21 research outputs found
Dual-Career-Strategien als Teil gender- und diversitygerechter Personalentwicklung an Hochschulen
"Der Beitrag stellt den Stellenwert der Dual-Career-Strategien an deutschen Hochschulen vor und ordnet sie in eine gender- und diversity-gerechte Personalentwicklung ein. Dual-Career-Strategien tragen dazu bei, den Anteil von Frauen in der Wissenschaft zu erhöhen. Ein diversity-orientiertes Argument besteht darin, dass die UnterstĂŒtzung der Dual Career Couples dazu beitrĂ€gt, die Humanressourcen in ihrer Vielfalt zu erschlieĂen, was innovative Forschung fördert und im (inter-)nationalen Wettbewerb der Hochschulen von Vorteil ist. AbschlieĂend gibt der Beitrag Hinweise darauf, wie Dual-Career-Strategien in der Praxis gender- und diversity-gerechter Personalpolitik an Hochschulen umgesetzt werden können." (Autorenreferat)"The contribution highlights the significance of dual career strategies at German universities and integrates them into gender- and diversity-orientated human resource management. The gender dimension focuses here on the increase of women in science and humanities. In regard to diversity, supporting dual career couples includes, for example, developing the variety of human resources; this enhances creative research and is advantageous in (inter)national competition among universities. Finally, the contribution indicates how dual career strategies in a gender- and diversity-oriented human resource policy at universities might be realized." (author's abstract
Zur Relevanz einer geschlechterbezogenen Betrachtung von Bildung und Erziehung
Soziale GeschlechterverhĂ€ltnisse und Geschlechterkonstruktionen spielen im Kontext von Erziehung und Bildung eine bedeutsame Rolle. Allerdings messen ihnen weder der erziehungswissenschaftliche Diskurs, noch bildungspolitische Debatten und MaĂnahmen oder die (sozial-)pĂ€dagogische Praxis diesen Einfluss bei. Um ihren Stellenwert in diesem Kontext aufzuzeigen, folgen zum vorliegenden Themenheft "Bildung - Erziehung - Geschlecht" einleitende Anmerkungen zur Relevanz einer geschlechterbezogenen Betrachtung von Bildung und Erziehung. Dabei werden zwei Perspektiven aufgegriffen: Erstens wird die mangelnde BerĂŒcksichtigung von Geschlecht im bildungstheoretischen und erziehungswissenschaftlichen Diskurs thematisiert; zweitens werden mit dem Fokus auf die Geschlechterforschung Entwicklungslinien und aktuelle Debatten in der BeschĂ€ftigung mit Fragen der Bildung und Erziehung nachgezeichnet. Diese Anmerkungen beziehen sich vor allem auf den deutschsprachigen Raum und Wissenschaftskontext
Sedentary Behavior in Children by Wearable Cameras: Development of an Annotation Protocol
Introduction
There is increasing evidence that not all types of sedentary behavior have the same harmful effects on children's health. Hence, there has been a growing interest in the use of wearable cameras. The aim of this study is to develop a protocol to categorize children's wearable camera data into sedentary behavior components.
Methods
Wearable camera data were collected in 3 different samples of children in 2014. A development sample (3 children aged 4â8 years) was used to design the annotation protocol. A training sample (4 children aged 10 years) was used to train 3 different coders. The independent reliability sample (14 children aged 9â11 years) was used for independent coding of wearable camera images and to estimate inter-rater agreement. Data were analyzed in 2018. Cohen's Îș was calculated for every rater pair on a per-participant basis. Means and SDs were then calculated across per-participant Îș scores.
Results
A total of 41,651 images from 14 participants were considered for analysis. Inter-rater agreement over all raters over all the sedentary behavior components was almost perfect (mean Îș=0.85, 95% CI=0.83, 0.87). Inter-rater reliability for screen-based sedentary behavior (mean Îș=0.72, 95% CI=0.62, 0.82) and nonscreen sedentary behavior (Îș=0.69, 95% CI=0.65, 0.72) showed substantial agreement. Inter-rater reliability for location (Îș=0.91, 95% CI=0.88, 0.93) showed almost perfect agreement.
Conclusions
A reliable annotation protocol to categorize wearable camera data of children into sedentary behavior components was developed. Once applied to larger samples in children, this protocol can ultimately help to better understand the potential harms of screen time and sedentary behavior in children
Promoting girls in sport â (Still) in keeping with the times?
