Aktuelle Inhaltsverzeichnisse ausgewählter Fachzeitschriften Ausgabe April 2019 - Hamburg.de
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Aktuelle Inhaltsverzeichnisse ausgewählter Fachzeitschriften Ausgabe April 2019 BQ-F: Forschungskooperation und Datengewinnungsstrategie
2 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 ........................................................................................................................ 11
3 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 Schulentwicklung
10 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 “additive
13 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 liegt
14 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 to
18 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 moderieren
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