Aktuelle Inhaltsverzeichnisse ausgewählter Fachzeitschriften Ausgabe Juni 2018 - BQ-F: Forschungskooperation und Datengewinnungsstrategie - Hamburg.de
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Aktuelle Inhaltsverzeichnisse
ausgewählter Fachzeitschriften
Ausgabe Juni 2018
BQ-F: Forschungskooperation und Datengewinnungsstrategie2 Zeitschrifteninhaltsdienst Juni 2018
In dieser Ausgabe:
Inhalt
American Educational Research Journal ................................................................................................. 3
Educational Researcher ........................................................................................................................... 4
Grundschule ............................................................................................................................................ 5
Journal of Educational Psychology .......................................................................................................... 7
Journal of Education Policy ..................................................................................................................... 8
Psychologische Rundschau ...................................................................................................................... 9
School Effectiveness and School Improvement .................................................................................... 10
Schulmanagement ................................................................................................................................. 11
Zeitschrift für Pädagogische Psychologie .............................................................................................. 123 Zeitschrifteninhaltsdienst Juni 2018
American Educational Research Journal
Volume 55, Number 3 (2018)
Link zum aktuellen Heft mit Abstracts:
http://aer.sagepub.com/content/current
REVATHY KUMAR, FANI LAUERMANN
Cultural Beliefs and Instructional Intentions: Do Experiences in Teacher Education Institutions
Matter? [ Abstract:]
COLLEEN M. GANLEY, CASEY E. GEORGE, JOSEPH R. CIMPIAN, MARTHA B. MAKOWSKI
Gender Equity in College Majors: Looking Beyond the STEM/Non-STEM Dichotomy for Answers
Regarding Female Participation [ Abstract:]
PEDRO R. PORTES ET AL.
Early Evaluation Findings From the Instructional Conversation Study: Culturally Responsive
Teaching Outcomes for Diverse Learners in Elementary School [ Abstract:]
JAMES P. SPILLANE ET AL.
School District Educational Infrastructure and Change at Scale: Teacher Peer Interactions and
Their Beliefs About Mathematics Instruction [ Abstract:]
MARGARET G. MCKEOWN, AMY C. CROSSON, DEBRA W. MOORE, ISABEL L. BECK
Word Knowledge and Comprehension Effects of an Academic Vocabulary Intervention for Middle
School Students [ Abstract:]
MICHAEL LANFORD, TATTIYA MARUCO
When Job Training Is Not Enough: The Cultivation of Social Capital in Career Academies [ Abstract:]4 Zeitschrifteninhaltsdienst Juni 2018
Educational Researcher
47. Jahrgang, Heft 4 (2018)
Link zum aktuellen Heft mit Abstracts:
http://edr.sagepub.com/content/current
ERIN M. FAHLE, SEAN F. REARDON
How Much Do Test Scores Vary Among School Districts? New Estimates Using Population Data,
2009–2015 [ Abstract:]
ELISABETZ FARLEY-RIPPLE ET AL.
Rethinking Connections Between Research and Practice in Education: A Conceptual Framework
[ Abstract:]
JAY P. GREENE ET AL.
The Play’s the Thing: Experimentally Examining the Social and Cognitive Effects of School Field
Trips to Live Theater Performances [ Abstract:]
T. AUSTIN LACY ET AL.
Federal Income-Driven Repayment Plans and Short-Term Student Loan Outcomes [ Abstract:]
JUDSON LAUGHTER
Race I Educational Researcher: A Technical Comment on Li and Koedel (2017) [ Abstract:]
DIYI LI, CORY KOEDEL
A Technical Comment on Li and Koedel (2017): Author Response [ Abstract:]5 Zeitschrifteninhaltsdienst Juni 2018
Grundschule
Heft 4 (2018)
Beschreibung: Das "kreative Chaos" - wer hat es nicht schon mal als Ausrede benutzt, um die
Unordnung am eigenen Arbeitsplatz zu erklären? Häufig mangelt es einfach an Zeit, sich über
eine sinnvolle Arbeitsplatzorganisation Gedanken zu machen. Dabei würde uns ein gutes Ord-
nungssystem Arbeit abnehmen und Zeit sparen, wie die Organisationsexpertin Christa Beckers im
Interview erklärt. Genauso wie ein gut durchdachtes und ansprechend gestaltetes Klassenzimmer
bei Lehr- und Lernprozessen sinnvoll unterstützen kann.
Für Lehrer stellt eine gute Organisation natürlich eine besondere Herausforderung dar, denn ihre
Arbeitszeit verteilt sich auf gleich drei Arbeitsplätze: den Schreibtisch zu Hause, das Lehrerzim-
mer und den Klassenraum - weshalb diese Ausgabe alle drei in den Blick nimmt.
Wir lassen Lehrkräfte von ihren Erfahrungen berichten und schauen uns konkrete Beispiele an.
Gleichzeitig richten wir unseren Blick in die Zukunft, denn Themen wie der gesellschaftliche (Wer-
te-)Wandel oder der Ausbau des Ganztags werden die Schule als Arbeitsplatz weiter verändern.
Nur wenn alle Beteiligten dabei an einem Strang ziehen, kommt ein Ort heraus, an dem sich so-
wohl Lehrkräfte als auch Schüler wohlfühlen.
