Die reflexive Wende in Forschung und Lehre: Interventionen der Politischen Bildung für eine rassismuskritische Schule

Der Blick auf das Feld Migration und Schule zeigt ein ernüchterndes Bild: Studien belegen seit über zwei Jahrzehnten, dass Kulturalisierungen und Differenzzuschreibungen in der pädagogischen Praxis verbreitet sind. Der Beitrag verdeutlicht, wie stark diese Zugänge in der Institution Schule verankert sind und verweist im Kontrast dazu auf die fundamentalen Perspektivenwechsel insbesondere in soziologischer und sozialanthropologischer Forschung zu Migration. Von diesen Umbrüchen ist in der Pädagogik nur wenig zu lesen und zu sehen. Auffällig ist, dass sowohl in der Literatur wie auch in den Ausbildungsgängen und der pädagogischen Praxis die bisherigen Ansätze – von Versatzstücken der Ausländerpädagogik bis hin zu rassismuskritischen Ansätzen – in einer eigentümlichen Parallelität nebeneinander existieren. Für einen Wandel in der pädagogischen Praxis ist aber eine verstärkte Verankerung und fundierte Auseinandersetzung in der Ausbildung angehender Lehrpersonen und den Weiterbildungsprogrammen der berufstätigen Lehrpersonen an den Pädagogischen Hochschulen vonnöten, so die Autor*innen weiter. Denn dies ist die Voraussetzung für eine Politische Bildung, in welcher gemeinsam mit den Schüler*innen die Vorstellung(en) eines politischen und gesellschaftlichen »Wir« analysiert, ausgehandelt und mit Blick auf die Zukunft neu erarbeitet werden kann

Palm versions of Hawkes processes

This brief paper identifies the Palm distribution of a linear Hawkes process. The textbook example for Palm distributions is the Palm version of a stationary Poisson process that corresponds to the original process plus a point in zero. The present result generalizes this example in a more complex but nevertheless tractable way. As a next step, we derive the intensity measure of the Palm version of a Hawkes process and show how it could be used for estimation. Finally, we discuss further possible applications to the theory of Hawkes processes

Feeling well and doing well. The mediating role of school engagement in the relationship between student well-being and academic achievement

Students’ well-being has become an important part of education policy in many countries. Research shows that well-being contributes to students’ engagement in school, thereby supporting academic achievement. However, prior research has often neglected the interplay and multidimensionality of the constructs. The present study applied a six-dimensional student well-being model and a three-component school engagement model to untangle the differential associations of positive and negative well-being dimensions with the components of school engagement and academic achievement. Longitudinal mediation analyses using a sample of N = 754 Swiss secondary school students and two measurement points (Grade 7 and Grade 8) revealed differential associations of well-being dimensions with engagement components, but no direct effects on academic achievement. Enjoyment in school, as a dimension of student well-being, had an indirect effect on academic achievement, mediated through behavioral engagement. The results imply that fostering students’ enjoyment in school may be a promising strategy to enhance their behavioral engagement and, in turn, promote their academic achievement

Study protocol for an observational panel study of heat strain in the general adult population in Basse Santa Su, The Gambia

Heat is among the most hazardous environmental factors for human health, but humidity’s role in heat-related health effects remains unclear. This study will assess the effect of humid heat and other environmental conditions on health in a representative population in Basse Santa Su, The Gambia, a region at high risk of humid heat exposure. We will examine the association between humid heat exposure and physiological heat strain, identify vulnerable sub-groups, and evaluate adaptive behaviours. We will recruit 60–90 healthy adults from Basse Santa Su and surrounding areas. Participants will be monitored for four non-consecutive weeks across dry (November–May) and rainy (June–October) seasons. Daily questionnaires will assess activities, thermal comfort, adaptation behaviours, heat strain symptoms, mood, and sleep quality. Wearables will collect time-resolved personal and indoor exposure (temperature and humidity), heat strain, and further physiological covariates. A fixed monitoring network will measure outdoor air temperature, humidity, air quality, and environmental noise. Descriptive analyses will assess baseline characteristics, heat stress and heat strain. Case-time series analysis with distributed non-linear lagged models will estimate immediate and delayed associations between exposure to humid heat and physiological heat strain. Stratified analyses by individual characteristics will explore possible vulnerability groups. Multiple exposure models and interaction terms will explore cumulative effects of multiple environmental factors. Multilinear land use regression modelling will develop high-resolution maps of temperature, humidity, and heat stress. This study will provide new insights into humid heat’s effect on health, particularly in low-income, high-exposure settings. This study addresses limitations in prior epidemiological research on heat, humidity, and health, including lack of high-resolution and individual-level data, and limited focus on humidity as a heat-health driver, on non-mortality outcomes and on climate-vulnerable populations. This study combines high-resolution microclimate mapping and individual-level measurements which may inform future epidemiological studies and heat-health interventions

