LehrerInnenkompetenz(en) - eine Frage der SchülerInnenperspektive?

Als in den 1970er Jahren der Kompetenzbegriff Eingang in die deutschsprachige erziehungswissenschaftliche Diskussion gefunden hat, war vermutlich noch nicht vorauszusehen, dass genau dieser einmal mit den Grundbegriffen der Pädagogik (Erziehung, Bildung, Sozialisation, etc.) ernsthaft konkurrieren würde. Spätestens seit der Durchführung international vergleichender Schulleistungsstudien erhielt der Kompetenzbegriff Hochkonjunktur, womit dieser für die einen zu einem Modewort und für die anderen zu einem inhaltsleeren Reizwort geworden war. Demzufolge erschlägt den dieser Thematik geneigtem Leser eine Fülle an Fachliteratur zur kontroversen Kompetenzdiskussion rund um SchülerInnen- und LehrerInnenkompetenz(en). Welchen Stellenwert hat/haben aber das LehrerInnenhandeln und die dazu erforderliche(n) LehrerInnenkompetenz(en) für den schulischen Bildungserfolg (oder: Kompetenzerwerb) von SchülerInnen und welche Kompetenzdimensionen könnten oder sollten von den LehrerInnen unter Berücksichtigung der qualitativen SchülerInnenperspektive und dem spezifischen Forschungsdesign dieser Arbeit nach Möglichkeit in der LehrerInnenbildung erreicht werden? Die hier vorliegende Arbeit geht diesen Fragen nach und referiert im Hinblick auf die erste Teilfrage (widersprüchliche) Ergebnisse internationaler empirischer Einzelstudien, Querschnittstudien, Längsschnittstudien und Meta-Analysen. Dabei wird erörtert, inwiefern das LehrerInnenhandeln und die dazu erforderlichen LehrerInnenkompetenz(en) »eine« Determinante für den differentiellen Bildungserfolg von SchülerInnen darstellen und ob bzw. inwieweit weitere Faktoren, die jeweils auf unterschiedlichen Analyseebenen (insb. auf Schulsystemebene und LehrerInnenebene) angesiedelt werden, dazu treten und (mit-)verantwortlich sind/sein können. Im Hinblick auf die zweite und weitaus komplexere Teilfrage werden zunächst die mit der LehrerInnen-Kompetenz-Forschung konkurrierenden Forschungsrichtungen, die jeweils denselben Forschungsgegenstand aufweisen – nämlich die Forschung zur guten Lehrperson –, ansatzweise dargestellt, um anschließend dem Epizentrum der LehrerInnen-Kompetenz-Forschung auf den Grund zu gehen, indem eine Untersuchung des Konstruktionshintergrunds von LehrerInnen-Kompetenz-Modellen erfolgt. Hier wird insb. jener Frage nachgegangen, wie die LehrerInnenkompetenz in der Forschung modelliert wird, welche empirisch-forschungs-methodologischen Möglichkeiten der Kompetenzerfassung überwiegend Verwendung finden und wer eigentlich bestimmt, wer kompetent ist. Der kompetenzbegriffstheoretische Teil erkundet dann das sprach- sowie human- und sozialwissenschaftliche Konstrukt Kompetenz aus einer bildungswissenschaftlichen Perspektive. Zum einen soll hier der Kompetenzbegriff von einer Reihe verwandter und teilweise synonym verwendeter Begriffe (Qualifikation, Performanz und Standards) abgegrenzt werden und zum anderen wird der Versuch unternommen einige Schneisen in das unübersichtliche Dickicht der Kompetenz-Forschung insofern zu schlagen, als eine Analyse sprachlicher Ambiguitäten der Kompetenzdiskussion und die daran anschließende tabellarische Darstellung von LehrerInnen-Kompetenz-Definitionen den sehr heterogen verwendeten LehrerInnen-Kompetenzbegriff bzw. das breite Spektrum der in der Literatur verwendeten Kompetenzverständnisse verdeutlichen sollen. Die vorliegende empirische, qualitative Vorstudie setzt an den zuvor referierten Punkten an. Sie untersucht die (qualitative) SchülerInnenperspektive im Hinblick auf die LehrerInnenperformanz, um zu einer Schließung der Forschungslücke (Mangel an offenen Erhebungsmethoden, sowie die Einbeziehung der vernachlässigten SchülerInnenperspektive) beizutragen. Grundlage für die Untersuchung ist ein zu diesem Zweck entworfenes Modell, das das Kompetenzverständnis und die eingesetzte Analysemethode ins Zentrum dieser Arbeit rückt. In der hier konzipierten Studie werden dann mittels narrativer Interviews die Sichtweisen der befragten SchülerInnen (das sind vier oberösterreichische SchulsprecherInnen unterschiedlicher Schultypen der Sekundarstufe II) auf die von ihnen retrospektiv im Alltagsunterricht beobachtete, erlebte und beurteilte LehrerInnenperformanz erfasst. Auf dieser Grundlage wird dann versucht die zugrundeliegende LehrerInnenkompetenz themenanalytisch zu charakterisieren (»subjektive Theorie der Kompetenz«). Dieser Arbeit wird auch eine CD-ROM beigelegt. Auf ihr werden die vier transkribierten Interviews, die ausgewerteten Daten bzw. die in diesem Zusammenhang erstellten Grafiken und Tabellen, sowie alle verwendeten Online-Quellen und schließlich diese Arbeit selbst im Dateiformat PDF zur Verfügung gestellt.When the term competence was first discussed in the German speaking pedagogical science debate in the 1970s, its contemporary dominance among the basic ideas of education was probably unpredicted. Ever since the implementation of international student assessment studies the term competence was used by some as a buzzword and by others as a meaningless shibboleth. Consequently, there is ample and controversial literature on the subject of teachers' and pupils' competences likewise. Main questions that arise are (1) to what extent and thus what significance the teaching performance as well as their underlying teachers' competence have on the educational success (or: competence acquisition) of their students and (2) what the students' perspectives on teacher competences are. These foci will be taken under consideration and dealt with in this thesis. This piece of work will also highlight these queries by mentioning often contradictory outcomes from several international individual studies, cross-sectional studies, longitudinal studies and meta-analyses. This way it will be outlined to what extent the student's educational success is influenced by the actual teaching performance as well as their underlying teachers' competence. It will be further discussed that the actual teaching performance operates as one factor of influence for differential educational success. The debate continues by looking whether or how far further factors of various levels of analyses can be hold responsible. After having briefly described competing research fields with the same interests (the good teacher), this thesis tries to dismantle the epicentre of the teacher-competence-research by analysing construction characteristics of teacher-competence-models. The questions of how teacher competence is modelled, which empirical research methods are used and who determines who is actually competent are looked at in particular. The theoretical section of this thesis looks at the various perspectives on the term competence in linguistics as well as human and social sciences. Not only to distinct between synonymously used terms (qualification, performance and standards) but also to try to underline linguistic ambiguities within the discussion of competence and hereby draw attention to the heterogeneously used term in the context of teacher competence. The empirical preliminary qualitative study investigates students' perspectives of four students (attending four different Austrian secondary school types) with regard to teaching performance. This study aimed at closing current gaps in research of teacher competence: (1) the lack of open survey methods and (2) the lack of taking students' perspectives into account. Foundation to this empirical preliminary qualitative study is a, for this purpose developed model, which highlights the understanding and the analysing method of the concept of competence. Through narrative interviews, this study tries to engage with the students' retrospective observations during regular classes and their resulting evaluated teaching performance criteria, which then serve as the basis of the thematic analyses of teaching competences. Attached you will find a CD-ROM, on which all transcripts, the evaluated data combined with graphs and tables, all used online material as well as this thesis in PDF format is provided