Link zum aktuellen Heft mit Abstract:
https://verlage.westermanngruppe.de/zeitschriften/grundschule/die-
grundschule/artikel/53180400/Grundschule-Arbeitsplatz-Schule-Effektive-Organisation-im-
Klassenraum-im-Lehrerzimmer-und-zu-Hause
Basis
DANIEL BLÖMER
Welche Rolle spielt der Raum? [ Abstract:]
Aus der Schule
PETRA HOFFMANN
„Der dritte Pädagoge“ [ Abstract:]
ANNA HÜCKELHEIM
Veränderungen erwünscht [ Abstract:]
FÜNF GRUNDSCHULLEHRKRÄFTE
Material sammeln – Chaos vermeiden [ Abstract:]
LAURA MILLMANN
„Eine feste Ordnung spart Zeit“ [ Abstract:]
ASTRID DÖRNHOFF
Ein neues Lehrerzimmer als Arbeitsraum [ Abstract:]
Kompakt
AXEL HABERER UND DAGMAR WOLF
Lernräume der Zukunft [ Abstract:]
DIE REDAKTION
Den eigenen Arbeitsplatz einrichten [ Abstract:]
INES OLDENBURG UND JULIA WULF
Simplify your Sachunterricht [ Abstract:]
SABINE BIRKNER6 Zeitschrifteninhaltsdienst Juni 2018
Ein Klassenraum – mehrere „Büros“ [ Abstract:]
Hintergrund
LAURA MILLMANN
„Grundschullehrkräfte sollten professionelle Arbeitsbedingungen einfordern“ [ Abstract:]
ELKE FRENZEL
Motiviert lernen – mithilfe von Pflanzen, Farben und Licht [ Abstract:]
UWE SANDFUCHS
„Die Schule selbst soll eine liebliche Stätte sein“ [ Abstract:]
Debatten
LAURA MILLMANN
Kleine Kinder – kleines Gehalt? [ Abstract:]
Magazin
Der kollegiale Rat7 Zeitschrifteninhaltsdienst Juni 2018
Journal of Educational Psychology
Volume 110, Issue 4 (2018)
Link zum aktuellen Heft ohne Abstracts:
http://psycnet.apa.org/PsycARTICLES/journal/edu/110/4
MARTIN, ANDREW J., LAZENDIC, GORAN
Achievement in large-scale national numeracy assessment: An ecological study of motivation and
student, home, and school predictors. [ Abstract:]
JEON, HYUN-JOO ET AL.
Using early indicators of academic risk to predict academic skills and socioemotional functioning
at age 10. [ Abstract:]
COKER JR., DAVID ET AL.
The type of writing instruction and practice matters: The direct and indirect effects of writing in-
struction and student practice on reading achievement. [ Abstract:]
BERENDES, KARIN ET AL.
Reading demands in secondary school: Does the linguistic complexity of textbooks increase with
grade level and the academic orientation of the school track? [ Abstract:]
RICHTER, JULIANE ET AL.
Signaling text–picture relations in multimedia learning: The influence of prior knowledge.[ Abstract:]
KÜHL, TIM ET A.
Text information and spatial abilities in learning with different visualizations formats. [ Abstract:]
BAARS, MARTINE ET AL.
Self-explaining steps in problem-solving tasks to improve self-regulation in secondary education
[ Abstract:]
SCHALK, LENNART ET AL.
When problem-solving followed by instruction is superior to the traditional tell-and-practice se-
quence. [ Abstract:]8 Zeitschrifteninhaltsdienst Juni 2018
Journal of Education Policy
Volume 33, Issue 5 (2018)
Link zum aktuellen Heft mit Abstracts:
https://www.tandfonline.com/toc/tedp20/current
Editorial
STEPHEN J. BALL
Commericalising education: profiting from reform!
Articles
PATRICIA BURCH & NEHA MIGLANI
Technocentrism and social fields in the Indian EdTech movement: formation, reproduction and
re sista nce [ Abstract:]
ANNA HOGAN ET AL.
Nuancing the critique of commercialisation in schools: recognising teacher agency [ Abstract:]
RINO WISEMAN ADHIKARY ET AL.
A critical examination of Teach for Bangladesh’s Facebook page: ‘Social-mediatisation’ of global
education reforms in the ‘post-truth’ era [ Abstract:]
SCOTT FITZGERALD ET AL.
Devolution, market dynamics and the Independent Public School initiative in Western Australia:
‘winning back’ what has been lost? [ Abstract:]
CATARINA PLAYER-KORO ET AL.
Selling tech to teachers: education trade shows as policy events [ Abstract:]
MARIELENA D. RIVERA
Paying for financial expertise: privatization policies and shifting state responsibilities in the school
facilities industry [ Abstract:]9 Zeitschrifteninhaltsdienst Juni 2018
Psychologische Rundschau
Volume 69, Issue 2
Link zum aktuellen Heft mit Abstracts:
https://econtent.hogrefe.com/toc/pru/69/2t
Originalarbeit
Michaela Pfundmair, Verena Graupmann, Dieter Frey, Nilüfer Aydin
Interkulturelle Unterschiede im Erleben und Verhalten nach sozialer Exkludierung [ Abstract.]
Bericht
Stefan Stürmer et al.
10 Jahre universitäres Fernstudium in Psychologie an der FernUniversität in Hagen
Nachrichten
Förderation Deutscher Psychologenvereinigungen
Deutsche Gesellschaft für Psychologie e.V. – DGPs
Berufsverband Deutscher Psychologinnen und Psychologen e.V.
Nachrichten aus Instituten und Institutionen
Günter Esser, Sylvana Hänsch-Oelgart, Julian Schmitz
TBS-TK Rezension
CBCL/6-18R, TRF/6-18R, YSR/11-18R. Deutsche Schulalter-Formen der Child Behavior Checklist
von Thomas M. Achenbach. Elternfragebogen über das Verhalten von Kindern und Jugendlichen
(CBCL/6-18R), Lehrerfragebogen über das Verhalten von Kindern und Jugendlichen (TRF/6-18R),
Fragebogen für Jugendliche (YSR/11-18R)
Sören Kliem, Claus Barkmann
TBS-TK-Rezension
Strukturiertes Interview zur Erfassung der Kind-Eltern-Interaktion (SKEI)10 Zeitschrifteninhaltsdienst Juni 2018
School Effectiveness and School Improvement
Volume 29, Issue 2 (2017)
Link zum aktuellen Heft mit Abstracts:
https://www.tandfonline.com/toc/nses20/current
LEONICAS KYRIAKIDES ET AL.
The impact of national educational policies on student achievement: a European study [ Abstract:]
ALEŠ KUDRNÁČ & PAT LYONS
Can political inequality be reduced in the classroom? Testing the compensation hypothesis and
the BFLPE on youth civic competence [ Abstract:]
COREY A. DEANGELIS & M. DANISH SHAKEEL
Private schooling promotes political and economic freedom? An international fixed effects instru-
mental variables analysis [ Abstract:]
PETER TYMMS ET AL.
The long-term impact of effective teaching [ Abstract:]
RAMONA BUSKE
The principal as a key actor in promoting teachers’ innovativeness – analyzing the innovativeness
of teaching staff with variance-based partial least square modeling [ Abstract:]
YVONNE VAN RIJK ET AL.
Reading for meaning: the effects of Developmental Education on reading achievements of prima-
ry school students from low SES and ethnic minority families
LORENA ORTEGA ET AL.
