Perception of achievement differences in inclusive elementary classrooms. Results of a pilot study

Die Gelingensbedingungen inklusiven Unterrichts werden u.a. hinsichtlich der Lernentwicklung und der sozialen Entwicklung von Schüler*innen gemessen, die beispielsweise davon abhängig sind, wie mit unterschiedlichen Heterogenitätsdimensionen und Lernausgangslagen umgegangen wird. Das vorherrschende soziale Klima einer Klasse, die damit verbundenen sozialen Beziehungen zwischen Lehrer*innen und Schüler*innen und derer untereinander können die Art beeinflussen, wie bestimmte Differenzlinien wahrgenommen und konstruiert werden. Implizite Leistungsanforderungen der Lehrenden und deren Blick auf die unterschiedlichen Lernvoraussetzungen spiegeln sich dabei in unterrichtlichen Praktiken wider. Es stellt sich die Frage, inwieweit Schüler*innen diese (konstruierten) Leistungsdifferenzen wahrnehmen und den Umgang mit Heterogenität in der Klasse beschreiben können. In einer Pilotstudie wurde zunächst untersucht, (1) wie sich die Schüler*innen hinsichtlich ihrer sozialen Eingebundenheit, ihres emotionalen Wohlfühlens und akademischen Selbstkonzept einschätzen und (2) inwiefern sie Leistungsdifferenzen innerhalb ihrer inklusiven Schulklasse wahrnehmen. In 15 Grundschulklassen des dritten Schuljahres in Nordrhein-Westfalen wurden 255 Schüler*innen mit dem PIQ-S (Perceptions of Inclusion Questionnaire) befragt, um deren soziale Inklusion, emotionale Inklusion und akademisches Selbstkonzept beschreiben zu können. Zur explorativen Beschreibung wahrgenommener Leistungsdifferenzen und des sozialen Miteinanders wurden zusätzlich 44 Schüler*innen leitfadengestützt interviewt. Die Fragebogendaten zeigen, dass die Drittklässler* innen sich durchschnittlich sehr sozial und emotional eingebunden einschätzen. Die qualitative Inhaltsanalyse nach Mayring (2015) ergab, dass die Drittklässler*innen die leistungsbezogenen Differenzen wahrnehmen, aber der größte Einfluss auf Differenzwahrnehmung von dem gezeigten Sozialverhalten innerhalb der Klasse ausgeht. (DIPF/Orig.)The conditions for success of inclusive education are often measured through learning and social development of the students, which depends on how different dimensions of differences are dealt with. The social classroom climate, the related social relations between teachers and students as well as between them (Krawinkel et al., 2017) can influence how differences are perceived (Sturm, 2013). Teachers’ implicit requirements are reflected in classroom practices (Gellert & Hümmer, 2008). The question arises to what extent students can perceive these differences in achievements and describe how they deal with differences in class. In a pilot study, we investigated (1) how students assess themselves regarding their social and emotional inclusion and academic self-concept and (2) to what extent they perceive achievement differences within their inclusive school class. In 15 third grade primary school classes in North Rhine-Westphalia, 255 students were asked about their social inclusion, emotional inclusion and academic self-concept using the PIQ-S (Perceptions of Inclusion Questionnaire; Venetz et al., 2015). For an exploratory description of perceived differences, 44 students were also interviewed. The questionnaire data shows that, on average, third graders perceive themselves as highly socially and emotionally included. The qualitative content analysis (Mayring, 2015) revealed that the third graders comment achievement-related differences, but the greatest influence on the perception of differences comes from social behaviour displayed within class. (DIPF/Orig.

The experiences of people with Alzheimer’s dementia and their caregivers in acquiring and using a mobility aid_ a qualitative study

Purpose: Cognitive deficits and gait and balance problems are progressive in people with Alzheimer’s dementia. Yet, mobility aids are associated with an increased falls risk in people with dementia. Our objectives were to identify the perceptions of people living with mild-to-moderate Alzheimer’s dementia, and their caregivers, on the use of mobility aids. Methods: A qualitative study using semi-structured, face-to-face interviews was conducted. Community-dwelling older adults with dementia attending a day hospital program were recruited. Thematic analysis was conducted and the text was coded into broad themes aligned with the research questions. The coded text was examined for patterns and similarities, and grouped to form inductive themes. Results: Twenty-four people (12 living with dementia and their 12 caregivers) participated. Five themes were identified: (1) acknowledgement of need; (2) protecting a sense of self; (3) caregiver oversight and relief of burden; (4) healthcare professional involvement; (5) environment and design of aids. Conclusions: The findings suggest that people with Alzheimer’s dementia and their caregivers regard mobility aid use as increasing independence. There is a role for healthcare professionals to be involved in the prescription, provision and training for use of mobility aids among people living with dementia to ensure uptake and safety.IMPLICATIONS FOR REHABILITATION Mobility aid use is regarded as increasing independence by people with Alzheimer’s disease and their caregivers. Falls risk associated with mobility aid use was not well known and caregivers perceived mobility aids as a means to reduce falls. Most people do not see a healthcare professional when they acquire a mobility aid and there is a role for healthcare professionals to be involved in the prescription, provision and training of people living with dementia in the use of mobility aids in order to increase the uptake of aids and their safe use