Cooperative Pose Estimation in a Robotic Swarm: Framework, Simulation and Experimental Results

Swarm robotics has gained an increasing attention in applications like extraterrestrial exploration and disaster management, due to the ability of simultaneously observing at different locations and avoiding a single point of failure. In order to operate autonomously, robots in a swarm need to know their precise poses, including their positions, velocities and orientations. When external navigation infrastructures like the global navigation satellite systems (GNSS) are not ubiquitously accessible, the swarm of robots need to rely on internal measurements to estimate their poses. In this paper, we propose a cooperative 3D pose estimation framework, based on the insights of sensor characteristics that we gained from outdoor swarm navigation experiments. A decentralized particle filter (DPF) operates on each robot to estimate its pose via fusing radio-based ranging, inertial sensor data, control commands and the pose estimates of its neighbors. This framework is integrated in the swarm navigation ecosystem developed at the German Aerospace Center (DLR), and is unified for both simulations and experiments

No change in the regional distribution of tidal volume during lateral posture in mechanically ventilated patients assessed by electrical impedance tomography

We assessed the distribution of regional lung ventilation during moderate and steep lateral posture using electrical impedance tomography (EIT) in mechanically ventilated patients. Seven patients were placed on a kinetic treatment table. An elastic belt containing 16 electrodes was placed around the chest and was connected to the EIT device. Patients were moved to left and right lateral positions in a stepwise (10°) mode up to 60°. EIT images [arbitrary units (AU)] were generated and scanned for assessment of relative ventilation distribution changes [tidal volume (VT)]. A calibration procedure of arbitrary units (AUs) versus ventilator-derived VT performed in all patients during three predefined positions (supine, 60°-left dependent and 60°-right-dependent) showed a significant correlation between VT in supine, left and right lateral positions with the corresponding AUs (r2 = 0·356, P<0·05). Changes in VT were calculated and compared to supine position, and specific regions of interest (ROIs) were analysed. In our study, in contrast to recent findings, a change in lateral positions did not induce a significant change in regional tidal volume distribution. In right lateral positions, a broader variation of VT with a trend towards an increase in the dependently positioned lung was observed in comparison with supine. Lateral positioning promotes the redistribution of ventilation to the ventral regions of the lung. The use of EIT technology might become a helpful tool for understanding and guiding posture therapy in mechanically ventilated patients

International variation in the management of severe COVID-19 patients

Background: There is little evidence to support the management of severe COVID-19 patients. Methods: To document this variation in practices, we performed an online survey (April 30-May 25, 2020) on behalf of the European Society of Intensive Care Medicine (ESICM). A case vignette was sent to ESICM members. Questions investigated practices for a previously healthy 39-year-old patient presenting with severe hypoxemia from COVID-19 infection. Results: A total of 1132 ICU specialists (response rate 20%) from 85 countries (12 regions) responded to the survey. The survey provides information on the heterogeneity in patient's management, more particularly regarding the timing of ICU admission, the first line oxygenation strategy, optimization of management, and ventilatory settings in case of refractory hypoxemia. Practices related to antibacterial, antiviral, and anti-inflammatory therapies are also investigated. Conclusions: There are important practice variations in the management of severe COVID-19 patients, including differences at regional and individual levels. Large outcome studies based on multinational registries are warranted.publishersversionpublishe

Symptoms of burnout in intensive care unit specialists facing the COVID-19 outbreak

Background: The COVID-19 pandemic has resulted in an unprecedented healthcare crisis with a high prevalence of psychological distress in healthcare providers. We sought to document the prevalence of burnout syndrome amongst intensivists facing the COVID-19 outbreak. Methods: Cross-sectional survey among intensivists part of the European Society of Intensive Care Medicine. Symptoms of severe burnout, anxiety and depression were collected. Factors independently associated with severe burnout were assessed using Cox model. Results: Response rate was 20% (1001 completed questionnaires were returned, 45 years [39–53], 34% women, from 85 countries, 12 regions, 50% university-affiliated hospitals). The prevalence of symptoms of anxiety and depression or severe burnout was 46.5%, 30.2%, and 51%, respectively, and varied significantly across regions. Rating of the relationship between intensivists and other ICU stakeholders differed significantly according to the presence of anxiety, depression, or burnout. Similar figures were reported for their rating of the ethical climate or the quality of the decision-making. Factors independently associated with anxiety were female gender (HR 1.85 [1.33–2.55]), working in a university-affiliated hospital (HR 0.58 [0.42–0.80]), living in a city of > 1 million inhabitants (HR 1.40 [1.01–1.94]), and clinician’s rating of the ethical climate (HR 0.83 [0.77–0.90]). Independent determinants of depression included female gender (HR 1.63 [1.15–2.31]) and clinician’s rating of the ethical climate (HR 0.84 [0.78–0.92]). Factors independently associated with symptoms of severe burnout included age (HR 0.98/year [0.97–0.99]) and clinician’s rating of the ethical climate (HR 0.76 [0.69–0.82]). Conclusions: The COVID-19 pandemic has had an overwhelming psychological impact on intensivists. Follow-up, and management are warranted to assess long-term psychological outcomes and alleviate the psychological burden of the pandemic on frontline personnel.publishersversionpublishe

Differnet patterns of hearing loss among tinnitus patients: a latent class analysis of a large sample