School effects on Chilean children’s achievement growth in language and mathematics: An accel-
erated growth curve model [ Abstract:]11 Zeitschrifteninhaltsdienst Juni 2018
Schulmanagement
Heft 3 (2018) „Bring Your Own Device“
Link zum aktuellen Heft mit Abstracts:
https://www.oldenbourg-klick.de/zeitschriften/schulmanagement/2018-3
BIRGIT EICKELMANN, JULIA GERICK
Mobiles Lernen und BYOD an Gemeinschaftsschulen
Voraussetzungen und Potenziale aus Sicht der Schulentwicklung [ Abstract:]
CHRISTOPH OLSEN
Zauberwort „Bring your own Device“
Was es ist und was es bringt [ Abstract:]
ULF JESPER
Latein lernen in Online-Kursen
Vielfältigere Angebote durch neue Technik möglich – Take Your Own Device [ Abstract:]
JENS MITTAG
BYOD in der Praxis
Mehr als 15 Jahre Erfahrung am Deutschen Gymnasium für Nordschleswig [ Abstract:]
JULIANE PETRICH
Die Zukunft ist digital
Veränderungen der Lebenswelt und Konsequenzen für die schulische Bildung [ Abstract:]
DJOKE MULDER
Handschrift und Digitalisierung
Ein praktisches Beispiel einer Grundschule in den Niederlanden [ Abstract:]
KLAUS-JÜRGEN TILLMANN
Eltern beurteilen Schule, Lehrkräfte und Bildungspolitik
Ergebnisse der JAKO-O-Bildungsstudie [ Abstract:]
DIRK RICHTER, ALEXANDRA MARX
Migranten vor die Klasse?
Eine Studie zu Zusammenhängen zwischen dem Zuwanderungshintergrund der Lehrkraft und
Mathematikleistungen sowie mathematischem Interesse bei Schülerinnen und Schülern mit Zu-
wanderungshintergrund [ Abstract:]
JÜRGEN KALETTA
Das Pavillon-Modell
Organisatorischer Baustein für individuelle Förderung und Binnendifferenzierung [ Abstract:]
RALPH SCHUMACHER, LORENZ STÄHELI
Kognitive Aktivierung
Teil 4: Wie kann mit geistigen Werkzeugen die Übertragung des Gelernten auf neue Situationen
unterstütz werden? [ Abstract:]12 Zeitschrifteninhaltsdienst Juni 2018
Zeitschrift für Pädagogische Psychologie
Volume 32, Number 1 ((2018)
Link zum aktuellen Heft mit Abstract:
https://econtent.hogrefe.com/toc/zpp/32/1-2
KAI WAGNER, MARIA BERGNER, ULRIKE-MARIE KRAUSE, ROBIN STARK
Förderung wissenschaftlichen Denkens im Lehramtsstudium: Lernen aus eigenen und fremden
Fehlern in multiplen und uniformen Kontexten [ Abstract:]
XIAOLI FENG, JIN-LIANG WANG, DETLEF H. ROST
Akademische Selbstkonzepte und akademische Selbstwirksamkeit: Interdependenzen und Bezie-
hungen zu schulischen Leistungen [ Abstract:]
ANNA SÜDKAMP, STEFANIE KRAWINKEL, SARAH LANGE, SYLVIA M. WOLF, HEINRICH TRÖSTER
Lehrkrafteinschätzungen sozialer Akzeptanz und sozialer Kompetenz: Akkuratheit und systemati-
sche Verzerrung in inklusiven geführten Schulklassen [ Abstract:]
WOLFGANG SCHNEIDER
Nützen Sprachförderprogramme im Kindergarten, und wenn ja, unter welcher Bedingung?
[ Abstract:]
JOHANNES SCHULT, MARLIT A. LINDNER
Diagnosegenauigkeit von Deutschlehrkräften in der Grundschule: Eine Frage des Antwortfor-
mats? [ Abstract:]
DANIEL LACHMANN, NURITH EPSTEIN, JULIA EBERLE
FoSWE – Eine Kurzskala zur Erfassung forschungsbezogener Selbstwirksamkeitserwartung
[ Abstract:]
KRISTIN WOLF, OLGA KUNINA-HABE NICHT, CHRISTINA MAURER, MAREIKE KUNTER
Werden aus guten Schülerinnen und Schülern auch erfolgreiche Lehrkräfte? [ Abstract:]
ANNETTE LOHBECK
Freude am Sportunterricht – Welche Rolle spielen sportartspezifische Selbstkonzepte und die
wahrgenommene Lehrerfürsorglichkeit von Schülerinnen und Schülern? [ Abstract:]
Buchbesprechung
ANNA SÜDKAMP
Jürgens, E. & Lissmann, U. (2015). Pädagogische Diagnostik: Grundlagen und Methoden der
Leistungsbeurteilung in der Schule13 Zeitschrifteninhaltsdienst Juni 2018
Abstract:
This cross-sectional study examines associations between preservice teachers’ experiences in teacher
education (n = 2,129), their beliefs about culturally diverse students, and their endorsed instructional practices
within social reconstructionist and achievement goal theory frameworks. Structural equation modeling con-
firmed significant associations between experiences in teacher education and discomfort with student diversity,
endorsement of mastery- and performance-oriented practices, and reluctance to adjust instruction to culturally
diverse student needs. The number of multicultural education courses completed negatively predicted preserv-
ice teachers’ stereotype beliefs and positively predicted mastery orientation. Reluctance to accommodate to
culturally diverse students’ educational needs mediated relations between stereotype beliefs and discomfort
with student diversity with mastery- and performance-oriented practices. This demonstrates that general ste-
reotype beliefs can inform proximal cultural intentions and instructional practices.
Abstract:
Women are underrepresented in many science, technology, engineering, and mathematics (STEM) ma-
jors and in some non-STEM majors (e.g., philosophy). Combining newly gathered data on students’ perceptions
of college major traits with data from the Education Longitudinal Study of 2002 (ELS:2002), we find that per-
ceived gender bias against women emerges as the dominant predictor of the gender balance in college majors.
The perception of the major being math or science oriented is less important. We replicate these findings using
a separate sample to measure college major traits. Results suggest the need to incorporate major-level traits in
research on gender gaps in college major choices and the need to recognize the impact of perceptions of po-
tential gender discrimination on college major choices.
