community
language management strategies and everyday language practices operate among people of different genera-
tions, thereby revealing socialisation practices and Indigenous systems of community-based learning. This work
may assist other Indigenous communities in better understanding the multiple mechanisms at play in language
loss and reclamation – spanning educational to environmental contexts.
Abstract
Indigenous youth today are in a precarious position. The elders who guided their grandparents and par-
ents often suffered from direct racism and dislocation from cultural practices, land, medicine, language,
knowledge and traditional lifeways. Family and community kinship networks that provided emotional, spiritual
and physical support have been brutally and systematically dismantled. When perpetuation is discussed within
an Indigenous context, it often refers to the transmission of Indigenous knowledge to future generations and
how they act on and regenerate it. This perpetuation of Indigenous knowledge and nationhood occurs every
day, often in the shape of unnoticed or unacknowledged actions carried out within intimate settings, such as
homes, ceremonies and communities. Focusing on everyday acts of resurgence shifts the analysis of the situa-
tion away from the state-centred, colonial manifestations of power to the relational, experiential and dynamic
nature of Indigenous cultural heritage, which offers important implications for re-thinking gendered relation-
ships, community health and sustainable practices. The authors of this article examine ways in which land-19 Zeitschrifteninhaltsdienst April 2019
based pedagogies can challenge colonial systems of power at multiple levels, while being critical sites of educa-
tion and transformative change. Drawing on a multi-component study of community practices in the Cherokee
Nation conducted by the second author, this article examines strategies for fostering what have been termed
“land-centred literacies” as pathways to community resurgence and sustainability. The findings from this re-
search have important implications for Indigenous notions of sustainability, health and well-being and ways in
which Indigenous knowledge can be perpetuated by future generations.
Abstract
Indigenous education and philosophy are rooted in the concept of relationality – the relatedness of all
things – within the framework of place-based experiences and knowledge. This article focuses on tribal colleges
and universities (TCUs) in the United States – in particular, on their dedication to land use and preservation,
sustainability and tribal ecological knowledge within their missions of cultural preservation, academic and ca-
reer development, and community engagement. TCUs are post-secondary institutions chartered by their re-
spective tribal governments to serve as the higher education institutions of the Tribe. In the TCU environment,
tribal identities emerge from an understanding of how all things are related. Evidence includes creation stories,
tribal languages and place-based knowledge. The circular relationship among place, engagement and identity is
often manifested in how land and its resources are preserved, managed and expanded through education, out-
reach and research. In 1994, the Equity in Educational Land-Grant Status Act was passed, granting TCUs endow-
ments for facilities and institutional capacity building in place of land. This article explores the time periods of
1968–1993 and 1994 to today in the context of the development of TCUs, first as place-based institutions pre-
serving tribal identity and later as land-grant institutions preserving tribal environmental and ecological
knowledge and resources. The authors provide a number of examples which demonstrate that TCUs exercise
the inherent sovereignty of Tribes to provide quality education to their people by incorporating their language
and Indigenous knowledge and values.
Abstract
Ongoing colonial power has long been ascribed to government bureaucracy and institutions of higher
learning. By consequence, Indigenous communities today are still experiencing challenges regarding the func-
tion, foundation and fabric of research that impacts Indigenous peoples, including in the arena of social work
education. Writing as an Indigenous scholar and Director of a Master of Social Work programme at a university
in the Pacific region, the author’s goal in this article is twofold. On the one hand, he aims to contribute to criti-
cal self-reflection of Western research methodologies, while on the other hand offering a reconceptualisation
of research tools and techniques that empower the researched and create reciprocal learning opportunities.
Through discussion of Indigenous and allied or “co-conspirator” partnerships, and drawing on the example of a
model called strengths-enhancing evaluation research (SEER), the author outlines observations regarding the
tensions between Indigenous and non-Indigenous researchers and processes. He challenges the established
norms of social science research, and offers theoretical and practical examples and questions – including the
notion of the researcher as a guest –, that demonstrate how higher education institutions and Indigenous and
non-Indigenous collaborations can provide critical responses to historical tensions regarding research and In-
digenous peoples. The conduct and behaviour of researchers can have long-lasting, unintended consequences
on communities at multiple levels of well-being. The author argues that both Indigenous and non-Indigenous
researchers must collaboratively work with communities for change.
Abstract
This article considers the contributions of Indigenous knowledges to educational research. It proposes
the term comparative Indigenous education research (CIER) in an effort to promote Indigenous-centred re-
search approaches in comparative and international Indigenous education studies. Through CIER, Indigenous
peoples and communities articulate research priorities, locate sites of research that raise issues of universal
and local concern, and engage community-based responses that are locally and globally relevant beyond na-
tion-state borders. The article draws on the evolution of comparative education and proposals for research ap-
proaches that utilise underrepresented lenses, as well as manifestations of endogenous philosophies, specifi-
cally Indigenous research methodologies. Conceptual frames for considering CIER through practice are also of-
fered, based on comparative research that crosses disciplines and borders, as well as research with Indigenous
communities and researcher observations that reflect epistemological commitment to Indigenous peoples.
Abstract
Ziel der Studie ist die Untersuchung der individuellen und schulbezogenen Bedingungen der elterlichen
häuslichen Unterstützung schulbezogener Lernprozesse von Schülerinnen und Schülern der Sekundarstufe I.
Des Weiteren wurde untersucht, inwieweit diese Unterstützung mit der Veränderung der intrinsischen Motiva-
tion und des akademischen Selbstkonzeptes der Lernenden einhergeht. Der Beitrag zum Forschungsstand liegt
neben der längsschnittlichen Untersuchung in der Analyse möglicher Moderatoren der Zusammenhänge. Für
die Analysen wurden Fragebogendaten von n=157 Lernenden (MAlter=14.5) sowie deren Eltern genutzt. Als
zentrales Ergebnis zeigt sich, dass Eltern ihre Kinder häuslich unterstützen, wenn Eltern ihr eigenes Schulenga-
gement als nützlich wahrnehmen. Die Unterstützung im häuslichen Umfeld steht in positivem Zusammenhang
zur Veränderung der intrinsischen Motivation. Sowohl die von Eltern wahrgenommene Kooperationsbereit-
schaft der Klassenlehrkraft als auch die Vielfalt des elterlichen Engagements im schulischen Umfeld moderierenYou can also read