Inklusiver Mathematikunterricht in der Sekundarstufe

Für einen inklusiven Fachunterricht, der sonderpädagogische und fachdidaktische Ansätze zum Umgang mit heterogenen Lernvoraussetzungen systematisch integriert, liegen bislang insbesondere in der Sekundarstufe kaum empirisch geprüfte Konzepte vor. Der Artikel stellt eine Pilotstudie zu einer Unterrichtseinheit zur Prozentrechnung vor, die mit vier Designprinzipien (verstehensorientierte Strukturierung auf mehreren Lernstufen, Darstellungsvernetzung, Sprachsensibilität und Sicherung der Zugänglichkeit) für den Unterricht in inklusiven Klassen konzipiert und realisiert wurde. Die Lernwirksamkeit der Einheit für alle Lernenden wurde in einem Prä-Post-Kontrollgruppendesign untersucht. Die Stichprobe bildeten insgesamt 259 Lernende in der Klassenstufe 7. Um die Interventionseffekte zu prüfen, wurden lineare hierarchische Regressionsanalysen durchgeführt. Die Ergebnisse zeigen, dass das mathematische Vorwissen die Posttest-Ergebnisse für Prozentverständnis am stärksten voraussagt, der Faktor Treatment am zweitstärksten. Die Interventionsgruppe (n = 169) mit dem inklusiven Unterrichtskonzept erzielt signifikant höhere Lernzuwächse im Prozentverständnis als die Kontrollgruppe (n = 90) im herkömmlichen Prozentrechenunterricht mit dem regulären Schulbuch. Dieser Befund kann als erster Hinweis auf die Wirksamkeit des Unterrichtskonzepts interpretiert werden, so dass sich Anschlussstudien zur generellen und differenziellen Wirksamkeit lohnen, welche die methodischen Limitationen überwinden

Optimasi Portofolio Resiko Menggunakan Model Markowitz MVO Dikaitkan dengan Keterbatasan Manusia dalam Memprediksi Masa Depan dalam Perspektif Al-Qur`an

Risk portfolio on modern finance has become increasingly technical, requiring the use of sophisticated mathematical tools in both research and practice. Since companies cannot insure themselves completely against risk, as human incompetence in predicting the future precisely that written in Al-Quran surah Luqman verse 34, they have to manage it to yield an optimal portfolio. The objective here is to minimize the variance among all portfolios, or alternatively, to maximize expected return among all portfolios that has at least a certain expected return. Furthermore, this study focuses on optimizing risk portfolio so called Markowitz MVO (Mean-Variance Optimization). Some theoretical frameworks for analysis are arithmetic mean, geometric mean, variance, covariance, linear programming, and quadratic programming. Moreover, finding a minimum variance portfolio produces a convex quadratic programming, that is minimizing the objective function ðð¥with constraintsð ð 𥠥 ðandð´ð¥ = ð. The outcome of this research is the solution of optimal risk portofolio in some investments that could be finished smoothly using MATLAB R2007b software together with its graphic analysis

Differential cross section measurements for the production of a W boson in association with jets in proton–proton collisions at √s = 7 TeV

Measurements are reported of differential cross sections for the production of a W boson, which decays into a muon and a neutrino, in association with jets, as a function of several variables, including the transverse momenta (pT) and pseudorapidities of the four leading jets, the scalar sum of jet transverse momenta (HT), and the difference in azimuthal angle between the directions of each jet and the muon. The data sample of pp collisions at a centre-of-mass energy of 7 TeV was collected with the CMS detector at the LHC and corresponds to an integrated luminosity of 5.0 fb[superscript −1]. The measured cross sections are compared to predictions from Monte Carlo generators, MadGraph + pythia and sherpa, and to next-to-leading-order calculations from BlackHat + sherpa. The differential cross sections are found to be in agreement with the predictions, apart from the pT distributions of the leading jets at high pT values, the distributions of the HT at high-HT and low jet multiplicity, and the distribution of the difference in azimuthal angle between the leading jet and the muon at low values.United States. Dept. of EnergyNational Science Foundation (U.S.)Alfred P. Sloan Foundatio

Penilaian Kinerja Keuangan Koperasi di Kabupaten Pelalawan

This paper describe development and financial performance of cooperative in District Pelalawan among 2007 - 2008. Studies on primary and secondary cooperative in 12 sub-districts. Method in this stady use performance measuring of productivity, efficiency, growth, liquidity, and solvability of cooperative. Productivity of cooperative in Pelalawan was highly but efficiency still low. Profit and income were highly, even liquidity of cooperative very high, and solvability was good