Abstract:
This study explores preliminary results from a pedagogical intervention designed to improve instruction
for all students, particularly emergent bilinguals in the United States (or English language learners). The study is
part of a larger efficacy randomized controlled trial (RCT) of the Instructional Conversation (IC) pedagogy for
improving the school achievement of upper elementary grade students. Standardized achievement student
data were gathered from (N = 74) randomized teachers’ classrooms. Preliminary ordinary least squares anal-
yses of the intervention appear promising for English language arts in general. Limitations in baseline equiva-
lency for students after teacher randomization are discussed along with strategies to overcome them and im-
plications concerned with the education of all students, notably those whose parents speak languages other
than English at home.
Abstract:
While current reform efforts press for ambitious changes to teachers’ instructional practice, teachers’
instructional beliefs are also consequential in such efforts as beliefs shape teachers’ instructional practice and
their responses to instructional reforms. This article examines the relationship between teachers’ instructional
ties and their beliefs about mathematics instruction in one school district working to transform its approach to
elementary mathematics education. Quantitative results show that while teachers’ beliefs did not predict with
whom they interacted about mathematics instruction, teachers’ interactions with peers about mathematics
instruction were associated with changes in their beliefs over time. Qualitative analysis confirms and extends
these findings, revealing how system-level changes in the district’s educational infrastructure facilitated change
in teachers’ beliefs about mathematics instruction at scale.
Abstract:
This article presents findings from an intervention across sixth and seventh grades to teach academic
words to middle school students. The goals included investigating a progression of outcomes from word
knowledge to comprehension and investigating the processes students use in establishing word meaning. Par-
ticipants in Year 1 were two sixth-grade reading teachers and 105 students (treatment n = 62; control n = 43)
and in Year 2, one seventh-grade reading teacher and 87 students (treatment n = 44; control n = 43) from the
same public school. In both years, results favored instructed students in word knowledge, lexical access, and
morphological awareness on researcher-designed measures. In Year 2, small advances were also found for
comprehension. Transcripts of lessons shed light on processes of developing representations of unfamiliar
words.
Abstract:
Career academies are increasingly prominent in American secondary education. However, our under-
standing of these academies is limited by a paucity of research about the factors that make them viable and
effective. This case study highlights, from the perspective of 52 academy coordinators and teachers and 41
students, distinctive features that enable career academies to provide valuable job-related experiences and
improve student engagement. Employing the theoretical framework of social capital, the findings emphasize
the importance of boundary spanners who have the ability to maintain relationships between industry and
educational institutions, bounded solidarity that facilitates an exchange of resources within an academy, and
the information potential of the academy in terms of academic and personal support for students outside of
the classroom.14 Zeitschrifteninhaltsdienst Juni 2018
Abstract:
This paper provides the first population-based evidence on how much standardized test scores vary
among public school districts within each state and how segregation explains that variation. Using estimates
based on roughly 300 million test score records in math and English Language Arts (ELA) for Grades 3 through 8
from every U.S. public school district during the 2008–09 to 2014–15 school years, we estimate intraclass cor-
relations (ICCs) as a measure of between-district variation. We characterize the variation in the ICCs across
states as well as the patterns in the ICCs over subjects, grades, and cohorts. Further, we investigate the rela-
tionship between the ICCs and measures of racial and socioeconomic segregation. We find that between-
district variation is greatest, on average, in states with high levels of both White-Black and economic segrega-
tion.
Abstract:
Recent efforts to improve the quality and availability of scientific research in education, coupled with
increased expectations for the use of research in practice, demand new ways of thinking about connections
between research and practice. The conceptual framework presented in this paper argues that increasing re-
search in educational decision-making cannot be simplified to an issue of dissemination or of motivating practi-
tioners to access evidence-based research but rather is a bidirectional problem in which characteristics of both
the research and practice communities must be understood and addressed in order to strengthen ties between
research and practice in education.
Abstract:
Field trips to see theater performances are a long-standing educational practice; however, there is little
systematic evidence demonstrating educational benefits. This article describes the results of five random as-
signment experiments spanning 2 years where school groups were assigned by lottery to attend a live theater
performance or, for some groups, watch a movie version of the same story. We find significant educational
benefits from seeing live theater, including higher levels of tolerance, social perspective taking, and stronger
command of the plot and vocabulary of those plays. Students randomly assigned to watch a movie did not
experience these benefits. Our findings also suggest that theater field trips may cultivate the desire among
students to frequent the theater in the future.
Abstract:
This brief uses administrative data provided on the Baccalaureate and Beyond and Beginning Postsec-
ondary Students data sets to examine student loan repayment over time. Specifically, we provide descriptive
details on what differentiates borrowers in income-driven repayment (IDR) plans and explore the relationship
between these plans and short-term repayment outcomes. While IDR has many benefits, our analysis suggests
there may also be negative consequences to increased participation in these plans.
Abstract:
Li and Koedel’s (2017) use of “appearance measures” disregards a long history of research on race and
ethnicity and sets research with diverse participants back several decades. Race is not biological and is not
synonymous with ethnicity. Such externally imposed, problematic labels must not be allowed in education
research.
Abstract:
In this short note we respond to Judson Laughter’s technical comment on our 2017 published article in
Educational Researcher.
Abstract:
Die räumlichen Bedingungen an Schulen legen nicht starr fest, welche Lehr- Lernprozesse möglich sind
und welche nicht. Stattdessen entscheiden Schulleitung und Grundschulkollegium, wie sie mit dem vorhande-
nen Raum umgehen wollen.
Abstract:
Das Klassenzimmer ist ein entscheidender Lernfaktor. Gleichzeitig ist er ein Lebensraum für Schüler und
Lehrer. Durch die Einrichtung von Lernzonen kann der Raum den verschiedenen Anforderungen gerecht wer-
den. Ein Erfahrungsbericht.
Abstract:
Grundschulleiter Frank Post appelliert an Kommunen und Länder, den Arbeitsplatz Grundschule an die
sich gewandelten Anforderungen anzupassen.
Abstract:
Über die Jahre kommt bei Lehrkräften einiges an Ideen, Arbeitsblättern und Texten zusammen. Dabei
entwickelt jeder Lehrer und jede Lehrerin ein eigenes Ordnungssystem für dieses Material - digital oder analog.
Fünf Erfahrungsberichte aus der Praxis.