Introduction
âPromoting girls in sportâ: How to find an interview partner for this topic? In their search, the editors of the Swiss girlsâ magazine âKALEIO â For Girls (and the Rest of the World)â learnt that the topic is âoutâ. But although we see more and more equalization of sport-related behavior (e.g., Hartmann-Tews, 2009), promoting girls in sport still makes sense.
Methods
The results stem firstly from an overview article, in which international findings were summarized. Secondly, data come from reanalyzes of two representative MOBAK studies, where children were measured by gender-neutral MOBAK-tests and parents were questioned about their childrenâs physical activity behaviors.
Results
The overview article (Adler & Gramespacher, 2021) compiled international findings on the activity behavior of girls and boys during the transition from kindergarten to grade one. The studies available report on gender-stereotypical behavior of children â and girls stand out here in different ways. Further evidence of gender-stereotypical behavior can be shown by reanalysis of MOBAK-data with 1st graders (Gramespacher et al., 2022) and 3rd graders (Gramespacher et al., in press): Overall, reanalyzed MOBAK-data show, that there is a difference in basic motor competencies that might be explained by gender-stereotype sport socialization â and this clearly is a disadvantage for the girls in some motor competencies.
Discussion/Conclusion
Presented data point out the still existing need for action in promoting girls in sport. We must discuss the complexity associated with the promotion of girls in all fields of sport and in this realm, we must define specific goals of promoting girls in sport (e.g., Kugelmann, 2002). But in future, we should consider the role of differentiation in research and sports practice: Shouldnât we differentiate in general for all different types of learners without classifying?
References
Adler, K., & Gramespacher, E. (2021). MĂ€dchen im Fokus: Kindliches AktivitĂ€tsverhalten im Ăbergang Kindergarten â Schule [Focus on girls: Childrenâs activity behaviour in the transition from kindergarten to school]. In K. Adler & C. AndrĂ€ (Eds.), Bewegung, Spiel und Sport bei Kindern im Krippen- und Kindergartenalter. Forschung aus der Praxis fĂŒr die Praxis (pp. 278â304). UniversitĂ€tsverlag Chemnitz.
Gramespacher, E., Herrmann, C., Ennigkeit, F., Heim, C., & Seelig, H. (in press). Geschlecht â ein PrĂ€diktor fĂŒr motorische Basiskompetenzen. Eine Studie mit MOBAK-Daten von DrittklĂ€ssler*innen [Gender â A predictor of basic motor skills. A study with MOBAK data from third graders]. In C. Herrmann, F. Ennigkeit & H. Seelig (Eds.), Motorische Basiskompetenzen: Konstrukt, Forschungsstand und Anwendung. Springer VS.
Gramespacher, E., Herrmann, C., & Seelig, H. (2022). Geschlechtsbezogenes Sportengagement â ein PrĂ€diktor fĂŒr motorische Basiskompetenzen. Eine Analyse mit Daten von ErstklĂ€ssler*innen [Gender-related sport engagement â A predictor of basic motor skills. An analysis with data from first graders]. In G. Sobiech & E. Gramespacher (Eds.), Wir und die Anderen. Differenzkonstruktionen in Sport und Schulsport (Vol. 295, pp. 47â56). Feldhaus.
Hartmann-Tews (2009). Sportentwicklung und Inklusion aus Geschlechterperspektive [Sport development and inclusion from a gender perspective]. In E. Balz & D. Kuhlmann (Eds.), Sportentwicklung. Grundlagen und Facetten (pp. 65â75). Meyer & Meyer.
Kugelmann, C. (2002). Geschlechtssensibel unterrichten â Eine sportdidaktische Herausforderung [Gender-sensitive teaching â A challenge in sports didactics]. In C. Kugelmann & C. Zipprich (Eds.), MĂ€dchen und Jungen im Sportunterricht (Vol. 125, pp. 11â 20). Feldhaus
Sportunterricht mediengestĂŒtzt vorbereiten und durchfĂŒhren
Peschel, M, & Irion, T. (Hrsg.). (2016). Neue Medien in der Grundschule 2.0: Grundlagen - Konzepte - Perspektiven (BeitrÀge zur Reform der Grundschule, Band 141). Frankfurt/M.: Grundschulverband e.V., S. 286-295