Différenciation dans l’enseignement du français : une étude dans des classes multi-âges

Dans les débats actuels sur la didactique des langues étrangères, l’hétérogénéité et les mesures d’enseignement différencié revêtent une importance particulière. Le présent projet a pour but d’évaluer l’importance de la différenciation dans quatre classes du canton de Berne dans le cadre de l’enseignement basé sur un manuel scolaire. Depuis 2010, l’augmentation du nombre de classes multi-âges pour des raisons pédagogiques ou financières, pose des défis supplémentaires aux enseignant.e.s. La nécessité d’enseigner de manière différenciée s’avère donc plus évidente dans une classe multi-âge que dans un groupe d’apprentissage apparemment homogène. L’objectif de l’étude est de savoir comment les enseignant.e.s gèrent la différenciation interne dans l’enseignement du français et quelles sont les formes et les mesures qui sont pratiquées. Au moyen d’une étude de cas exploratoire, conçue comme une triangulation méthodologique, une première perspective, externe, est mise au jour à travers l’observation filmée de quatre leçons dans quatre classes différentes. Une seconde perspective, interne cette fois, s’établit à partir de la reconstruction des représentations des enseignant.e.s en matière de différenciation interne dans le cadre de l’enseignement du français langue étrangère, qui émerge d’entretiens semi-directifs. Il est en effet important d’étudier l’interaction entre les formes et mesures de différenciation et les convictions et conceptions des enseignant.e.s. C’est la raison pour laquelle on recourra au concept de triangulation large, qui permet de combiner différentes méthodes. Dans le présent article, l’accent est mis sur le soutien adaptatif des enseignant.e.s en tant que forme possible de différenciation interne. À la fin, quelques premiers résultats à ce sujet sont discutés et quelques pistes d’exploitation pédagogique seront formulées

Multiprofessionelle Zusammenarbeit im Handschriftunterricht. Untersuchungen zur Einschätzung der Zusammenarbeit und der Belastung in unterschiedlichen Fördersettings

Im Rahmen des Nationalfondsprojekts «Settings der Förderung der Grafomotorik» (grafset) wurde in einer breit angelegten Interventionsstudie unter anderem die multiprofessionelle Zusammenarbeit zwischen Psychomotoriktherapeut:innen und Lehrpersonen untersucht. Im vorliegenden Beitrag stehen deren Einschätzungen bezüglich der Zusammenarbeit und der Belastung in unterschiedlichen Fördersettings (separativ/integrativ/inklusiv) im Zentrum. Die Ergebnisse zeigen einen deutlichen Vorteil für das inklusive Setting bei gleichbleibender Belastung für die Lehrpersonen und die Psychomotoriktherapeut:innen

Relationship between school and parents: A comparative analysis of the legislative framework in five different countries

The benefits of cooperation between school and parents for students’ well-being, learning, and academic development are widely acknowledged. However, schools often face challenges in establishing cooperative relations with parents, and teachers sometimes perceive interactions with parents as burdensome. Despite its assumed relevance in shaping parent-teacher relationships, the legal framework has received little attention in the previous literature. This article addresses this gap by conducting a comparative analysis of the legislative framework in five countries: Germany, Israel, Italy, the Netherlands, and Switzerland. The analysis focuses on how parental role is defined in the legislation, the terminology used to describe the parent-school relationship, and the extent to which cooperation and shared responsibilities are legally emphasized. The findings reveal that all countries examined include references to the cooperative nature of parent-school relationships in their current legislation, though the scope and specificity of individual and collective rights vary. The article concludes with a discussion on why legal frameworks are necessary but not sufficient for establishing effective cooperation between schools and parents