Abstract:
Klassenarbeiten, Stundenpläne, Unterrichtsmaterial: Bei Lehrkräften stapelt sich das Material - zu Hause
und im Lehrerzimmer. Christa Beckers, Beraterin für Büroorganisation und Zeitmanagement, hat ein paar Tipps,
wie eine gute Organisation den Schulalltag erleichtern kann.
Abstract:
Die Anforderungen an Lehrkräfte ändern sich - und damit die Ansprüche an den Arbeitsplatz Schule. Das
Lehrerzimmer wird dem Bedarf jedoch nicht immer gerecht. Das Beispiel der Berliner Nelson-Mandela-Schule
zeigt, wie eine erfolgreiche Umgestaltung aussehen kann.
Abstract:
Der Raum ermöglicht im Idealfall verschiedene Unterrichtsmethoden und fördert bestimmte Verhal-
tensweisen. Der Trend geht deshalb zu variablen Raumkonzepten - mit Lernlandschaften, einem "Marktplatz"
und fexiblen Möbeln.
Abstract:
Lehrkräfte kommen um Arbeit im Home Office nicht herum. Deshalb ist es wichtig, sich auch Gedanken
über einen gesunden und strukturierten heimischen Arbeitsplatz zu machen. Ein paar Tipps.15 Zeitschrifteninhaltsdienst Juni 2018
Abstract:
Themenkisten bereichern den Unterricht - wenn sie systematisch angelegt werden und strukturiertes
Material enthalten. Im Sachunterricht können sie beispielsweise im Rahmen von Lernwerkstattarbeit immer
wieder eingesetzt werden.
Abstract:
Wenn es Schülerinnen und Schülern schwerfällt, auf ihre Selbstständigkeit zu vertrauen, und die ständige
Bestätigung durch die Lehrerin eingefordert wird, kann eine Sitzordnung hilfreich sein, die Kooperation und
Kommunikation initiiert - ein Erfahrungsbericht.
Abstract:
Schulen werden immer mehr vom Lern- zum Lebensraum, wo-durch die Erwartungen von außen steigen.
Welche räumlichen Herausforderungen damit einhergehen, erklärt Doro Moritz, Vorsitzende der GEW Baden-
Württemberg im Interview. Sie fordert die Politik auf, die Probleme der Lehrkräfte endlich ernst zu nehmen.
Abstract:
Sollen Kinder und Lehrkräfte effektiv arbeiten können, müssen sie sich in ihren Klassenzimmern wohlfüh-
len. Dazu gehören gute Akustik, ein angenehmes Raumklima sowie der richtige Einsatz von Pfanzen, Farben
und Licht. Tipps für die Gestaltung eines lernfördernden Klassenzimmers - mit einfachen Mitteln.
Abstract:
Die Schule als eigenständiger Arbeitsplatz hat sich nur langsam entwickelt. Bis Mitte des 19. Jahrhun-
derts kann die Schulrealität nur als ärmlich beschrieben werden. Ein Blick auf die historischen Zusammenhänge.
Abstract:
Seit Jahren ringen die Gewerkschaften GEW und VBE darum, Grundschullehrkräfte fnanziell aufzuwerten.
Nun scheinen die Bundesländer endlich bereit dafür zu sein, da schießt der Philologenverband quer. Die neue
Chefin Susanne Lin-Klitzing ist der Ansicht, dass Gymnasiallehrer eine größere Verantwortung tragen - und
deshalb mehr verdienen müssten.
Abstract:
With the rise of large-scale academic assessment programs around the world, there is a need to better
understand the factors predicting students’ achievement in these assessment exercises. This investigation into
national numeracy assessment drew on ecological and transactional conceptualizing involving student, stu-
dent/home, and school factors. Student factors comprised mathematics ability, gender, and year group. Stu-
dent/home factors comprised mathematics tutoring, mathematics competition participation, computer sup-
port for mathematics, and practice mathematics tests. School factors included school-average mathematics
ability, school-average practice mathematics tests and competition participation, and socioeducational status.
These educational ecology factors were modeled as predictors of mathematics motivation. In turn, educational
ecology factors and mathematics motivation were modeled as predictors of numeracy achievement. Data were
drawn from N = 12,736 Australian elementary (Years 3 and 5) and secondary (Years 7 and 9) school students
from 231 schools participating in a national numeracy assessment exercise. Multilevel structural equation
modeling revealed that student and student/home factors (Level 1) and school factors (Level 2) explained sig-
nificant variance in student- and school-level mathematics motivation. In turn, these factors explained signifi-
cant variance in student- and school-level numeracy achievement. Findings hold implications for the nature,
breadth, and depth of efforts aimed at improving mathematics motivation and numeracy achievement in large-
scale assessment programs. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Abstract:
Early indicators of academic risk were used to predict the academic skills, socioemotional functioning,
and receipt of special education services at age 10 among children from low-income families who participated
in the Early Head Start Research and Evaluation Project. Pairwise comparison of academic skills and socioemo-
tional functioning among early academic risk indicator groups was used, and logistic regression modeling was
used to predict receipt of special education services. Children who received early intervention or early child-
hood special education services or were suspected of having developmental delays before age 3 or at age 5
scored lower on academic skills and poorer on socioemotional functioning at age 10 than those without aca-
demic risk indicators. Children who had only biological risks before age 3 or at age 5 did not differ in academic
skills or socioemotional functioning at age 10 compared to children without any academic risk indicators. Gen-
erally, children’s academic risk indicators identified later (at age 5) were stronger predictors of poor academic
skills and socioemotional functioning at age 10 than were earlier academic risk indicators (before age 3). Only
children who received early intervention services before age 3 or early childhood special education services at
age 5 were more likely to receive special education services at age 10 than other groups. Early universal screen-
ing, monitoring, and continuous provision of appropriate services for children from low-income families and
with academic risks are discussed. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Abstract:
Previous research has demonstrated that writing instruction can support reading achievement (Graham
& Hebert, 2011); however much of this work involved carefully designed interventions. In this study, we evalu-
ated a conceptual framework of the direct and indirect effects of typical writing instruction and student writing
practice on reading achievement in first grade. Fall reading, vocabulary, and writing data were collected from
391 students, and classroom writing instruction and student writing practice were observed in 50 classrooms.