Background: The heterogeneity of tinnitus is a major challenge for tinnitus research. Even if a complex interaction of many factors is involved in the etiology of tinnitus, hearing loss (HL) has been identified as the most relevant etiologic factor. Here, we used a data-driven approach to identify patterns of hearing function in a large sample of tinnitus patients presenting in a tinnitus clinic. Methods: Data from 2,838 patients presenting at the Tinnitus Center of the University Regensburg between 2007 and 2014 have been analyzed. Standard audiometric data were frequency-wise categorized in four categories [a: normal hearing (0-20 dB HL); b: moderate HL (25-50 dB HL; representing outer hair cell loss); c: severe HL (> 50 dB HL; representing outer and inner hair cell loss); d: no data available] and entered in a latent class analysis, a statistical method to find subtypes of cases in multivariate categorical data. To validate the clinical relevance of the identified latent classes, they were compared with respect to clinical and demographic characteristics of their members. Results: The classification algorithm identified eight distinct latent classes with an excellent separation. Patient classes differed with respect to demographic (e.g., age, gender) and clinical characteristics (e.g., tinnitus location, tinnitus severity, gradual, or abrupt onset, etc.). Discussion: Our results demonstrate that data-driven categorization of hearing function seems to be a promising approach for profiling tinnitus patients, as it revealed distinct subtypes that reflect prototypic forms of HL and that differ in several relevant clinical characteristics

Duration of invasive mechanical ventilation prior to extracorporeal membrane oxygenation is not associated with survival in acute respiratory distress syndrome caused by coronavirus disease 2019

BACKGROUND: Duration of invasive mechanical ventilation (IMV) prior to extracorporeal membrane oxygenation (ECMO) affects outcome in acute respiratory distress syndrome (ARDS). In coronavirus disease 2019 (COVID-19) related ARDS, the role of pre-ECMO IMV duration is unclear. This single-centre, retrospective study included critically ill adults treated with ECMO due to severe COVID-19-related ARDS between 01/2020 and 05/2021. The primary objective was to determine whether duration of IMV prior to ECMO cannulation influenced ICU mortality. RESULTS: During the study period, 101 patients (mean age 56 [SD ± 10] years; 70 [69%] men; median RESP score 2 [IQR 1–4]) were treated with ECMO for COVID-19. Sixty patients (59%) survived to ICU discharge. Median ICU length of stay was 31 [IQR 20.7–51] days, median ECMO duration was 16.4 [IQR 8.7–27.7] days, and median time from intubation to ECMO start was 7.7 [IQR 3.6–12.5] days. Fifty-three (52%) patients had a pre-ECMO IMV duration of > 7 days. Pre-ECMO IMV duration had no effect on survival (p = 0.95). No significant difference in survival was found when patients with a pre-ECMO IMV duration of < 7 days (< 10 days) were compared to ≥ 7 days (≥ 10 days) (p = 0.59 and p = 1.0). CONCLUSIONS: The role of prolonged pre-ECMO IMV duration as a contraindication for ECMO in patients with COVID-19-related ARDS should be scrutinised. Evaluation for ECMO should be assessed on an individual and patient-centred basis. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s13613-022-00980-3

It's about time: A synthesis of changing phenology in the Gulf of Maine ecosystem