Early handwriting development: a longitudinal perspective on handwriting time, legibility, and spelling

Introduction: Learning to write is a complex task involving peripheral (e.g., handwriting speed and legibility) and central (e.g., spelling) processes. Coordinating these processes is particularly demanding for novice writers who have not yet automated their handwriting skills. To better support children in developing handwriting, it is crucial to understand the development and interactions of these peripheral and central processes over time. Methods: This longitudinal study (n = 363; 49.8% girls) investigated the development and interrelations of handwriting speed (time spent on writing tasks), legibility, and spelling in German-speaking first-grade children (Mage = 7 years) across 12 months. The children were assessed at three time points, spaced 6 months apart, from the beginning of the first grade to the start of the second grade. Results and discussion: While performance in all domains of handwriting (time, legibility, and spelling) improved over the school year, these skills were particularly strongly interrelated at the beginning of writing acquisition but became increasingly independent towards the second grade. Surprisingly, the results from the structural equation model showed that the relations between handwriting legibility and time reversed over time: Initially, faster handwriting was associated with more legible handwriting, while with increasing practice a trade-off appeared. Furthermore, when considering cross-lagged paths, the structural equation model revealed that handwriting legibility at the beginning of the first grade significantly predicted subsequent handwriting time and spelling abilities at the end of the school year. In summary, handwriting proficiency stabilizes quickly, while patterns of associations between peripheral and central handwriting processes change across the first year of handwriting instruction

How vertical and shared constructive leadership impact teachers’ daily work engagement and affective states: a micro-longitudinal study

Leadership in schools has been associated with a range of positive affective outcomes for teachers, as well as positive attitudes toward their work. However, most studies have used retrospective, one-time surveys. This study aims to clarify how leadership influences teachers’ daily work-related attitudes and affective states. Using a microlongitudinal design, it assesses constructive leadership behaviors of principals (‘vertical constructive leadership’) and colleagues (‘shared constructive leadership’) examining their associations with teachers’ daily work engagement and pleasant affective states. Additionally, this study analyzes whether the quality of teachers’ daily work interactions mediates the effects of leadership on outcomes. Multilevel structural equation modeling (MSEM) was used to analyze data from a baseline leadership survey and repeated assessments over a 10-day period (2 measures per day, n = 1313), stemming from 72 teachers in 15 public schools in Switzerland. Teachers reported experiencing both vertical and shared constructive leadership. However, only vertical constructive leadership was positively associated with interaction quality, pleasant affective states, and state work engagement. The effect of vertical constructive leadership on pleasant affective states was mediated by interaction quality. Principals seeking to enhance teachers’ capacity for productive professional activities should increase constructive leadership behaviors as a fertile ground for positive social interactions among staff

(Fremd-)Sprache als Positionierung: Wenn die Sprache des Interviews Forschungshaltungen infrage stellt

Der Beitrag untersucht, wie sich (fremd-)sprachliche Zugänge in der qualitativen Sozialforschung manifestieren. Dabei werden Erfahrungen aus zwei Forschungsprojekten herangezogen: Reflexionen über eine zurückliegende Feldforschung in einer Sprachgemeinschaft in Ostparaguay sowie die Analyse einer Forschung in der viersprachigen Schweiz. In beiden Fällen wurden qualitative Interviews in fremdsprachigen Kontexten durchgeführt, die in längere Phasen der teilnehmenden Beobachtung eingebettet waren. Das Zusammendenken der Erfahrungen in Paraguay und in der (vermeintlich) vertrauten Umgebung des zweisprachigen Kantons Bern (Schweiz) erweist sich als fruchtbar, um sich der eigenen Forschungshaltung bewusster zu werden, denn Sprache als Medium bedeutet immer auch eine Positionierung im Forschungsfeld