The effects of writing instruction on spring reading achievement were evaluated using a 2-level, fixed effects
structural equation model. In a multiple mediator model, the total indirect effect of composing writing instruc-
tion through student writing practice on spring reading achievement was positive and statistically significant (β16 Zeitschrifteninhaltsdienst Juni 2018
= .17, p = .029), with a modest effect of composing writing instruction mediated by generative writing practice
(β = .15, p = .024). The final model explained 86% and 59% of the variability in spring reading achievement at
the student and classroom levels, respectively. These results suggest that generative writing practice mediates
the relationship between composing instruction and spring reading achievement. The results also highlight
some potentially positive effects of typical writing instruction and student writing practice after controlling for
reading instruction and fall reading achievement. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Abstract:
An adequate level of linguistic complexity in learning materials is believed to be of crucial importance for
learning. The implication for school textbooks is that reading complexity should differ systematically between
grade levels and between higher and lower tracks in line with what can be called the systematic complexifica-
tion assumption. However, research has yet to test this hypothesis with a real-world sample of textbooks. In
the present study, we used automatic measures from computational linguistic research to analyze 2,928 texts
from geography textbooks from four publishers in Germany in terms of their reading demands. We measured a
wide range of lexical, syntactic, morphological, and cohesion-related features and developed text classification
models for predicting the grade level (Grades 5 to 10) and school track (academic vs. vocational) of the texts
using these features. We also tested ten linguistic features that are considered to be particularly important for
a reader’s understanding. The results provided only partial support for systematic complexification. The text
classification models showed accuracy rates that were clearly above chance but with considerable room for
improvement. Furthermore, there were significant differences across grade levels and school tracks for some of
the ten linguistic features. Finally, there were marked differences among publishers. The discussion outlines
key components for a systematic research program on the causes and consequences of the lack of systematic
complexification in reading materials. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Abstract:
Multimedia integration signals highlight correspondences between text and pictures with the aim of
supporting learning from multimedia. A recent meta-analysis revealed that only learners with low domain-
specific prior knowledge benefit from multimedia integration signals. To more thoroughly investigate the influ-
ence of prior knowledge on the multimedia signaling effect in a more ecologically valid context, we conducted
a quasi-experimental field study with 8th graders. They learned with a digital multimedia textbook in 1 of the 2
versions: (a) a basic version with signals that supported only the selection and organization of information from
either text or pictures or (b) an extended version with additional multimedia integration signals to support the
integration of information from text and pictures (e.g., color coding, deictic references). Results of a contrast
analysis revealed that low-prior-knowledge learners learned better with the extended version compared with
the basic version, whereas adding multimedia integration signals was detrimental for learning outcomes of
high-prior-knowledge learners. This expertise reversal effect could only partially be explained by cognitive load
measures, in that high-prior-knowledge learners had higher extraneous cognitive load in the condition with
multimedia integration signals. The results suggest a need for a more individualized multimedia design that
considers students’ prior knowledge. (PsycINFO Database Record (c) 2018 APA, all rights reserved)
Abstract:
This research examined whether the informational advantage of an animation over a static picture (and
over no visualizations as a control condition) can be compensated by presenting the information in the text
that constitutes this informational advantage. In addition, it was investigated whether learners’ spatial abilities
acted as a compensator in learning with a static picture compared to an animation. Moreover, the underlying
cognitive processes were explored by eye tracking measures. Two hundred and one university students were
randomly assigned to one to six conditions resulting from a 2 × 3 between-subjects design with text infor-
mation (with vs. without dynamic information) and visualization format (no visualization vs. static picture vs.
animation) as independent variables and spatial abilities as continuous factor. For learning outcomes, results
revealed that, other than expected, text information did not moderate learning with the different visualization
formats. However, learners receiving visualizations significantly outperformed learners in the control condi-
tions, and learners receiving animations significantly outperformed learners receiving static pictures in a trans-
fer test. An analysis of the eye tracking data revealed that this beneficial effect of animations over static pic-
tures was mediated by a pupillometry measure that is supposed to reflect effortful cognitive processing. Spatial
abilities acted as a compensator in learning with the two visualization formats: The advantage of animations
was particularly evident for learners with low spatial abilities, but not for learners with high spatial abilities.
These results indicate that the informational advantage of animations over static pictures cannot easily be
compensated through text information, but by learners’ spatial abilities. (PsycINFO Database Record (c) 2018
APA, all rights reserved)
Abstract:
The ability to learn in a self-regulated way is important for adolescents’ academic achievements. Moni-
toring one’s own learning is a prerequisite skill for successful self-regulated learning. However, accurate moni-
toring has been found to be difficult for adolescents, especially for learning problem-solving tasks such as can
be found in math and biology. This study investigated whether a self-explaining strategy, which has been found17 Zeitschrifteninhaltsdienst Juni 2018
effective for improving monitoring accuracy in learning from text, can improve monitoring and regulation-
choice effectiveness, and problem-solving performance in secondary biology education. In 2 experiments, one
half of the participants learned to solve biology problems by studying video-modeling examples, and the other
one half learned by giving step-by-step self-explanations following the video-modeling examples (Experiment 1)
or by following the posttest problem-solving tasks (Experiment 2). Results showed that in contrast to earlier
studies, self-explaining did not improve monitoring and regulation-choice effectiveness. However, the quality
of self-explanations was found to be related to monitoring accuracy and performance. Interestingly, the com-
plexity of the problem-solving tasks affected monitoring and regulation-choice effectiveness, and problem-
solving performance. These results are discussed in relation to the cognitive demands that monitoring and
regulating learning to solve problems combined with self-explaining pose on learners. (PsycINFO Database
Record (c) 2018 APA, all rights reserved)
Abstract:
Instruction often starts with an explanation of a concept or principle before students are presented with
problems to be solved. Recent research indicates that reversing this widely used tell-and-practice sequence
(T&P) so that exploratory problem-solving precedes the instructional explanation (i.e., PS-I) might be more
beneficial. We aimed to replicate this advantage, but we also hypothesized based on previous research that the
effectiveness of PS-I would depend on how scaffolding prompts and specific ways of representing the problems
are combined. In an in vivo experimental classroom study, 213 ninth graders were randomly allocated to either
a T&P or 1 of 4 PS-I conditions (in a 2 × 2 design). In all PS-I conditions, exploratory problem-solving consisted of
a comparing and contrasting cases activity. However, we varied whether the students processed grounded or
idealized cases (containing or stripped off contextual detail, respectively) and whether the activity was scaf-
folded by an invention or a self-explanation prompt. We assessed transfer performance immediately after
learning and 4 weeks later. The PS-I sequences were not generally more effective than the T&P sequence, the
effectiveness was influenced by an interaction of scaffolding prompts and problem representation. Immediate-
ly after learning, T&P students were only outperformed by students who learned with grounded cases and self-
explanation prompts, by students who learned with grounded cases and invention prompts, and by students
who learned with idealized cases and invention prompts; only the latter retained this advantage 4 weeks after
learning. We discuss potential reasons and emphasize that PS-I sequences demand careful design. (PsycINFO
Database Record (c) 2018 APA, all rights reserved)
Abstract:
All over the globe, educational technology (EdTech) is being sold to schools as a central mechanism for
improving access to quality learning for high poverty populations. There is a growing scholarship that interro-
gates the institutional drivers of the ‘EdTech craze’. Building on this work, this paper examines how technocen-
trism as a specific strain of neoliberalism is reflected at both the organizational and institutional levels, both by
private and public sectors in the case of school education in India. We argue that using institutional theory to
explain complex multi-layered reforms means looking in tandem at macro principles defined through interac-
tions in the organizational field and the re-experiencing and transformation of those processes at the micro
level.