© The Author(s), 2019. This article is distributed under the terms of the Creative Commons Attribution License. The definitive version was published in Staudinger, M. D., Mills, K. E., Stamieszkin, K., Record, N. R., Hudak, C. A., Allyn, A., Diamond, A., Friedland, K. D., Golet, W., Henderson, M. E., Hernandez, C. M., Huntington, T. G., Ji, R., Johnson, C. L., Johnson, D. S., Jordaan, A., Kocik, J., Li, Y., Liebman, M., Nichols, O. C., Pendleton, D., Richards, R. A., Robben, T., Thomas, A. C., Walsh, H. J., & Yakola, K. It's about time: A synthesis of changing phenology in the Gulf of Maine ecosystem. Fisheries Oceanography, 28(5), (2019): 532-566, doi: 10.1111/fog.12429.The timing of recurring biological and seasonal environmental events is changing on a global scale relative to temperature and other climate drivers. This study considers the Gulf of Maine ecosystem, a region of high social and ecological importance in the Northwest Atlantic Ocean and synthesizes current knowledge of (a) key seasonal processes, patterns, and events; (b) direct evidence for shifts in timing; (c) implications of phenological responses for linked ecological‐human systems; and (d) potential phenology‐focused adaptation strategies and actions. Twenty studies demonstrated shifts in timing of regional marine organisms and seasonal environmental events. The most common response was earlier timing, observed in spring onset, spring and winter hydrology, zooplankton abundance, occurrence of several larval fishes, and diadromous fish migrations. Later timing was documented for fall onset, reproduction and fledging in Atlantic puffins, spring and fall phytoplankton blooms, and occurrence of additional larval fishes. Changes in event duration generally increased and were detected in zooplankton peak abundance, early life history periods of macro‐invertebrates, and lobster fishery landings. Reduced duration was observed in winter–spring ice‐affected stream flows. Two studies projected phenological changes, both finding diapause duration would decrease in zooplankton under future climate scenarios. Phenological responses were species‐specific and varied depending on the environmental driver, spatial, and temporal scales evaluated. Overall, a wide range of baseline phenology and relevant modeling studies exist, yet surprisingly few document long‐term shifts. Results reveal a need for increased emphasis on phenological shifts in the Gulf of Maine and identify opportunities for future research and consideration of phenological changes in adaptation efforts.This work was supported by the Department of the Interior Northeast Climate Adaptation Science Center (G14AC00441) for MDS, AJ, and KY; the National Science Foundation's Coastal SEES Program (OCE‐1325484) for KEM, ACT, MEH, and AA; the National Aeronautics and Space Administration (NNX16 AG59G) for ACT, KEM, NRR, and KSS; the USGS Climate Research and Development Program for TGH; National Science & Engineering Research Council of Canada, University of New Brunswick, Environment Canada, Sir James Dunn Wildlife Research Centre, and New Brunswick Wildlife Trust Fund for AD. We also thank the Regional Association for Research on the Gulf of Maine for support, and the Gulf of Maine Research Institute for hosting and providing in kind resources for a two day in‐person workshop in August 2016. We greatly appreciate contributions from K. Alexander, G. Calandrino, C. Feurt, I. Mlsna, N. Rebuck, J. Seavey, and J. Sun for helping shape the initial scope of the manuscript. We thank J. Weltzin and two anonymous reviewers for their constructive comments. The contents of this paper are solely the responsibility of the authors and do not necessarily represent the views of the Northeast Climate Adaptation Science Center, U.S. Geological Survey, National Oceanographic and Atmospheric Administration, Fisheries and Oceans Canada or the US Environmental Protection Agency. This manuscript is submitted for publication with the understanding that the United States Government is authorized to reproduce and distribute reprints for Governmental purposes. None of the authors have conflicts of interest to declare in association with the contents of this manuscript

Formalized classification of semi-dry grasslands in central and eastern Europe

European semi-dry grasslands are among the most species-rich vegetation types in the northern hemisphere and form an important part of the habitat mosaics in the forest-steppe zone. However. there is no comprehensive evaluation of the variation in their composition and the phytosocio-logical classification of these grasslands. For the syntaxonomic revision, we used a dataset of 34,173 vegetation plot records (releves) from central and eastern Europe. which were assigned to the class Fesiuco-Bromeiea using the diagnostic species listed in the EuroVegChecklist. To determine the diagnostic species of the orders, we used a TWINSPAN classification of the whole dataset. Of the total dataset, 15,449 releves were assigned to the order Brachypodietalia pinnati. which corresponds to semi-dry grasslands. This subset was again classified using TWINSPAN. Formal definitions of the following alliances were established: Mesobromion erecti, Cirsio-Brachypodion pinnati (incl. Fragario-Trifolion montani. Agrosiio-Avenulion schellianae, Scabioso ochroleucae-Poion angustifoliae and Adonido vernalis-Stipion iirsae), Scorzonerion villosae and Chrysopogono-Danshonion. Another alliance, Armerion elongatae (=Koelerio-Phleion phleoidis p.p.). is transitional towards the class Koelerio-Corynephoreiea and its status needs further evaluation. We also established formal definitions of all of the associations of Mesobromion and Cirsio-Brachypodion within the area studied. Associations were identified using (i) a TWINSPAN classification of the whole order, (ii) TWINSPAN classifications of regionally restricted data sets (usually all Brachypodietalia plots in one country) and (iii) existing national classification schemes. All formal definitions were written in the expert system language of the JUICE program. To obtain a more complete picture of the floristic similarities and gradients. we performed a DCA ordination of the associations. Our results revealed that meadow steppes in the forest-steppe zone in eastern Europe are very similar to semi-dry grasslands in central Europe