Abstract:
This paper investigates the commercialisation of Social and Emotional Learning (SEL) in Australian
schools. Specifically, it focuses on understanding why teachers value commercial resources, and how they en-
act these in their classrooms. Theorising around teacher agency suggests teachers are now choosing to use a
range of commercial resources and view these as important additions to their pedagogical toolbox. Teachers
want high quality resources, and they prefer resources that are easy to import, scaffold and modify according
to their specific needs. Teachers did not readily see the benefit of a prescriptive SEL program. Instead, they
wanted multiple resources that they could pick and choose the best bits from. Our data suggests that teachers
are not being seduced by commercialisation and the ‘easy fix’ it promises, but are in fact presenting as agentic
professionals who care deeply about students’ social and emotional wellbeing and are working to tailor be-
spoke learning experiences to meet the needs of their students within their specific school contexts. We argue
that it is worth nuancing the critique about commercialisation offered in the literature to date, and suggest
that commercialisation is not inherently bad, rather it is the ‘intensity’ of commercialisation that needs to be
regulated and further investigated.
Abstract:
In this paper, we examine how Teach for Bangladesh (TfB) has utilised Facebook since 2012 in its effort
to extend its policy influence and message to young Bangladeshi graduates and local population. We reveal this
as an example of how Facebook has become a powerful new platform for policy mediatisation. This is also a
developing world-example of a [global] policy rewritten [locally] as audio-video bytes. Our analyses reveal
three ways in which TfB sought to influence these graduates, but also the local government and public, via
Facebook. First, it created opportunities for recurrent reading, hearing and seeing the policy in practice as ani-
mated by ‘stars’, ‘spectacles’, ‘glamour’ and ‘statistics’, all of which regularise a sense of heroic bodily feeling-
as-vernacularisation. Secondly, it sought to inform and reshape the social imaginary and associated problem18 Zeitschrifteninhaltsdienst Juni 2018
imagination of the graduates and locals to whom this message was directed. And thirdly, it involved what might
be described as a ‘post-truth’ way of engagement via the excessive use of emotional stimulus, manifesting an
understanding of the affective aspect of policy. We have used a combination of social network analysis, content
analysis and videological analysis in establishing our argument.
Abstract:
The devolution of public sector schooling systems has been a feature of education reform since the
1980s. In Western Australia, the Independent Public School (IPS) initiative has recently been installed, an-
nounced by the state government in 2009. Now over 80% of the state’s public school students attend IP
schools. Drawing on interview data from a broader study of devolution and the conditions of teachers’ work,
this article explores the cases of two schools – one IPS and one non-IPS. While both schools were ostensibly
disadvantaged, they proved to be highly contrasting schooling sites, responding to the school marketplace in
markedly different ways. We consider the ways in which the IPS initiative is contributing to the operation of
market dynamics within the public school sector in WA, and argue that it has created new mechanisms for the
residualisation of particular, and specifically non-IP, schools. Furthermore, while one school was apparently
more of a ‘winner’ within the school marketplace, as it was attracting increasing student enrolments, we query
what it might actually mean to ‘win’ in such a policy settlement, with staff at both schools reporting significant
dissatisfaction in their work.
Abstract:
Digital technology is an expanding area of education policy. There is growing interest, therefore, in how
networks of corporate and state policy actors implicit in the formation of (inter)national education technology
agendas intersect with local school systems and teachers. In particular, this paper explores the significant policy
work that takes place outside schools and classrooms through education trade shows. Based on an in-depth
‘event ethnography’ of one large Scandinavian educational technology show, the paper details how these
events function as sites of policy interpretation – ‘sharing’ (or more accurately ‘selling’) global ideas and imper-
atives to local schools and teachers. These findings highlight the role of trade shows in consolidating policy
networks, subsuming public education interests into corporate concerns, and differentiating teacher subjectivi-
ties and encouraging teacher entrepreneurship. The paper problematizes the ways in which teacher agency is
shaped and controlled by the discursive, material and affective dimensions of such events.
Abstract:
In an era of expanding global educational privatization and shifting policies on how to fund educational
facilities in many states in the US, this study engages the lenses of critical policy analysis and fiscal sociology to
examine educational privatization in the school facilities industry in California. Employing critical policy docu-
ment analysis to examine approximately 40 primary and secondary source documents including propositions,
bills, government and education codes, facilities reports, and state public debt data, this paper addresses the
following research question: How have education finance policies shaped the system of school district facilities
financing over time, specifically with regard to the field of private actors involved in the school facilities indus-
try? This paper examines the historical policy context for privatization in school district facilities financing, eval-
uating how policies have evolved, been implemented, and affected stakeholders over time in the broader ne-
oliberal context. Findings indicate that policies promoting privatization in education finance impact school
districts’ abilities to provide equitable facilities to their students. Also, the complex and intermittent process of
financing school facilities has facilitated the rise of specialized private actors in the school facilities industry that
has now organized to engage in private-sector policy setting.
Abstract.
Soziale Exkludierung, von anderen entfernt gehalten zu werden, zieht schwerwiegende psychische und
physische Reaktionen nach sich. Wie stark allerdings Menschen von sozialer Exkludierung bedroht sind, hängt
von verschiedenen Faktoren ab. Im vorliegenden Forschungsartikel wird der Frage nachgegangen, inwiefern
kulturelle Unterschiede das Erleben sozialer Exkludierung beeinflussen. Die aktuelle Forschung zeigt, dass Per-
sonen mit kollektivistischem Hintergrund von Exkludierung weniger psychologisch beeinträchtigt sind als Per-
sonen mit individualistischem Hintergrund, weil sie als weniger bedrohlich und destabilisierend wahrgenom-
men wird. Neben der Darstellung empirischer Befunde werden die Grenzen des Effekts diskutiert, sowie theo-
retische und praktische Implikationen vorgestellt.
Abstract:
This paper investigates the impact of national policies for improving teaching and the school learning
environment (SLE) on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Ger-
many, Greece, Ireland, and Slovenia), a sample of at least 50 schools was drawn and tests in mathematics and
science were administered to all Grade 4 students (N = 10,742) at the beginning and end of school year 2010–
2011. National policies were measured through (a) content analysis of policy documents, (b) interviews with
policymakers, and (c) head-teacher questionnaires. Multilevel analyses revealed that most aspects of national
policies for teaching and SLE were associated with student achievement in each subject irrespective of the
source of data used to measure them. Implications are, finally, drawn.
Abstract:
This study examines the general question of how classroom characteristics are linked with differences
among students in civic competence, which is seen to be an important basis for political inequality. A resource-19 Zeitschrifteninhaltsdienst Juni 2018
mobilisation account of youth civic competence is presented, and this is tested using hierarchical linear model-
ling and International Civic and Citizenship Study 2009 data. The determinants of youth civic competence are
explored at the individual, family, and classroom levels, where resource and mobilisation factors at each level
are examined. Evidence for classroom effects are tested using Campbell’s compensation hypothesis and in-
sights derived from Marsh’s big-fish-little-pond effect (BFLPE). This case study of the Czech Republic shows
limited evidence for an open classroom climate reducing civic competence differences between low- and high-
SES students, and no evidence of BFLPE increasing such differences among youths.
Abstract:
Specialised learning environments provided through private schooling may increase educational quality,
which may increase the likelihood that citizens will pursue human rights through civic engagement. We em-
ployed 2-stage least squares year and country-level fixed effects and examined how private schooling could
affect political rights, civil liberties, and economic freedom indices in 174 nations across the globe from 1999 to
2014. We used an innovative instrumental variable, fluctuations in the short-run demand for schooling within
countries, over time, in order to predict private schooling. Our results suggest that an increased share of pri-
vate schooling enrolment at the primary level leads to enhanced political and economic freedom.
Abstract:
This paper investigates the impact of effective schooling in the 1st year of elementary school on later
academic outcomes and equal educational opportunity. A large longitudinal dataset from England was used to
estimate the importance of the 1st year of elementary school for academic outcomes up to age 16. Multilevel
models, controlling for baseline assessment, deprivation, sex, and ethnic status, showed that classes in the 1st
year differed substantially in their progress but did not vary in their impact on equity. Those classes defined as
effective and students from those classes were tracked on 3 further occasions up to the age of 16 and com-
pared with others. Being in an effective class in the 1st year of school, when the children were aged 4 to 5 years,
was significantly related to later attainment at age 16 (Effect Size = 0.2). However, it was unrelated to equity at
age 16.
Abstract:
The study examines the correlation between collective innovativeness of the teaching staff and the prin-
cipal’s leadership style as well as additional school structure characteristics. The construct of collective innova-
tiveness is examined as a precondition of successful school improvement processes driven by the teaching staff.
Based on theoretical interdisciplinary analyses and empirical findings, the examined hypothesis was that the
principal’s leadership directly and positively influences the collective innovativeness of the teaching staff. The
results of the structural equation modeling (partial least squares regression) indicate that the principal’s lead-
ership style is the strongest predictor of teachers’ collective innovativeness and, together with the teaching
staff’s perception of hierarchical structures and autonomy within the school, explained 51% of variance in the
construct. The paper highlights important aspects of principals’ leadership styles that can encourage collective
innovativeness among teachers.
Abstract:
This study investigates school effects on primary school students’ language and mathematics achieve-
ment trajectories in Chile, a context of particular interest given its large between-school variability in educa-
tional outcomes. The sample features an accelerated longitudinal design (3 time points, 4 cohorts) together
spanning Grades 3 to 8 (n = 19,704 students in 156 schools). The magnitudes of school effects on students’
growth trajectories were found to be sizeable (generally larger than school effects in Western industrialised
countries) and moderately consistent across school subjects. School composition effects on student achieve-
ment status were found for both school subjects. However, there was no evidence of composition effects on
student achievement growth. The study provides new evidence on the size and nature of school effects in a
developing country context based on state-of-the-art methods (i.e., accelerated longitudinal and growth curve
models).
Abstract:
Die schulische Nutzung mobiler, auch schülereigener Endgeräte wie Tablet-PCs oder Smartphones nimmt
derzeit an Bedeutung zu. Sie können vor allem an weiterführenden Schulen eine zeitgemäße und pädagogisch
sinnvolle Erweiterung des Lernens mit digitalen Medien darstellen. Der vorliegende Beitrag geht der Frage nach,
welche Voraussetzungen und Potenziale BYOD-Ansätze sowie das Lernen mit mobilen Endgeräten aus der Per-
spektive der Schulentwicklung haben....
Abstract:
Für einige Jahre war „Bring your own Device“ (abgekürzt: BYOD) das Zauberwort für eine gelingende
Integration digitaler Medien in Schule und Unterricht. Konkret gemeint ist mit dem Begriff die Erlaubnis oder
die Aufforderung der Schule, persönliche Computer wie z. B. Smartphones, Tablets oder Laptops mit in die
Schule zu bringen und dort für schulische Zwecke zu nutzen. Über Möglichkeiten und Erfahrungen – von Chris-
toph Olsen.
Abstract:
Immer wieder stellt sich an Schulen besonders bei kleineren Fächern die Frage, wie es gelingen kann,
ausreichend viele Schülerinnen und Schüler zu einem Kurs zu versammeln. In Schleswig-Holstein stellt sich
diese Frage regelmäßig im Wahlpflichtbereich am Gymnasium: Hier melden sich nicht selten zu wenige Schüle-Sie können auch lesen
